Stage 1 HistoryFolio of Assessment Tasks

Early Modern EuropeKate Leadbeater (a1630368)

Stage 1 History

Folio: Task 1

Essay: Modernisation and Social ChangePurpose:

This task will provide you with the opportunity to:

Explain how society has been shaped by the events surrounding the Renaissance Enhance, develop and demonstrate your skills in producing a coherent, well structured

argument Analyse and evaluate sources for their usefulness and reliability Communicate informed and relevant arguments

Assessment Design Criteria

Knowledge and Understanding

KU1 – Explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

KU2 – Identification and explanation of historical concepts

Inquiry and Analysis

IA1 – Application of hypotheses and/or focusing questions to guide historical inquiry

IA2 – Analysis and evaluation of sources

Reflection

R1 – Understanding and appreciation of the role of particular individuals and groups in history

Communication

C1 – Communication of informed and relevant arguments

C2 – Use of subject-specific language and conventions

Time Allocated: 5 lessons plus homework time

Word Count: 1000 words maximum

Include footnotes and a reference list or bibliography

Due Date: Friday, 20th March (week 8, Term 1)

Description of Assessment:Using your knowledge and relevant sources (as required) you are to write an argumentative essay on the modernisation and social change occurring during The Renaissance.

Choose one essay question from the choice of three below:

1. It has been argued that the Renaissance saw the ‘dawn of a new age’. To what extent did the Renaissance represent a break with the past?

2. To what extent and in what ways may the Renaissance be regarded as a turning point in the Western intellectual and cultural tradition?

3. Describe the events of the Renaissance and what changed in society during this time. Which changes could be considered the most significant and why?

You need to refer to a range of Primary and Secondary sources to support your argument.

Teacher’s note (students won’t see this):If needed, the students who experience difficulty will be given other options for the essay on the Renaissance (e.g. describing the events of the Renaissance and what changed in society rather than analysing whether it represented a break with the past). They will be directed towards answering the third essay question.

Performance Standards – Stage 1 Modernisation and Social Change Essay- Knowledge and Understanding Inquiry and Analysis Reflection Communication

A Comprehensive and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Insightful and well-informed identification and explanation of historical concepts.

Perceptive application of hypotheses and/or focusing questions to guide historical inquiry.

Comprehensive and astute analysis and evaluation of sources.

Well-informed and insightful understanding and appreciation of the role of particular individuals and groups in history.

Well-structured and coherent communication of well-informed and relevant arguments.

Consistent, clear, and appropriate use of subject-specific language and conventions.

B Well-considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Well-informed identification and explanation of historical concepts.

Well-considered application of hypotheses and/or focusing questions to guide historical inquiry.

Well-considered analysis and evaluation of sources.

Well-informed understanding and appreciation of the role of particular individuals and groups in history, with some insight.

Structured and mostly coherent communication of informed and relevant arguments.

Clear and appropriate use of subject-specific language and conventions.

C Considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Informed identification and explanation of historical concepts.

Competent application of hypotheses and/or focusing questions to guide historical inquiry.

Considered analysis and evaluation of sources.

Informed understanding and appreciation of the role of particular individuals and groups in history.

Generally coherent communication of informed and relevant arguments.

Mostly appropriate use of subject-specific language and conventions.

D Recognition and basic understanding of some aspects of how particular societies have been shaped by both internal and external forces.

Basic awareness and some description of historical concepts.

Partial application of a hypothesis and/or focusing question to guide historical inquiry.

Superficial analysis of sources, tending towards description.

Some awareness and recognition of the role of particular individuals and groups in history.

Basic communication of aspects of an argument.

Some appropriate use of subject-specific language and conventions, with inaccuracies.

E Limited awareness of how particular societies have been shaped by internal and external forces.

Some descriptions of historical information.

Attempted application of a focusing question to guide historical inquiry.

Description of one or more sources.

Emerging awareness of the role of one or more individuals or groups in history.

Attempted communication of one or more aspects of an argument.

Limited use of any appropriate subject-specific language and conventions.

STAGE 1 HISTORY

Folio: Task 2

Oral Presentation: Historical Empathy

Purpose:

This task will provide you with the opportunity to:

Demonstrate your knowledge and understanding of the role of particular individuals and groups to bring about the persecution of witches in Early Modern Europe

Identify and explain historical concepts Enhance, develop and demonstrate historical empathy for individuals from another

society and time Develop communication skills through the presentation of a diary entry

Assessment Design Criteria

Knowledge and Understanding

KU1 – Explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

KU2 – Identification and explanation of historical concepts

Inquiry and Analysis

IA1 – Application of hypotheses and/or focusing questions to guide historical inquiry

IA2 – Analysis and evaluation of sources

Reflection

R1 – Understanding and appreciation of the role of particular individuals and groups in history

