Blog

Assessment 1: Preliminary Assessment and Critical Reflection

Assessment 1: Preliminary Assessment and Critical Reflection

Part One: Preliminary Assessment

Year 11: Ancient History (Stage 6)

An Investigation of an Ancient Site and Sources

Part A: Context

Year 11 course content has been well-structured to offer each student with vast opportunities for developing and applying their understanding of various approaches and problems involved when conducting investigations of our ancient past history. During class, the students learned the nature and types of various ancient sites and sources, comprising the contributions of scientific and archaeological methods to the comprehension of the ancient past through discovery and investigations. The students also learned and examined the fluctuating nature of archaeological excavations and recording methods along with the contributions and precincts of the ancient texts, iconography, and inscriptions. Finally, the students explored the problems associated with the reconstruction of the ancient past by examining archaeological evidence. The content historical skills and concepts content is integrated as suitable in the assessment. Using a combination of written and archaeological sources, each student will investigate different features of our ancient world history, including the archaeological sites, developments, civilizations, people, and events. The first task provides a great opportunity for the students to apply the class knowledge and historical skills in conducting an in-depth investigation of one ancient site and show their understanding of scientific and archaeological techniques.

Assessment Task:  One Weighting score: 30% Period: Term One, Week 8
Assessment Outcomes

Students will:

AH11-6 conduct an analysis and interpretation of different sources (primary and secondary) to obtain evidence needed to back either the historical argument or account

AH11-7 perform a discussion and evaluation divergent representations and interpretations of ancient past

AH11-8 initiate planning and conducting historical investigations and offer a coherent conclusion, based on the pertinent evidence obtained from an array of sources

AH11-9 engage in communicating their historical understandings, with the use of historical terms, knowledge, and concepts, in a suitable and well-structured format

AH11-10 present a discussion the modern approaches and various issues that are involved in investigations of the ancient historical accounts
Nature of the Assessment Task

Presentation of an Archaegolical Report at the ASHA 2020 Conference

Overview

2020 marks ASHA 50th year anniversary. The Australasian Society Historical Archaeology is looking forward to a great celebration in commemoration of the momentous event at the 2020 Annual ASHA Conference. The organising committee is currently preparing an exciting presenting schedule. Congratulations, you have been selected to make a 20 minute presentation during the conference on your favourite archaeological site as part of the ‘Fifty sites, Fifty Stories’ initiative. The presentation at the ASHA conference should explore the nature of different ancient sources and sites, as well as the contributions of both science and archaeology to understanding our past.

To celebrate ASHA’s 50th year in 2020, each participants will also submit an archaeological report about significant historical archaeological sites which will be published in time for the Anniversary celebrations that will be held on November 25 2020.

You are to examine ONE of the archaeological sites listed below and its contribution to the understanding of the ancient past.

1.     Theban Mapping Project

2.     Petra

3.     Marine archaeology

4.     The Nazca Lines – Peru

5.     Plain of Jars

6.     Dead Sea Scrolls

7.     Select excerpts either Herodotus/Thucydides;

8.     Lord of Sipan
Assessment Guidelines

The students will conduct an archaeological investigation by researching and reporting on one of the archaeological sites and its contribution to the understanding of the ancient past.

The submitted work will provide valuable information on the:

1.     Possible explanations for the locality of the archaeological site (maximum word count: 400)

2.     The analysis, discovery, and excavation, of the archaeological site, comprising: (maximum word count: 500)

2.1  The discovery of the site

2.2  The excavation techniques used at the archaeological site

2.3  The analysis methods used to date the archaeological site and its related artefacts.

Expound on the different methods for location of archaeological sites including aerial Surveys of LiDAR; shadow marks, soil marks; crop marks; satellite photography Ground Survey: Magnetometry; GPR; and Resistivity.

The possible options include the site survey using excavation, radar, carbon dating techniques, forensic examinations or analysis of the DNA

3.     The interpretations and representations of the archaeological site, comprising: (maximum word count: 300)

3.1  A detailed discussion and assessment of two different interpretations and representations of the archaeological site with reference to the written and archaeological sources.

Review of the different types of sources and evidence

Select 1 kind of archaeological source and 1 written source and summarise the evidence that can be gained from every source.

