Clearly state your historical inquiry question (e.g. “To what extent”, “how far”, “how important”, “how significant”)
Explain why the question is appropriate for inquiry - in terms of source material presenting diverse perspectives
Provide a precise and detailed references to an appropriate concept, with a clear explanation of how this concept informs the historical inquiry.
Do not outline the sources you will be using at this stage (this will come in Section 2 and Section 3).
This essay will examine the inquiry question…
The question is historically appropriate because...
It will address the concept of X because ... (surely 'perspectives' will always be valid. So in this case could this always be specified, and then another?)
“significant cause” – covers two...?
*get the breakdown of the new concepts
Some possible examples of concepts include:
conflict,
democracy,
authoritarianism,
adaptation,
revolution
nation
society
marginalization,
power
Identity
| Marks | Question | Inquiry Link | Conceptual Understanding |
|---|---|---|---|
| 5–6 | The work clearly states the historical inquiry question. | The work provides a full explanation of how the question is appropriate for historical inquiry. | The work is supported by precise and detailed references to an appropriate concept, with a clear explanation of how this concept informs the historical inquiry. |
| 3–4 | The work clearly states the historical inquiry question. | The work provides a partial explanation of how the question is appropriate for historical inquiry. | The work references an appropriate concept but only superficially explains how this concept informs the historical inquiry. |
| 1–2 | The work does not clearly state the historical inquiry question. | The work is descriptive, and there is only a vague or implicit reference to how the question is appropriate for historical inquiry. | If the work refers to a concept, this is in vague or generic terms and does not explain how this concept informs the historical inquiry. |
| 0 | The work does not reach a standard described by the descriptors below. | The work does not reach a standard described by the descriptors below. | The work does not reach a standard described by the descriptors below. |
This is effectively an overview / abstract of the overall argument which will be fully developed in Section 3.
Outline the perspectives provided by your chosen historical sources (maximum: 7).
Consider different perspectives in separate paragraphs, and bring in reference to appropriate sources to substantiate each.
Do not structure this as a ‘source by source’ account.
| Marks | Sources | Perspectives |
|---|---|---|
| 5–6 | The work provides a well-developed explanation of how the sources provide diverse historical perspectives. | The work clearly explains how the perspectives will help answer the historical inquiry question. |
| 3–4 | The work explains how the sources provide diverse historical perspectives. | The work partially explains how the perspectives will help answer the historical inquiry question. |
| 1–2 | The work identifies or describes the sources. | The work makes limited reference to how the sources will be used to answer the historical inquiry question. |
| 0 | The work does not reach a standard described by the descriptors below. | The work does not reach a standard described by the descriptors below. |
Restate the historical inquiry question.
Produce a series of paragraphs based on the evidence from the sources to provide a sustained analysis that is clearly focused on the historical inquiry question.
Use evidence from the sources used in section 2 and evaluate at least some of these at appropriate points within each paragraph.
Reach a reasoned judgement that is consistent with the analysis: synthesizing the evidence by looking for connections - both agreements and disagreements.
Section 2 is effectively an ‘abstract’ of the argument to be unpacked in more detail in Section 3: which simply includes more evidence from the sources and additionally evaluates those sources. Perhaps section 3 also provides more latitude to bring in background knowledge to expand upon the sources.
| Marks | Question Focus | Evidence and Evaluation | Judgement |
|---|---|---|---|
| 10–12 | The work contains sustained analysis that is clearly focused on the historical inquiry question. | The work is fully supported by evidence from the sources used in section 2, and the evidence is synthesized. There is an evaluation of the sources integrated into the work. | The work reaches a reasoned judgement that is consistent with the analysis. |
| 7–9 | The work is primarily analytical, though at times it is merely descriptive. | The work is supported by evidence from the sources used in section 2. There is a partial evaluation of the sources. | The work reaches a judgement that is consistent with the analysis. |
| 4–6 | The work is primarily descriptive, though there is some analysis. | The work makes some reference to evidence from the sources used in section 2. There is minimal evaluation of the sources. | The work reaches a judgement that is partially consistent with the analysis. |
| 1–3 | The work consists mostly of generalizations and poorly substantiated assertions. | The work makes limited reference to the sources used in section 2. | The work does not clearly state a judgement. |
| 0 | The work does not reach a standard described by the descriptors below. | The work does not reach a standard described by the descriptors below. | The work does not reach a standard described by the descriptors below. |
I anticipate some confusion from students about the essential difference between Section 2 and Section 3. Broadly speaking, it appears that
| Grade | % | Possible M28 (1–7 boundaries) |
|---|---|---|
| 7 | 80–100 | 19–24 |
| 6 | 64–79 | 15–18 |
| 5 | 52–63 | 12–14 |
| 4 | 36–51 | 8–11 |
| 3 | 24–35 | 6–8 |
| 2 | 12–23 | 3–5 |