Work sample
History – Year 9
Work sample: The Industrial Revolution
Relevant part of the achievement standard
By the end of Year 9 students place some of the main events, people and societies they have studied within
a chronological framework, with specific reference to the locations affected, periods of time and use dating
conventions for describing the past.
When researching, students develop inquiry questions and plan an inquiry. They identify and locate both
primary and secondary sources using information technologies and other methods. They process information
from these sources and use it as evidence to answer inquiry questions.
Students analyse sources for origin, purpose, context and usefulness. They process historical information
from a range of sources. Students examine sources to identify and describe different points of view, values,
attitudes and perspectives. They explain the context for people’s actions and experiences in the past.
Students explain change and continuity over time and explain the significance of individuals, groups and
events over the short and long term. They link effects to causes and explain those links.
Students compose historical texts, particularly explanations and discussions (incorporating historical
argument) and use evidence from primary and secondary sources to support their conclusions. They use
appropriate historical terms, concepts and appropriate acknowledgement or referencing of source material
in their historical texts. They present their findings in a range of forms, in particular written and visual texts,
including digital technologies.
Summary of task
Students were required to:
•
develop inquiry questions to investigate the effects of the Industrial Revolution on families
•
locate and use a range of sources related to their inquiry questions
•
construct a written explanation supported by historical evidence
•
include a bibliography.
Student attainment of the achievement standard is determined at the end of a reporting period after
reviewing relevant assessment evidence.
Work sample – November 2010
Year 9
© ACARA 2010 (except where otherwise indicated).
Page 1 of 3
Work sample
History – Year 9
Work sample: The Industrial Revolution
Annotations
Poses questions to inform the
inquiry.
Uses statistics to explain change
over time and the significance of
the Industrial Revolution.
Makes a link between an effect and
a cause to explain how families
were affected by the Industrial
Revolution over the short term.
Uses some relevant terminology
in an historical context such as
manufacturing, working conditions
and railways.
Work sample – November 2010
Year 9
© ACARA 2010 (except where otherwise indicated).
Page 2 of 3
Work sample
History – Year 9
Work sample: The Industrial Revolution
Annotations
Identifies a long term effect of the
Industrial Revolution.
BIBLIOGRAPHY
Includes a list of references used in
the historical inquiry.
http://www.sahistory.org.za/classroom/grade 10/3_1.htm
http://www.answers.com/topic/population
http://www/nettlesworth.durham.sch.uk/time/victorian/vindust.html
http://industrialrevolution.sea.ca/impact.html
Uses information technologies to
locate sources.
Annotation summary
This work sample demonstrates use of the inquiry process and shows that the student has an understanding
of the short and long term significance of the Industrial Revolution. The student explains change over time by
analysing the impact of the Industrial Revolution on families and presents these understandings in a written
report.
Acknowledgement:
ACARA acknowledges the contribution of trial school teachers and students in providing the tasks and work samples. The annotations written by ACARA
are referenced to the Australian curriculum achievement standards.
Work sample – November 2010
Year 9
© ACARA 2010 (except where otherwise indicated).
Page 3 of 3