4.     Importance of the archaeological site, comprising: (maximum word count: 300)

4.1  The contribution to the understanding of the ancient past.

5.     Graphical depictions of the archaeological site (minimum images: 5 )
Note:

The research will be presented in two appropriate formats:

  • An archaeology report will be forwarded to the ASHA Conference organising team for publication.
  • The speech transcript that will be presented during the ASHA 50th anniversary celebration
  • All students should in hand-in hard copies of their archaeological report and speech transcript attached with the provided marking criteria before the due date.
  • The information provided must be drawn from diverse historical source materials
  • All sources should reliable and useful
  • The students cannot utilise the similar materials that have been previously discussed in class
  • The report should not exceed 7 pages and the power point should not exceed 25 slides
Marking Criteria

The assessment accounts for 30% of total grade.

Historical skills analysis and assessment of sources, evidence and interpretations:15%

Understanding and knowledge: 10%

Communication of the historical understanding in two formats: 5%

The students will be evaluated based on their ability to

1.     Choose, interpret, and analyse the suitable sources linked to selected site

2.     Explanation of the locations, its discovery, excavations and carbon dating of the selected sites and its allied artefact

3.     Discuss and assess two divergent interpretation and representation of the archaeological site

4.     Evaluate the contributions of the archaeological site and its associated artefacts for gaining understanding of our ancient past

5.     Apply historical knowledge, terminologies, and concepts in suitable and structured formats.

Part A: Context

In class, the students studied the importance of different historic sites and sources, along with their contribution of science and archaeology to develop their understanding of the past. The historical concepts included the nature, variety and significance of archives to the modern historians and digitization of the archival records. The students also learned about the reconstructions of historic sites and chronology based on evidence. The contributions of the scientific and archaeological methods employed in the investigation such as surveys, excavations, forensic examinations, DNA analysis and exhumations were presented in class too. Finally, the historical skills content integrated into the class sessions is the contributions of historical sites and oral testimonies to develop an understanding of life, events, and developments in the past.
Nature of the Assessment Task

Overview

Consistent with the ASHA conference theme titled: Fifty sites, Fifty Stories’ initiative, every student should compile a presentation for the anniversary celebrations on November 25 2020. The presentation will examine the processes of location and identification of the lost soldiers of Fromelles and contribution to the understanding of the importance of the battle in Australian history
Assessment Guidelines

As part of the assessment topic, the students review a wide range of archival materials linked to the First World War, specifically, the Fromelles Battle. This includes the examination of the searches for the discovery of the lost soldiers of the fateful battle, subsequent excavations, and DNA analysis for the identification of dead soldiers. The assessment provides students the opportunity of developing and applying their understanding of the approaches used by modern historians to research the past. The presentation will constitute but is not limited to the following:

1.  Introduction slide that outlines the historical context of the Fromelles Battle.

2. Location of mass graves, focus on the importance of the main groups and individuals and archival materials.

3. Descriptions of the preliminary excavations and site confirmations.

4. Excavation processes, such as forensic examinations of the evidence & DNA analysis.

5. Processes used in identifying the lost soldiers subsequent of reinternment.

6. Analysis of the contributions of sources, science, and archaeology to the discovery to understanding the Fromelles battle

7. Audio-visual materials and images of the site
Note:

  • The research will be presented in an appropriate format (powerpoint):
  • The speech transcript that will be presented during the ASHA 50th anniversary celebration
  • All students should in hand-in hard copies of their speech transcripts
  • The information provided must be drawn from diverse historical source materials
  • The students cannot utilise the similar materials that have been previously discussed in class
  • The power point should not exceed 30 slides
Marking Criteria

The assessment will accounts for 30% of the grade.

1.     Historical skills in analysis and assessment of sources, evidence and interpretations:15%

2.     Understanding and knowledge of the course content: 10%

3.     Communication of the historical understanding in two appropriate format: 5%

The students will be evaluated based on their ability to

1.     Choose, interpret, and analyse the suitable sources linked to selected site

2.     Explanation of the locations, its discovery, excavations and carbon dating of the selected sites and its allied artefacts

3.     Discuss and assess two divergent interpretation and representation of the archaeological site

4.     Evaluate the contributions of the archaeological site and its associated artefacts for gaining understanding of our ancient past

5.     Apply historical knowledge, terminologies, and concepts in suitable and structured formats.
Feedback Provided

  • Written feedback will provided to outline strengths and key areas that need to be improved to build on the student’s historical knowledge, skills, and understanding for learning in the future

 

Part Two: Critical Reflection

The 50th year anniversary for the Australasian Society Historical Archaeology presents an excellent opportunity for the students to showcase the knowledge on critical historical, archaeological sites. The assessment task is part of the ASHA’s 50 Sites 50 Stories initiative that will allow the students to participate in the celebrations that will be held in November 2020. The Ancient History assessment is of modern relevance as it will equip the students with the required skills needed for analyzing and challenging accepted interpretations about their ancient world, particularly in light of new methods and evidence. The students will analyze and examine interpretations as well as representations of the ancient world in different forms like research literature, museum displays, and film. The students will develop transferable skills that are related to the processes of historical inquiry. The skills comprise critical literacy skills, like interpretation, analysis, assessing, synthesizing evidence from various sources, and developing reasonable and evidence arguments. Each student will develop a progressively sophisticated historical skills, graphical skills, knowledge, and understanding from the investigation of ancient sites and sources, analysis and interpretations of broader issues and issues stemming from the ancient world.

