History Extension 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements throughout the response with a clear connection to the question
• communicate ideas and information using historical terms and concepts appropriately
• present a comprehensive, logical and sustained response
• review their response to ensure that it addresses the question requirements. 

In better responses, students were able to:

• provide a direct answer to the question
• focus on how audience shaped production rather than reception
• select relevant examples to support their response
• ‘evaluate’ rather than judge ‘to what extent’
• understand, compare and contrast the provided sources in a relevant way
• challenge or extend ideas in the sources
• include nuance and perception rather than simplification
• sustain an argument with an overall thread
• prioritise clarity over eloquence.

Areas for students to improve include:

• maintaining consistent integration of the sources
• avoiding moving onto less relevant issues, for example, ‘purpose’, ‘role’, ‘context’, ‘objectivity’, ‘evidence’
• referring to at least one provided source and one other source in each paragraph
• avoiding forced connections to the source(s) or using phrases from them out of context
• providing detailed supporting examples
• structuring responses by points of argument rather than examples
• selecting more appropriate supporting examples
• increasing the depth of understanding of historiographical issues and examples.

In better responses, students were able to:

• allow the question to guide their response and assess how/ why our understanding of the past changes over time
• demonstrate extensive knowledge and analysis of their debates
• use the debates to construct and support an argument that explained how historical debates inform our understanding of the past
• use Source C and define ‘squishy ground’ by identifying it as created by context, methodology, audience and new evidence
• explain the notion of consensus and link the two concepts to the debates in their case study and the question
• integrate the source and use it holistically throughout their response
• make a perceptive judgment which includes an understanding of the concept of consensus and how and why this could be applied in the study of the past
• provide critical insight into how the source relates to the question and the debates.

Areas for students to improve include:

• being prepared for two debates as per the requirements of the syllabus
• clearly identifying the areas of debate in their response
• not pre-preparing a response
• focusing on the question as stated and not rewording it to reflect the narrative of the case study
• ensuring that the question and the source drive the response, not the debates
• making sure the student voice, that is their judgement, is explicit throughout the argument
• applying accurate and relevant knowledge of the debates to support their argument
• integrating source effectively, throughout their responses and to demonstrate a holistic understanding of the stem.