Communication

C1 – Communication of informed and relevant arguments

C2 – Use of subject-specific language and conventions

Time Allocated: Two lessons and homework time to prepare

Word Count/Length: up to a maximum of 6 minutes

Due Date: Friday, June 5th (week 6, Term 2)

Description of Assessment:

Using the knowledge you have gained in class (and if necessary other sources which should be referenced in a bibliography) regarding the early modern witch hunts, complete the following task:

Assume the voice of one of the following:

- A member of society who has been accused of being a witch- A prosecutor in a witch trial who is writing their thoughts before delivering their final

verdict- A witness to a witch trial who could be questioning the judgements being made- A member of society who is concerned their neighbour may be a witch

Compose a diary entry which explores your perspective of the early modern witch hunts. You MUST consider and acknowledge the social conditions of the time, key people involved, the events surrounding the person involved, and provide your view on how the person in question could have felt about what was going on.

You will present your diary entry in the form of an oral presentation (max. 6 minutes) due in our lesson on Friday, week 6.

Teacher’s note (students won’t see this):Students who experience difficulty will be given the opportunity to present their diary entry as a video or podcast. This will only be allowed if negotiated with the teacher.

Performance Standards – Stage 1 Historical Empathy Oral Presentation

- Knowledge and Understanding Inquiry and Analysis Reflection Communication

A Comprehensive and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Insightful and well-informed identification and explanation of historical concepts.

Perceptive application of hypotheses and/or focusing questions to guide historical inquiry.

Comprehensive and astute analysis and evaluation of sources.

Well-informed and insightful understanding and appreciation of the role of particular individuals and groups in history.

Well-structured and coherent communication of well-informed and relevant arguments.

Consistent, clear, and appropriate use of subject-specific language and conventions.

B Well-considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Well-informed identification and explanation of historical concepts.

Well-considered application of hypotheses and/or focusing questions to guide historical inquiry.

Well-considered analysis and evaluation of sources.

Well-informed understanding and appreciation of the role of particular individuals and groups in history, with some insight.

Structured and mostly coherent communication of informed and relevant arguments.

Clear and appropriate use of subject-specific language and conventions.

C Considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Informed identification and explanation of historical concepts.

Competent application of hypotheses and/or focusing questions to guide historical inquiry.

Considered analysis and evaluation of sources.

Informed understanding and appreciation of the role of particular individuals and groups in history.

Generally coherent communication of informed and relevant arguments.

Mostly appropriate use of subject-specific language and conventions.

D Recognition and basic understanding of some aspects of how particular societies have been shaped by both internal and external forces.

Basic awareness and some description of historical concepts.

Partial application of a hypothesis and/or focusing question to guide historical inquiry.

Superficial analysis of sources, tending towards description.

Some awareness and recognition of the role of particular individuals and groups in history.

Basic communication of aspects of an argument.

Some appropriate use of subject-specific language and conventions, with inaccuracies.

E Limited awareness of how particular societies have been shaped by internal and external forces.

Some descriptions of historical information.

Attempted application of a focusing question to guide historical inquiry.

Description of one or more sources.

Emerging awareness of the role of one or more individuals or groups in history.

Attempted communication of one or more aspects of an argument.

Limited use of any appropriate subject-specific language and conventions.

Stage 1 SOURCES ANALYSISThe early modern period has commonly been described as the age of witch trials, or the period of the great European witch hunts. Witchcraft was associated with a widespread panic about the Devil and the notion that those apparently ‘in league’ with the Devil were part of a vast, diabolical army bent on corrupting and subverting everything that was good and decent in society.

SOURCE 1 – Martin Del Rio’s ‘Maleficia of Witches’

Del Rio, Martin. “The Maleficia of Witches, 1600.” In The Witchcraft Sourcebook, ed. Brian P. Levack (New York: Routledge, 2004), 91.

SOURCE 2 – The Bewitched Stable Groom, 1544

Grien, Hans Baldung. “The Bewitched Stable Groom,” engraving, 1544. In The Witchcraft Sourcebook, ed. Brian P. Levack (New York: Routledge, 2004), 93.

SOURCE 3 – ‘The Malleus Maleficarum, 1486’

Kramer, Heinrich and James Sprenger. The Malleus Maleficarum 1486. Translated by Reverend Montague Summers. Windhaven Network Inc., 1999.

SOURCE 4 – An Elderly Witch Feeding her Satanic Familiars, 1597

“An Elderly Witch feeding her Satanic familiars, 1597”, [http://www.gendercide.org/case_witchhunts.html].

