Year 9 History 2021

Semester 1 Task 1
Marking Criteria and FEEDBACK

General Feedback:

What students did well

- Generally, students structured their answers well, using paragraphs and general grammar
features.
- The better responses are showing a good approach to the verbs; this was done fairly well by
many.
- Many better responses also showed good evidence of preparation and preplanning for the
task, suggesting confidence in your understanding of what the task required.

Areas of Improvement

- Topic sentences still need work for a lot of students. Make sure you are not saying “Using
source A and my own knowledge…” as this is not sophisticated and uses personal pronouns.
The marker knows that it is from your own knowledge if it is not in the source.
- Incorporation of sources. Most students did not fully incorporate the Source Material into
their question and only mentioned the source briefly. This includes specifically stating
“Source A suggests/demonstrates….” “Source B highlights…“
- Don’t leave empty lines between sentences. They are all single paragraph responses.

Using Source A and your own knowledge, describe TWO causes of World War I.
(5 marks)

MARK CRITERIA

· Clearly describes the TWO causes of the First World War.

· Thorough incorporation of Source A and own knowledge into the response
5
· Provides a succinct paragraph response that uses historical terms and
concepts throughout.

· Outlines TWO causes of the First World War.

· Adequately incorporates or infers to Source A and/or includes their own
3-4
knowledge into the response
· Provides a clear paragraph with some historical terms and concepts.

· Makes ONE or TWO relevant points about the causes of the First World
. War Limited use of factual information. May refer to Source G.
1-2
· Provides an unstructured response with a limited array of historical terms
and concepts.
 Feedback Suggested Answers

- Many students were able to link the Causes could have included:
source to imperialism, but you - Imperialism - SOURCE: Cartoons of
needed to explain how each of the Germany and Russia grabbing for
countries were trying to take control colonies across Africa and Asia.
of countries to expand their empire Cartoon Britain is shown stepping back
and gain resources by putting them in with an already full bag, ‘observing’ the
their ‘grab-bags’ growing strength of Germany’s effort.
- The grab bags connection was - Militarism
severely missed by most. - Alliances
- Many students were able to identify - Nationalism
and describe two causes, even if they - War Plans
were not linked to imperialism - The Assassination of Arch Duke Frans
- Make sure you are reading the Ferdinand
description of the source as it often - Refused Ultimatums
contains clues for what you should be - Mobilisations
including in your response. In this - Better responses made the point of
case it was imperialism howdetails of the above long term
- Many students were using the source causes created the perfect
incorrectly by trying to link it to environments for tension for short
causes other than imperialism. As a term causes to spark
result, they were not able to - Better responses were integrating the
effectively elaborate as they did not source detail into how it caused war,
relate to the source well. it's not enough to just start the
- The better responses were displaying countries can be seen grabbing
consistent PEEL structure here. territory, connect it to why this was
causing global conflict. Jealousy &
competition, that came from
imperialist ambitions caused an
environment tension.

Using Source B and your own knowledge, describe the conditions faced by soldiers at
Gallipoli. (5 marks)

MARK CRITERIA

· Clearly describes the conditions faced by soldiers at Gallipoli.

· Thorough incorporation of Source B and own knowledge into the response
5
· Provides a succinct paragraph response that uses historical terms and
concepts throughout.

3-4 · Outlines the conditions faced by soldiers at Gallipoli.

 · Adequately incorporates or infers to Source G and/or includes their own
knowledge into the response
· Provides a clear paragraph with some historical terms and concepts.

· Makes ONE or TWO relevant points about the conditions faced by soldiers
at Gallipoli.
1-2 . Limited use of factual information. May refer to Source B.
· Provides an unstructured response with a limited array of historical terms
and concepts.

Feedback Suggested Answers

- Most students were able to link ANSWERS COULD INCLUDE:

the source to how the soldiers
faced constant gunfire during the
landing.
- When the stimulus is a written
source, you should be using a
short quote as evidence. Some
students did not even refer to it at
all
- On the contrary, some students
only focused on the source and
did not provide enough
knowledge outside of the source.
- The question was about
conditions faced during the
Gallipoli campaign, not just the
landing, so the better responses
were able to provide detail on
what they were
- Very few places were safe from Turkish
fire, ie. bathing in the ocean was too
dangerous which contributed to poor
hygiene
- Constant bombardment of artillery fire
and gun fire. SOURCE: “Shrapnel
screamed over our heads...”
- Surrounding by dead or injured bodies
that weren’t quick to be collected, and
were rotting away in the sun. SOURCE: “A
few dead and many wounded , men lay on
the beach waiting”
- Malnourished soldiers as food sources
were scarce and often the same. Ie. bully
beef, biscuits etc.
- Water resources had to be shipped from
Egypt so fresh water was rarely accessed.
It wasn’t wasted on bathing or hygiene
- Toilet facilities disgusting, used a common
rag on a stick for toilet paper. These were
a breeding ground for common trench
diseases such as dysentery(intestinal
infection)
- Clothing heavy and lice filled; not
appropropriate for the hot, sweaty turkish
weather.
- Weather; October was bitter cold, rainy,
muddy and ice forming. Most of the
campaign was fought over Turkish
summer when it was very hot.
Using Source C and your own knowledge, outline THREE methods of control that the
Australian Government used on the homefront. (5 marks)

MARK CRITERIA

· Comprehensively outlines the THREE methods of control implemented by

the Australian Government.
5 · Thorough incorporation of Source C and research into the response
· Provides a succinct paragraph response that uses historical terms and
concepts throughout.

