Performance Standards for Stage 2 Modern History
Knowledge and
- Inquiry and Analysis
Understanding
A Comprehensive and relevant
knowledge and understanding of
people, places, events, and ideas
in history.
Astute formulation of hypotheses
and/or focusing questions, and
their application in explaining
historical concepts.
B Well-considered and relevant
knowledge and understanding of
people, places, events, and ideas
in history.
Clear and effective formulation of
hypotheses and/or focusing
questions, and their application in
explaining historical concepts.
C Considered and relevant
knowledge and understanding of
people, places, events, and ideas
in history.
Mostly clear formulation of
hypotheses and/or focusing
questions, and their application in
explaining historical concepts.
D Recognition and basic
understanding of people, places,
events, and ideas in history.
Formulation of one or more
focusing questions and
description of one or more
related historical concepts.
E Limited awareness of people,
places, events, or ideas in
history.
Attempted formulation of one or
more focusing questions and
attempted description of a related
historical concept.
Student Name:
Comment:
Mark (/20):
Grade:
Perceptive application of the
skills of historical inquiry,
including critical analysis.
Astute and thorough construction
of reasoned historical arguments
based on a critical understanding
of evidence from sources.
Well-considered application of
the skills of historical inquiry,
including critical analysis.
Well-conceived and well-
developed construction of
reasoned historical arguments
based on a critical understanding
of evidence from sources.
Considered application of the
skills of historical inquiry,
including some critical analysis.
Organised construction of
reasoned historical arguments
based on a critical understanding
of evidence from sources.
Basic application of some skills
of historical inquiry, including
some superficial analysis.
Some basic construction of a
historical argument based on
some understanding of evidence
from sources.
Limited application of one or
more skills of historical inquiry.
Attempted description of a
historical event based on a
limited understanding of
evidence from sources.
Reflection and Evaluation
Perceptive reflection on the short-
term and long-term impacts of
individuals, events, and
phenomena.
Comprehensive and insightful
evaluation of why individuals and
groups acted in certain ways at
particular times.
Well-informed reflection on the
short-term and long-term impacts
of individuals, events, and
phenomena.
Well-considered evaluation of why
individuals and groups acted in
certain ways at particular times.
Informed reflection on the short-
term and long-term impacts of
individuals, events, and
phenomena.
Considered evaluation of why
individuals and groups acted in
certain ways at particular times.
Some superficial reflection on one
or more short-term or long-term
impacts of individuals, events,
and/or phenomena.
Superficial consideration of why
individuals and groups acted in
certain ways at particular times.
Limited description of a short-term
or long-term impact of an
individual, event, and/or
phenomenon.
Description of the actions of
individuals and groups at particular
times.
Communication
Well-structured and
coherent communication
of well-informed and
relevant arguments.
Consistent, clear, and
appropriate use of subject-
specific language and
conventions.
Structured and mostly
coherent communication
of informed and relevant
arguments.
Clear and appropriate use
of subject-specific
language and conventions.
Generally coherent
communication of
informed and relevant
arguments.
Mostly appropriate use of
subject-specific language
and conventions.
Some basic
communication of aspects
of an argument.
Some appropriate use of
subject-specific language
and conventions, with
inaccuracies.
Attempted communication
of one or more aspects of
an argument.
Limited use of any
appropriate subject-
specific language and
conventions.
 Stage 2 Modern History

ASSESSMENT TYPE 1: Folio

Summative Task 1 - Historical Empathy

Empathy refers to ones capacity to identify

with and understand and be sensitive to
another beings point of view, emotions,
feelings or circumstances.

Purpose
To demonstrate empathy for people of pre-revolutionary society and government in Russia by
presenting views from their perspective, which communicate a view on a historical event.
To demonstrate understanding of the complex and tragic nature of these periods and the people
involved.

Task Description
Using knowledge gained from classroom lessons and/or independent research on the nature of pre-
revolutionary society and government in Russia (Topic 3 Revolutions and Turmoil: Social and Political
Upheavals since c.1500), complete the following task:

PART 1: Account
1. Select one of the people listed in column A.
2. By adopting the voice of this person explore and present your perspectives on an event(s),
individual(s), or phenomena of the revolutionary period (1900-1916).
3. In presenting your perspectives reflect upon and discuss your views on at least one of the events or
personalities or situations or phenomena listed in column B. You should discuss both the long and
short term effects.
4. Make reference to specific times, dates, places, and people to ensure the accuracy and authenticity
of your account. (Any intentional inaccuracies can be explained in Part 2: Commentary)
5. Use language appropriate to your context, including appropriate historical terms and names.
6. Choose a format to present your findings from column C.
 A B
Russian factory worker
Russian peasant
Russian business owner
(middle-class)
Lenin
Tsar Nicholas II
Member of a
revolutionary group
Member of the nobility
Member of the clergy
Other (negotiable with
teacher)
C
Economic difficulties Historical report
Bloody Sunday Scripted role play
Nicholas handling of the Essay
period Oral Presentation
Role/performance of the Letter
Dumas Journal entry
Fundamental Law of 1906 Monologue (digitally
Agrarian reforms recorded)
Russo-Japanese War Extract from an
1905 Revolution autobiography
The October Manifesto War correspondents
Nicholas IIs performance report
Rasputin Other (negotiable with
Impact of World War One teacher)
Other (that you might
think are relevant)

PART 2: Commentary
In the commentary you have an opportunity to reflect on what you aimed to communicate about how an
individual or a group was impacted by and responded to a particular historical event or phenomenon.
Because you are adopting the voice of an individual, your account will reflect that individuals perspective;
your commentary should reflect on this. In the commentary you may also outline your reasons for
choosing the particular voice and how the format you chose suited the purpose of communicating
historical empathy. The commentary can be presented in a written, oral or multimodal form.

Assessment Conditions
Time allocated: Three 45-minute lessons and two weeks of personal study time.
PART 1 A maximum of 800 words written or a maximum of 5 minutes if oral, or the
equivalent in multimodal form
PART 2 A maximum of 200 words or equivalent in a non-written form

Assessment Design Criteria

You will be marked on the following performance standards:
KU1 Knowledge and understanding of people, places, events, and ideas in history.
RE1 Reflection on the short-term and long-term impacts of individuals, events, and phenomena.
RE2 Evaluation of why individuals and groups acted in certain ways at particular times.
C2 Use of subject-specific language and conventions.