SOURCE 5 – A historian’s perspective on women and witches

1) Witches do harm by means of certain very fine powders which they mix in food or drink, or rub on a naked body, or scatter over clothes. The powders which kill are black; those which simply cause illness are ash coloured (or sometimes reddish-brown) whereas the powder which removes a spell and acts as a medicine is exceptionally white. The virtue of these powders, however, does not come from their colour or from any other quality but is entirely dependent upon a pact made with an evil spirit. The colours merely serve to clarify the intentions of those who attend sabbats, so that the witches (striges) may not make any mistake about which one should be used for which purpose (“what for what,” as the saying goes). Hence one may conclude that the white powder used by one witch as medicine often proves lethal in the hands of a second, and the ash-coloured powder used by one to bring disease brings death when employed by another. What is more, one and the same witch (saga) may use the powder to bring death on one occasion and to cure illness on another. It all depends on the way the evil spirit is pleased to change its signification.

2) They work malefice with herbs, pieces of straw, and other rubbish such as that. This they do by throwing them on the ground, and when the person against whom they wish to work malefice walks over them, he will most certainly fall sick or die.

Moreover, no operation of witchcraft has a permanent effect among us. And this is the proof thereof: For if it were so, it would be effected by the operation of demons. But to maintain that the devil has power to change human bodies or to do them permanent harm does not seem in accordance with the teaching of the Church. For in this way they could destroy the whole world, and bring it to utter confusion… Therefore it is evident the demons cannot actually effect any permanent transformation in human bodies; that is to say, no real metamorphosis. And so we must refer the appearance of any such change to some dark and occult cause. And the power of God is stronger than the power of the devil, so divine works are more true than demoniac operations. Whence inasmuch as evil is powerful in the world, then it must be the work of the devil always conflicting with the work of God. Therefore as it is unlawful to hold that the devil's evil craft can apparently exceed the work of God, so it us unlawful to believe that the noblest works of creation, that is to say, man and beast, can be harmed and spoiled by the power of the devil.

Blecourt, Willem de. “The Making of the Female Witch: Reflections on Witchcraft and Gender in the Early Modern Period”. Gender and History 12 (2000): 301.

Stage 1 Sources Analysis

You are to examine the sources provided and answer a series of questions looking at the origin, purpose and context of the sources, and evaluating their reliability and usefulness. There are 5 questions to be answered, with the final question an extended response. You have 60 minutes to complete this task.

Refer to the separate sheet of sources when answering the following questions.

Examine the sources carefully.

Answer ALL parts of the question.

(a) Identify two methods used by witches to perform Maleficia in Source 1 (2 marks)

(b) What two arguments are being put forward by the authors of Source 3 about witches? Give evidence from the source to support your ideas. (3 marks)

(c) To what extent does the image in Source 2 support the view presented in Source 5?(4 marks)

(d) Assess the usefulness and limitations of Source 1 and Source 4 for a historian studying witchcraft in Early Modern Europe.Include in your answer reference to the following:

Who created the source When it was created Why it was created (5 marks)

(e) ‘Witches were satanic beings bent on corrupting society’.Evaluate this proposition with reference to all sources. (6 marks)

Performance Standards – Stage 1 Sources Analysis Task- Knowledge and Understanding Inquiry and Analysis Reflection Communication

A Comprehensive and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Insightful and well-informed identification and explanation of historical concepts.

Perceptive application of hypotheses and/or focusing questions to guide historical inquiry.

Comprehensive and astute analysis and evaluation of sources.

Well-informed and insightful understanding and appreciation of the role of particular individuals and groups in history.

Well-structured and coherent communication of well-informed and relevant arguments.

Consistent, clear, and appropriate use of subject-specific language and conventions.

B Well-considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Well-informed identification and explanation of historical concepts.

Well-considered application of hypotheses and/or focusing questions to guide historical inquiry.

Well-considered analysis and evaluation of sources.

Well-informed understanding and appreciation of the role of particular individuals and groups in history, with some insight.

Structured and mostly coherent communication of informed and relevant arguments.

Clear and appropriate use of subject-specific language and conventions.

C Considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces.

Informed identification and explanation of historical concepts.

Competent application of hypotheses and/or focusing questions to guide historical inquiry.

Considered analysis and evaluation of sources.

Informed understanding and appreciation of the role of particular individuals and groups in history.

Generally coherent communication of informed and relevant arguments.

Mostly appropriate use of subject-specific language and conventions.

D Recognition and basic understanding of some aspects of how particular societies have been shaped by both internal and external forces.

Basic awareness and some description of historical concepts.

Partial application of a hypothesis and/or focusing question to guide historical inquiry.

Superficial analysis of sources, tending towards description.

Some awareness and recognition of the role of particular individuals and groups in history.

Basic communication of aspects of an argument.

Some appropriate use of subject-specific language and conventions, with inaccuracies.

E Limited awareness of how particular societies have been shaped by internal and external forces.

Some descriptions of historical information.

Attempted application of a focusing question to guide historical inquiry.

Description of one or more sources.

Emerging awareness of the role of one or more individuals or groups in history.

Attempted communication of one or more aspects of an argument.

Limited use of any appropriate subject-specific language and conventions.