· Thoroughly outlines Two - Three methods of control implemented by the

Australian Government.
3-4 · Adequately incorporates or infers to Source C and/or includes their own
research into the response
· Provides a clear paragraph with some historical terms and concepts.

· Makes ONE or TWO relevant points about the methods of control

implemented by the Australian Government.
1-2 . Limited use of factual information. May refer to Source C.
· Provides an unstructured response with a limited array of historical terms
and concepts.

Feedback Suggested Answers

- The biggest issue with this question
was that many students did not
conduct thorough research. If they
did, they would have been able to tell
that the source ONLY referred to
enemy aliens which is only ONE
method of control. Students that said
the three dot points in the source
were the three methods of control
were very limited with their marks as
they have essentially only detailed
ONE method of control, thus, missed
majority of the question
- In addition, the students who did this
could not provide much more detail
than what was in the source,
- Could have chosen 3 out of: censorship,
enemy aliens, role of women or
propaganda
- From source: Australia established
camps to hold so-called ‘enemy aliens’.
This referred to people who had
ancestral links to countries they were at
war with. E.g. German Australians. They
did this due to fear that they would spy
on Australia or sabotage them. They
were banned from sending money
overseas, imprisoned and often
changed their names to sound less
German
- Propaganda was used to control
citizens’ thoughts/feelings. E.g. making
 demonstrating their lack of
research/understanding
- Censorship involved changing facts
people feel
guilt/shame/patriotism/hatred for the
enemy. Often used propaganda to
persuade men to enlist for war or to
ration food/send it overseas
given to the public or completely
removing sensitive information. This
would help avoid opposition towards
the war as the true nature where many
men died or battles being unsuccessful
was not revealed to the public

Using Source D and your own knowledge, describe the differing views Australians had
towards conscription (5 marks)

MARK CRITERIA

· Comprehensively describes the differing views Australians had towards

conscription.
5 · Thorough incorporation of Source D and research into the response
· Provides a succinct paragraph response that uses historical terms and
concepts throughout.

· Outlines the differing views Australians had towards conscription.

· Adequately incorporates or infers to Source D and/or includes their own
3-4
research into the response
· Provides a clear paragraph with some historical terms and concepts.

· Makes ONE or TWO relevant points about the conditions faced by soldiers
at Gallipoli.
1-2 . Limited use of factual information. May refer to Source D.
· Provides an unstructured response with a limited array of historical terms
and concepts.
 Feedback
- Again, there was an issue of
research with this question. Many
students were just providing
vague details that some people
voted yes for conscription and
some voted no. You needed
specific detail on who were the
key figures that tried to gain
support or opposition - i.e Daniel
Mannix and Prime Minister
Hughes and their reasons for or
against.
- Some students mis-approached
this question, missing the part
about views and instead detailing
the results of the conscription
referendum. These results were
an interesting point, but not most
appropriate to showing the
differing views.
- Some students only provided one
view when the question clearly
asks for ‘differing views’.
Suggested Answers
Views AGAINST Conscription: No to conscription
was a vote for the side of protecting Freedom
- Driven by Archbishop Daniel Mannix
- It was hateful and evil
- SOURCE: It’s a death sentence/’Death
ballot’
- SOURCE: Prime Minister Hughes is signing
young men up to their death.
- Australia had done her fair share for the
war effort
- Australia could not afford the financial
strain or the drain in manhood
- It’s not necessary, as Conscription could
not assure the British Victory
- Anti-British sentiment/attitude was
developing amongst Irish-Australians after
the Easter 1916 rebellion/masacre
occurred in Ireland.
Views FOR Conscription: ‘Whilst the Empire is
successful we are safe. If they fail we will be
under threat’
- Driven by Prime Minister William ‘Billy’
Hughes
- Need to maintain the AIFs strength with a
constant level of 5500 new recruits each
month.
- Conscription was the easiest and fastest
way to help the struggling war effort
- Australian’s can’t abandon the Heroic
ANZACs currently fighting
- Australia is part of the British family; as a
nation Australian’s owe them the debt
- The British are calling
- Australia would be shamed and shunned
by the rest of the world as unworthy if
they let the allies down now.
- Sending more troops will keep Australia
white and free if Germany is defeated.