Modern History 2004
Sample student response
Category 2: Written research task (Civil rights)
Criterion 1: Reflections
Evidence of reflection was found in a number of places in the student’s records of research. The
extracts in this document show where the student has reflected on their choices about direction or
emphasis. These reflections demonstrate the match to the A standard for an aspect of Criterion 1:
Planning and using a historical research process.
Criteria and standards
This student response has been matched to instrument-specific criteria and standards; those
which best describe the student work in this sample are shown below. For more information about
the syllabus criteria and standards descriptors, see the highlighted standards on the Modern
History subject page at www.qsa.qld.edu.au/2055.html.
Standard A
Criterion 1: Planning and
using a historical research
process
The student:
·
demonstrates
reflection during research to make
.
choices
Note: Colour highlights have been used in the table to emphasise the components of the
standard and the qualities that discriminate between the standards.
Key:
cognitive processes
elements of the task
qualifiers that describe “how well” or “to what extent” the cognitive processes or elements of the
task have been demonstrated at each standard
Student response — Standard A
These extracts from a student’s records of research are annotated to show the match to one
aspect of Criterion 1. When reflecting during research, at an A standard, the student:
· demonstrates critical reflection during research to make valid choices about direction or
emphasis.
Comments
The student has
synthesised the
information they have
gathered to answer
sub-question 1.
This response
demonstrates
reflection during research
where the student has
considered the evidence
available in primary and
secondary sources in
order to answer the subquestion.
The answer to the
sub-question has led to
the student to begin to
modify their hypothesis,
i.e. to make
choices
that are based
on evidence.
This part of the records of
research demonstrates
that the student has
revised their subquestions during
research as they
developed a fuller picture
of the available evidence.
Answering sub-question 1
Sub-question
Evidence of reflection may be located in
various parts of the records of research.
In this student response, some key
reflections were also located in the
annotations made when note-taking.
What new themes and ideas were explored by African Americans, through art,
during the flourishing of culture that was the Harlem Renaissance?
Reflection on sources for this sub-question
Art and poetry used as primary sources — can see the themes. Analysis of art by
experts also. Secondary sources corroborated primary evidence.
Answering the sub-question
The themes were related to developing a new consciousness and included an
African American political agenda of racial equality, expressing and
communicating the African American experience and history in both Africa and the
south, racial pride, integration vs. segregation, African folklore, alienation and
marginalisation.
Link to hypothesis
They didn’t really achieve the intended aim to permanently alter society’s
perceptions, but they improved awareness and pride in the African American
community.
Reflection on sub-questions
Sub-questions were revised and altered at a few points during the research process.
I initially considered linking questions 2 and 3 into a single paragraph about social
effects, but as research continued this seemed less necessary. An abundance of
information was available for each, and the answer to each also developed to a
point where they weren’t really closely related enough any more. I instead decided
to combine questions 2 and 4 into a single paragraph about successes.
Furthermore, the aim of 4 was reconsidered. Sources directly stating effects of
Harlem Renaissance to Civil Rights Movement were extremely scarce,
into drawing conclusions from other research, i.e. how were the
ideals of Civil Rights Movement reflective of those from Harlem Renaissance? In
terms of order, I eventually decided the essay would flow most effectively with 1 first,
followed by 3, and final the combined paragraph 2 and 4.
The reflection can be
described as
because the student
realised their research
did not support their initial
hypothesis. They instead
made a
decision to
change the
of
their argument based
on the evidence.
Reflection on hypothesis
Initial hypothesis places too much focus on Harlem Renaissance’s direct importance
to Civil Rights,
. Also, it does
not seem that it will overarch the whole essay, just parts of it. The revised, more
realistic hypothesis will be:
The Harlem Renaissance failed to achieve its ultimate goal. However, the
movement did succeed in improving social and cultural awareness within the African
American community, effectively laying the foundation for the Civil Rights Movement
of the 1960s.
2 | Modern History 2004: Sample student response