History Assignment based on the Cold War - Topic I would like to base it on is North Korea and South Korea War.

Course: Year 9 History 2022
Learning Context
During Term 2 you have begun learning about the Cold War. You have focused on the reasons for the tensions between the United States and the Soviet Union; the ways in which the Cold War progressed; and how the Cold War shaped people’s lives.
This Assessment task requires you to write an essay that discusses the impact of one Cold War event of your choice.
In this task you will be assessed on your ability to:
• Form an argument about the past using relevant historical content as evidence.
• Plan and conduct an historical investigation to gather evidence from a variety of relevant sources to inform and support your response about the past.
• Structure your response to communicate clearly and effectively about the past.
Assessment Information:
Due Monday 30th of May, Week 6^ Form Research Essay (hand-in)
Task No: 2 Submission 8:00am via 9HI History Course
(Canvas)
Submit the following file*: 1. A DOCX (Word doc) of your response and bibliography
^Students who wish to gain feedback on a draft must speak with their teacher in a timely manner. Drafts may not be shown to teachers within three (3) School days of the due date, or after Thursday Week 5.
*It is the student’s responsibility to submit the correct files and file types in working order. Corrupt or incorrect file types will be treated as a late submission as per the School’s Assessment Policy.
Assessment Details
Research Essay
Students are to respond to the following question in 600-800 words:
Assess the impact of [insert chosen event] during the Cold War.
Assess: Make a judgement of value and size. You are to develop claims in response to the question using reasoning and historical information as evidence.
Impact: The long and/or short-term effects of an action or event. Impacts may be felt in economic, political, social and/or military ways. An impact may be large or small in scale.
Choose ONE of the following events OR another event of your choice if approved by your teacher:
• Marshall Plan
• Construction of the Berlin Wall
• Cuba taken over by Fidel Castro
• Bay of Pigs invasion
• Formation of the South East Asian Treaty Organisation (SEATO)
• North Korean invasion of South Korea
• Berlin Blockade
• Vietnam split at the 17th parallel
• Establishment of the Communist People’s Republic of China
• Communist invasion of Czechoslovakia
• Nationalist China in Taiwan recognised by the UN
• Suez Crisis
• Sputnik launched into orbit
• Soviet invasion of Afghanistan
• US spy plane shot over Soviet territory
• Formation of the Australian New Zealand and United States Security Treaty (ANZUS)
• Ratification of Nuclear Test Ban Treaty
• Strategic Arms Limitation Talks (SALT)
Referencing:
Students must use APA in text refencing and include a properly formatted bibliography.
Assessment Support:
• Each class will have THREE (3) lessons to work on this Assessment task. These will not be made up if you are absent for any/all of these lessons.
• Refer to the ‘Assessment Support PDF’ on Canvas for a detailed breakdown of how to complete this Assessment task.
• Sample papers are available on Canvas.
• Refer to the ‘APA Referencing Guide’ for assistance in referencing and bibliography.
• Your teacher will go through a ‘How to avoid plagiarism’ presentation.
• Use the Arthur Holt Library and ask the librarians for support during your research phase.
Assessment Success Criteria
Criteria Not evidenced Beginning Developing Achieving Mastering Excelling
Knowledge and
Understanding
Forms arguments about the past using relevant historical content as evidence. Identifies historical information related to the topic area. Outlines historical information related to the question that is largely narrative. Develops a response to the question that may be largely narrative using historical information. Attempts to provide an argument in response to the question using historical information as evidence. Forms a wellreasoned and detailed argument using relevant historical information as evidence.
Historical Inquiry Plans and conducts historical investigations to gather evidence from a variety of relevant sources and support responses about the past. Makes implicit use of sources in a basic narrative about the past. Locates, selects and organises general information for use in the response.
Limited attempt made for referencing and bibliography. Locates, selects and organises historical sources to gather information for use in the response.
An attempted bibliography and referencing.
Locates, selects and organises relevant historical sources to gather appropriate evidence in support of the response. Mostly suitable bibliography and referencing. Locates, selects and organises relevant historical sources to gather and synthesise specific evidence in support of the response.
Suitable bibliography and referencing.
Communication
Structures responses to communicate clearly and effectively about the past. Recounts basic ideas or information about the past. Forms a general response with minimal structure using historical terms and concepts. The response uses some structure and appropriate language using historical terms and concepts. Coherent structure and language are used to frame the response using a range of historical terms and concepts. The response is wellstructured in clear language using a range of historical terms and concepts.
Overall 1-5 6-10 11-15 16-20 21-25
Syllabus Outcomes
NESA Code Outcome
HT5-1 explains and assesses the historical forces and factors that shaped the
Modern world and Australia
HT5-2 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia
HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia
HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry
HT5-9
applies a range of relevant historical terms and concepts when communicating an understanding of the past
HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences
Academic Honesty: Student Rights and Responsibilities
Rights
• Be assisted in developing personal responsibility for learning.
• Receive clear guidelines relating to academic honesty and how to use correct referencing.
• Be informed of what constitutes academic malpractice/misconduct.
• Be informed of an alleged breach of academic honesty.
• Be informed about procedures in the case of an allegation of academic malpractice/ misconduct.
• Be given the opportunity to submit a written and/or oral defence and to have a parent present at investigations.
Responsibilities
• Become familiar with and follow academic honesty requirements set by the school.
• Complete the school’s All My Own Work Course.
• Not to engage in behaviour that could be considered academic malpractice/misconduct.
• Make clear which words, ideas, images and works are not your own.
• Credit copied, adapted and paraphrased material.
• Make sure that information you have used is acknowledged in the body of text and is fully listed in the reference list.
• Seek assistance from teachers and/or library staff in the use of correct referencing.
• When provided, complete and sign the school’s assessment cover sheet, declaring the work submitted is their own.
Trinity Grammar School Assessment Policy
https://www.trinity.nsw.edu.au/academic-and-assessment-information/