_______________________
Student Name
ASSESSMENT TASK
_______________________
Submitted To
Same, same but different (Medieval Europe and Shogunate Japan study)
Stage: 4 Year: 8
Research
Name of Unit:
Year Group / Stage:
Type of Task:
Due Date:
Weight
OUTCOMES ASSESSED
Term:
2
50%
Week:
5
HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past
societies
HT4-6 uses evidence from sources to support historical narratives and explanations
HT4-8 locates, selects and organises information from sources to develop an historical inquiry
HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past
HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Where is the better place to live?
Undertake research to draw conclusions about where you would rather live.
Part A
Select ONE of the following roles for your comparative research:





DESCRIPTION OF
ACTIVITIES
Religious person (Monk, nun, priest)
Women from the upper classes
Artisan
Peasants
Warrior (samurai/knight)
Create a presentation (Powerpoint, Prezi or other) that describes the life of the
significant person. Your presentation will be presented in class through
automation (voice over and automated slide transition included) or manual (you
present the information to the class). In your person you should address:
Clothing
- What did your people wear?
- How significant was the clothing in reinforcing the class system in each
culture?
Housing
- Where did your person live?
Everyday life
- What did the people do as part of their daily routine?
Roles and responsibilities
- What were the main roles and responsibilities performed by your chosen
people?
Other
- Interesting information about this significant person that may describe their life in
more detail.
For each element your presentation should include:


An image for each society
A description of each element for both societies. Your answer
should address the question(s) asked for each element.
Referencing should be made throughout. Bibliography should be included in the
last slide.
San Clemente High School
1
Part B
In your opinion, where would you prefer to live?
Using evidence you have gathered to support your opinion, write an extended
response which outlines the reasons for your judgement. The extended response
should refer to the areas addressed in your presentation.
METHOD OF
SUBMISSION
Late submissions lose 25% the first day, 50% the second day and on the third day no grade is given.
Work that is plagiarised will not receive a grade and will need to be resubmitted.
Sources that have been used in your assignment need to be acknowledged in a reference list
Computer / printer malfunctions are not considered a valid excuse for submitting an assignment late.
Extensions must be applied to the TLC well before the due date
GLOSSARY of KEY TERMS
Describe
Discuss
Examine
Explain
Identify
Outline
Provide characteristics and features
Identify issues and provide points for and/or against
Inquire into
Relate cause and effect; make the relationships between things
evident; provide why and/or how
Recognise and name
Sketch in general terms; indicate the main features of
MARKING RUBRIC
PART A
CRITERIA
Demonstrates an outstanding understanding of a significant person and the way they lived
during the period of Medieval Europe and Shogunate Japan; Extensive use of historical
vocabulary used correctly throughout research; High quality and relevant images included to
support understanding.
Demonstrates a very good understanding of a significant person and the way they lived during
the period of Medieval Europe and Shogunate Japan; High use of historical vocabulary used
throughout research; Quality, relevant images included to support understanding.
Demonstrates a sound understanding of a significant person and the way they lived during the
medieval period; Some use of historical vocabulary used throughout research; Quality,
relevant images used on at times to support understanding; Some quality or relevant images
used to support understanding.
Demonstrates a basic understanding of a significant person and/or the way they lived during
the medieval period; Historical vocabulary used at times in research; Some quality or relevant
images used at times to support understanding.
Demonstrates a limited understanding of a significant person; Historical vocabulary not used
or used incorrectly in research; presentation does includes images that may be irrelevant or
poor quality.
GRADE
A
B
C
D
E
PART B
CRITERIA
Identifies and clearly justifies the better location to live using relevant evidence from research
in Part A. Extensive use of historical vocabulary used to support your decision.
Identifies and justifies the better location to live using relevant evidence from research in Part
A. Historical vocabulary used appropriately to support decision.
Identifies and attempts to justify the location believed to be the better place to live using some
evidence from research in Part A. Historical vocabulary used to support your decision.
Identifies and provides some reason that they believe is the better location to live. Historical
vocabulary used at times to support your decision.
Identifies the better location to live; Answer does not include any reasons for decision.
Historical vocabulary not used or used incorrectly.
OVERALL GRADE:
San Clemente High School
GRADE
A
B
C
D
E
□
2
This feedback sheet is intended to assist you in setting specific targets to improve your understanding in
the areas of:

Spelling, Articles and Plurals, and Sequence
SPELLING
Correct spelling of uncommon words or words with unusual patterns correctly. Frequent use of subject specific technical words
GRADE
A
Correct spelling of frequently used words as well as some attempt to spell more uncommon words with accuracy rate of 50-80%
Correct spelling of frequently used words and those with commonly seen spelling patterns
B
C
Demonstrated difficulty in spelling high frequency words and spelling patterns.
D
Limited correct spelling.
E
PUNCTUATION
Capital letters, Full stops, Question marks, Exclamation marks, Commas in list, to mark phrases or clauses, Inverted commas,
Apostrophes, Brackets, Ellipses, Colons
The Punctuation is always correct and appropriate to aid the reading of the text
GRADE
A
The Punctuation is mostly correct and appropriate to aid the reading of the text
The Punctuation is at times correct and appropriate to aid the reading of the text
B
C
The Punctuation is at times correct and appropriate, but does not aid the reading of the text
D
The Punctuation is rarely correct and appropriate
E
Grammar
Nouns, Verbs, Adjectives, Connectives, Pronouns, Adverbs, Prepositions, Articles
Parallelism in verb use, noun-pronoun agreement; proper use of adjectives, adverbs and prepositions
GRADE
A
Occasional errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions
Errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions.
B
C
Frequent errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions that distract and confuse
D
Excessive errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions that
E
Text Structure
Excellent organisation of the structural components of a text (introduction, body and conclusion) into an appropriate and effective text
GRADE
A
Good organisation of the structural components of a text (introduction, body and conclusion) into an appropriate and effective text
Satisfactory organisation of the structural components of a text (introduction, body and conclusion) into an appropriate text
B
C
Developing organisation of the structural components of a text (introduction, body and conclusion) into an appropriate text
D
No organisation of the structural components of a text (introduction, body and conclusion)
E
Sentence Structure
The production of grammatically correct, structurally sound and meaningful sentences. Construction of simple, compound and complex
sentences.
The production of grammatically correct, structurally sound and meaningful sentences. Construction of simple and compound sentences.
Satisfactory production of sentences that are mostly grammatically sound, structurally sound and meaningful sentences. Construction of simple
and compound sentences.
Sentence production is developing. Evidence of sentences that are at times grammatically sound, structurally sound and/or meaningful
sentences. Construction of simple and compound sentences.
Sentence production is poor. Little evidence of sentences that are grammatically sound, structurally sound and/or meaningful sentences.
Construction of simple sentences only.
San Clemente High School
3
GRADE
A
B
C
D
E
COMMENTS
STRENGTHS
AREAS FOR
DEVELOPMENT
Teacher’s Signature: ……………………………………
Date:......../…..…/…..…
Students Reflection (identify the areas you feel you could have improved)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Student’s signature………………………………………
Date:......../…..…/…..…
San Clemente High School
4