Developing a Historical Narrative

Use the following checklist to help develop your historical narrative

which will investigate the life of an explorer, settler, convict or soldier of
the First Fleet and how their life changed after arriving in Australia.

This may be a personal letter, annotated photo album, diary extract or
newspaper article.

Your text should be 200400 words in length.

Content Yes No
An introduction that explains why your person is on the First
Fleet

Sequenced historical events in chronological order using dates

Comparison of life before and after the First Fleet arrival in
Australia

Historical terms and concepts

Key people

The significance of European settlement

A conclusion about how life has changed/or stayed the same




Formative Assessment Rubric

Knowledge,
Understandings
and Skills

Learning Objectives

Yes

No

Sometimes
Historical
Knowledge and
Understanding
First Contacts
Identifies the reasons for the journey
of a member of the First Fleet and the
experiences of life before and after the
arrival in Australia.

Questioning and
researching
Historical questions and research
Poses a range of questions about the
past and locates relevant information
from historical sources provided.

Analysing and
interpreting
Analysis and use of sources
Uses historical sources to respond to
inquiry questions.

Communicating Explanation and communication
Develops a historical narrative using
historical terms and concepts.
Chronology, terms and concepts
Sequences historical people and
events.


Student follow up questions

Were the sources used helpful?

How useful were your questions?

How did you use your questions in the investigation?

How well did you develop a comparison?

Were historical terms and concepts used appropriately?

Were the key inquiry questions answered using evidence from sources?



















Summative Assessment Rubric


5 4 3 2 1
Historical
Knowledge
and
Understanding

Comprehensively
explains reasons
for the journey
on the First
Fleet, the
experiences of
life in the past
before and after
the arrival in
Australia, how
life has changed
and stayed the
same.
Explains
reasons for
the journey
on the First
Fleet, the
experiences
of life in the
past before
and after the
arrival in
Australia and
how life has
changed in
the past
and/or stayed
the same.
Describes
reasons for
the journey
on the First
Fleet and the
experiences
of life in the
past before
and after the
First Fleet.
Describes
some
aspects of
the life
before and
after the
First Fleet.
Makes
statements
about life in
the past.
Questioning
and
researching
Develops logical
and, interrelated
questions about
the past and
locates and
identifies
information in a
range of sources
to answer inquiry
questions.
Develops
logical
questions
about the
past and
effectively
locates and
identifies
information in
a range of
sources to
answer
inquiry
questions.
Develops
questions
about the
past; locates
and identifies
information
in a range of
sources to
answer
inquiry
questions.
Develops
some
questions
about the
past and
locates
information
from
different
sources.
Asks
obvious
questions
about the
past and
locates
information
from
supplied
sources.
Analysing and
interpreting

Clearly explains
different points of
view in sources.
Explains
different
points of view
in sources.
Identifies
different
points of
view in
sources.
Identifies
obvious
points of
view in
sources.
Identifies
different
information
in supplied
sources.
Communicating Develops a clear
and purposeful
historical
narrative using
explicit historical
terms and clearly
sequences
events and dates
in chronological
order.
Develops an
effective
historical
narrative
using
effective
historical
terms and an
effective
sequences
events and
dates in
chronological
order.
Develops a
historical
narrative
using
historical
terms and
sequences
events and
dates in
chronological
order.
Develops a
narrative
text to
describe
inquiry
findings
using some
terms
denoting
time.
Partially
develops a
guided
narrative
using
provided
terms
denoting
time.

Comment:



Mark: /20