Modern History 2017 HSC exam pack (archive)

Section I

Students should:

• improve skills in source analysis, by either quoting a small section, or by using phrases such ‘as seen in Source E’, or ‘Source E clearly demonstrates’
• incorporate their own knowledge.

Sections II–IV

Students should:

• answer the question asked rather than writing everything they know about the topic
• use the number of lines as an indication of the maximum length of the response
• write a plan to assist in structuring the response in a logical sequence
• only answer the question for ONE option in Sections II, III and IV – that selection should be the one studied at school
• address the key words, for example, ‘explain’, ‘describe’, ‘account for’.

Students should expect:

• questions to be directly related to the syllabus
• to support questions requiring a judgement with facts and evidence.

Students can prepare for this examination by:

• using past HSC examination papers and their marking guidelines to practise responses
• writing plans for answers from past papers
• familiarising themselves with all parts of the syllabus
• familiarising themselves with the structure of the examination paper.   

In better responses, students were able to:

• directly answer the question, providing relevant information
• make a clear judgement using relevant historical terms
• link their response to the question throughout their response.

Question 6

In better responses, students were able to:

• provide a clear outline which answered the question
• show a difference in the approach of TWO leaders.

Question 7

In better responses, students were able to:

• provide a clear outline which answered the question
• demonstrate an understanding of how changes to Allied tactics contributed to victory.

Question 8

In better responses, students were able to:

• engage with the concept of reliability by applying appropriate tests, rather than using simplistic statements like ‘Source B is reliable because it is primary’
• engage with the concept of perspective by demonstrating an understanding of issues such as nationality, proximity, time, power and authority, rather than using simplistic statements like ‘Source A shows the perspective of the artist’
• engage with the concept of usefulness by making a judgement regarding how useful these two sources would be for a historian undertaking the particular investigation in question
• demonstrate skills in source analysis by evaluating the strengths and weaknesses of two pieces of information
• construct an answer in which the analysis of the first source begins in the opening sentence
• focus on historical analysis relevant to the nature of sources
• treat the key elements of the question ‒ reliability, perspective and usefulness ‒  independently, and apply specific tests for reliability and the multiple levels of perspective, and use this analysis to form the basis of a judgement regarding the usefulness of the source for the specific area of investigation.

In better responses, students were able to:

• make a judgement which is related to the significant factors of the question
• integrate a sustained argument throughout their response
• demonstrate a sophisticated understanding of key concepts and issues raised by the question
• engage with the focus of the question for a significant portion of the response
• justify their judgement with very detailed, specific and relevant historical content.

In better responses, students were able to:

• use a range of historical terms and concepts
• show an ability to describe three events in detail that influenced the rise to prominence of their chosen personalities (part (a))
• make an assessment with a logical and cohesive argument (part (b))
• evaluate the significance of the personality as per the statement (part (b)).

In better responses, students were able to:

• address the question asked with clear and sustained judgement
• use appropriate terms and concepts
• provide detailed, accurate historical information to support their argument/interpretation
• present a sustained and detailed assessment
• show a comprehensive understanding of the issue(s) raised in the question.