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JOHN EDMONDSON HIGH SCHOOL YEAR 9 HISTORY ASSIGNMENT MOVEMENT OF PEOPLES SLAVES CONVICTS FREE SETTLERS RESEARCH ASSIGNMENT: In this assignment you are to research a well-known slave OR convict OR Free Settler. A list of individuals is provided below. NOTE: You are to choose only ONE individual to research. This Assignment is divided into 3 sections. You are to complete each of the three sections. SLAVES CONVICTS FREE SETTLERS Margaret Garner Francis Greenway Elizabeth Macarthur Nat Turner Mary Wade Georgianna McCrae James Somerset Harry Singleton Caroline Chisholm Abram Petrovich Gannibal Frederick Fisher Henry Parkes Frederich Douglass William Redfern George Evans Harriet Tubman D’arcy Wentworth Thomas Henry Phillis Wheatley William Bland Edward Wollstonecraft Elizabeth Keckley James Squires Samual Marsden Benjamin Benneker Mary Bryant Ernest Giles Dred Scott William Buckley William Lawson William Harvey Carney William Henry Groom Edward Smith Hall SECTION 1: RESEARCH (5 marks) Research and take notes on the following aspects of your chosen individual: • Date and place of birth • Family background • Education, if any • Life experience, including an explanation of how your individual came to be a slave/convict/free settler • Achievements and legacy. NOTE: You must hand in your research notes and a bibliography of at least 4 resources that you used. See the sheet at the back about how to write a bibliography. This section is to be only brief and can be completed as a report OR in dot points. Your notes should be at least 1 page (or 250 words). 1 SECTION 2: RESPONDING TO YOUR RESEARCH (30 marks – 15 per task) Below is a list of six activities. You are to choose and complete TWO of the activities. See p5-7 for more detailed instruction. 1. Write a 1 page newspaper interview of the person, explaining their life and achievements. 2. Create a series of letters between your chosen individual and a family member or friend. (NOTE: Your chosen individual should be sending these letters back to their home country, discussing their new life). 3. Create a poster outlining the achievements of your individual. This should be done on at least an A3 sized page. Include information and images. 4. Design an annotated museum display showing the life and achievements of your chosen individual. 5. Draw a visual dual timeline of the life of your chosen individual, comparing this to important events that were occurring in the world at the time. 6. Write a 300 word eulogy for your chosen individual. (NOTE: A eulogy is a speech given at funeral that describes the life and achievements of a person, usually presented by a family member or close friend). SECTION 3: EMPATHY TASK (15 marks) After completing your research tasks above you should have developed a good idea about what life was like in those times. You are to apply this knowledge by answering the following question in a 250 word response. Take the perspective of a slave/convict/free settler living in the 19th century. Describe what your daily life was like, including where you lived, what you ate and what activities you completed in the day. 2 YEAR 9 HISTORY ASSIGNMENT MOVEMENT OF PEOPLES MARKING GUIDELINES SECTION 1: RESEARCH (5 marks) • Well-organised research notes. 5 • Evidence of thorough research. • Bibliography of at least 4 resources used. • Adequate research notes provided. 3-4 • Evidence of some research. • Bibliography of at least 3 resources used. • Limited research evident. 1-2 • Bibliography of only 1 or 2 resources. 0 • No evidence of research. SECTION 2: RESPONDING TO YOUR RESEARCH (15 marks per activity) • Well planned and structured response. 13-15 • Outstanding response with in-depth analysis of the life of the chosen individual. • Addresses the question in great detail. • Logical structure to the response. 10-12 • Good response with some analysis of the chosen individual. • Clearly answers the question in good detail. • Attempts to analyse the chosen individual in an appropriate 7-9 structured response. • Displays a sound answer to the question. • Provides a response showing limited analysis of the chosen 4-6 individual. • Basic attempt to address the question in basic structure. • Limited response with no analysis of the chosen individual. 1-3 • Simple narration/description addressing the question. 0 • Non-Serious Attempt Activity 1: /15 Activity 2: /15 3 SECTION 3: EMPATHY TASK (15 marks) • Outstanding response showing an exceptional 13-15 understanding of life in the 19th century. • Provides a detailed, structured response using a wide range of relevant information. • Well-developed response showing a clear 10-12 understanding of life in the 19th century. • Provides a structured response using a wide range of relevant information. • Good response showing a developing 7-9 understanding of life in the 19th century. • Provides a response using relevant information. • Basic response, displaying limited understanding 4-6 of life in the 19th century. • Uses some relevant information. • Limited response, displaying little to no 1-3 understanding of the question. 