The first section will examine the explanations for the locality of their selected archaeological site. The student is expected to give a detailed explanation of the presence of the selected archaeological site. Also, clear images depicting the chosen archaeological site can be added to further the explanation and demonstrate adequate knowledge of the site. The images will represent the age, size, making, and survival of their archaeological site. The students will use the information discussed in class and own research in developing a detailed description of their site’s archaeological investigations and hypothesize their significance. The student can employ either a destructive approach, including Giovanni Belzoni, or a methodological approach like Howard Carter to discuss their archaeological site’s knowledge. The completion of the second assessment will require the students to have some previous knowledge on the experience of soldiers during the World War 1 and main course on the Western Front, with reference to the Core Study in Stage 5: Australians at War.

The second section presents an analysis, discovery, and excavation of the archaeological site. Here, the students could examine the fluctuating nature of archaeological excavations ranging from the collections of artifacts to developing an understanding of the ancient people and civilizations. They will also explore the techniques used by contemporary archaeologists in excavating and recording their finds. This necessitates the students to access the diaries and logs of archaeologists, past interviews, documentary materials, and other related articles. Furthermore, one can locate the ancient texts that provide reliable and valid information, which compliments the selected archaeological site. An example is the Herodotus mummification account. Alternately, excerpts from ancient texts varying in their recollection and perspective about the historical event or individual could be explored to ascertain the potential motives for differences and challenges posed for the historians and archaeologists.

Each student will present a discussion on the archaeological discovery of the archaeological site. The students could explore archaeology methods through participation in a constructed or a virtual dig or conducting internet research on how the archaeological site was discovered. For example, the student may include the investigations of the Schliemann account of the digging and recording techniques, discovery of the Priam Treasure, and removal of finds from the archaeological site. The students also consider a range of archaeological and scientific techniques that could be needed to uncover the selected archaeological site and its artifacts. The information will be interpreted to draw valid conclusions about the archaeological site’s purposes and the lives of the ancient people who lived there. Thus, a summary of the most appropriate dating methods used by archaeologists and a collection of images portraying the artifacts will be included in the assessment.

Moreover, the students will investigate theoretical frameworks surrounding the archaeological site’s purpose, record the collected information, and include references to evidence that either supports or refutes the theories. The discussion will also include the information sources used and differences or inconsistencies in the accessed information, and the potential reasons. This archaeological report is a summary of an archaeological site and contribution of the ancient textual evidence, iconography, and inscriptions to understanding the ancient past. In summary, the first assessment is critical to the course. It will allow the students to examine the implication of historical sources and archaeological sites, including their contributions to science and archaeology to develop an understanding of the ancient world.

References

Cameron, K., Lawless, J., & Young, C. M. (2018). HTA Year 11: Ancient History. Annandale NSW: History Teachers’ Association of NSW Inc.,

Hay, C., & Springer International Publishing AG. (2018). Knowledge, Creativity and Failure: A New Pedagogical Framework for Creative Arts. Cham Springer International Publishing Palgrave Macmillan.

NSW Education Standards Authority (2017) NSW Syllabus for the Australian Curriculum: Ancient History Stage 6. NSW Sydney, Australia: Education Standards Authority. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/ancient-history-2017

NSW Education Standards Authority (2019) Course Descriptions For HSIE: Year 11-12 Stage 6. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/course-descriptions

NSW Education Standards Authority (2019). Assessment and Reporting in Ancient History Stage 6. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/ancient-history-2017/assessment-and-reporting

Sharkas, G. & Kenna, C. (2011) Year 11 Ancient History Assessment Task. Teaching History, 45, 1, 72 Retrieved from https://search.informit.com.au/documentSummary;dn=715161886001178;res=IELHSS;type=pdf

Stephens, R. (2018). Year 11 ancient history assessment task: Historical investigation. Teaching History, 52, 1, 68-72 Retrieved from https://search.informit.org/documentSummary;dn=649556769067573;res=IELHSS;type=pdf