0 • Non-Serious attempt. FEEDBACK Areas of strength: __________________________________________________ __________________________________________________ Areas where improvement is needed: __________________________________________________ __________________________________________________ Strategies for next time: __________________________________________________ __________________________________________________ TOTAL MARK: /50 4 NOTES TO ASSIST YOUR TASK DIRECTVE TERMS Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Explain Relate cause and effect; make the relationships between things evident; provide why and/or how GUIDANCE FOR SECTION 2: 1. HOW TO WRITE A NEWSPAPER ARTICLE: The best way to structure a newspaper article is to first write an outline. Review your research and notes. Then jot down ideas for the following five sections. I. Lead sentence - Grab and hook your reader right away. II. Opening statement - What will give the reader a sense of the people involved and what they are thinking? III. Introduction - You have to tell your readers where and when this story is happening. IV. IV. Main body - What is at the heart of your story? V. Closing statement - Find something that sums the article up in a few words. Don’t forget to write a catchy headline!! The following is a sample template for a newspaper article. 5 2. HOW TO WRITE A LETTER: The General Structure of a formal letter: For this option you need to write a series of letters. A series of letters will require the original letter and a reply, then 2 more replies back and forth. That means, that you must have at least 4 letters. Each letter should be at least 75 words in length and must follow the above structure. 3. POSTER OF ACHIEVEMENT: For this option you need to be able to make a judgement about the achievements of your chosen individual. You need to research what the individual did and be able to report on the impact of their actions. In this you are to mention their achievements and you should also weigh up how important these achievements were. The images that you choose to put on your poster should relate to the achievements of the individual. Your written text should be a minimum of 300 words. 4. ANNOTATED MUSEUM DISPLAY: For this option you are to create a museum display about the life of your chosen individual. This involves you finding objects that relate to the life of your chosen individual. These objects will probably be displayed as an image. For this task you need to present at least 6 objects that tell the story of the life of your chosen individual. You must annotate your museum display. This means that you must have a written description for each of your objects. Your annotation/description must say what the object is, where it was found (if possible), what it is made from and what it shows about the life of your individual. Each annotation must be at least 50 words long. 6 5. HOW TO CREATE A TIMELINE: Timeline diagrams present events during specific intervals shown chronologically along a line. Timelines are designed to provide a broad overview of a sequence of events in time. A timeline diagram consists of a horizontal or vertical line representing time progressing from left to right or bottom to top. This line is marked with events or steps to indicate when they happened. Your timeline must be drawn with a relevant scale, that is, each measured increment must represent a consistent length of time. A Dual timeline consists of two timelines side-by-side and compares events happening at the same time. For this option create a timeline about the life of your chosen individual and a second timeline about what was happening around the world at the same time. The two timelines should be parallel to each other, in order to give a visual representation that shows what else was happening during the life of your chosen individual. Your timeline needs to show at least 10 events in the life of the individual and 10 events occurring around the world. This should be the equivalent of around 50 words. You should also write a 50 word description of your timeline, stating the historical context of your individual. 6. HOW TO WRITE A EULOGY: A eulogy gives an overview of the life of an individual, highlighting the important things from their life. For this option here are 5 simple steps about how to structure a eulogy: I. Brainstorm Ideas for the Eulogy. Research the individual and decide what important events to go into the eulogy. II. Write the Eulogy’s Introduction. In this section acknowledge the purpose of this eulogy. III. Write a Short Biography of the Deceased’s Life. This should form the main section of the eulogy and the most detail.
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