Presentation on theme: "The Historical Investigation The York School"— Presentation transcript:
1The Historical Investigation The York School Internal AssessmentThe Historical InvestigationThe York School
2What do I want to investigate? Check with me for help with topics and research questions.
3The written account • A Plan of the investigation • B Summary of evidence• C Evaluation of sources• D Analysis• E Conclusion• F Sources and word limitTotal: 1,500–2,000 words25 marks
4Section A: Plan of the investigation Students should:• state the topic of the investigation, which should be formulated as a question• define the scope of the investigation• explain the method of the investigation.
5Specifics What does scope mean? What does method mean? Identifying the themes/areas of investigation to be undertaken in order to reach a successful/effective conclusionWhat does method mean?focus on how you will answer the research question- how you will proceed to find your answer
6Ask yourself: Section A Do I have a clear, appropriate question? Can I communicate what I will look into and the how I will answer the question?
7Mark scheme A Plan of the investigation (suggest: 100-150 words) Marks Level descriptor0 There is no plan of the investigation, or it is inappropriate.1 The research question, method and scope of the investigation are not clearly stated.2 The research question is clearly stated. The method and scope of the investigation are outlined and related to the research question.3 The research question is clearly stated. The method and scope of the investigation are fully developed and closely focused on the research question.
8Section B: Summary of evidence This section should consist of factual material that is:• drawn from sources that are appropriate for the investigation• correctly and consistently referenced• organized thematically or chronologically.
9Some specificsWhat does “drawn from sources that are appropriate for the investigation” mean?a) closely related to the question and for in-depth study, b) variety, c) different views and perspectives, d) general text books are not appropriateWhat does “need “factual material” mean?elements that students must know that will later be analysed in section D.Facts: things that actually happened- a summary of relevant material to the question (not general info)Factual material is more than just listing information; it is about you showing that you can choose information that has a purpose.
10More specificsYou may acknowledge that historians or contemporaries may view/interpret events in a different way in this section but do NOT discuss it. Save this for section D.Organize thematically or chronologically?Internet sources are ok but must be used criticallyWhat does “information that is correctly and consistently referenced” mean?Accepted form of quoting and reference should be applied consistently in section B, C, D.
11Ask yourself: Section B Can I select and summarize evidence that is relevant to my question?Can I do so without analysis?Can I organize my information?Can I research effectively?Can I reference properly?
12Mark scheme B Summary of evidence (suggest: 500-600 words) Marks Level descriptor0 There is no relevant factual material.1–2 There is some relevant factual material but it has not been referenced.3–4 There is relevant factual material that shows evidence of research, organization and referencing.5–6 The factual material is all relevant to the investigation and it has been well researched, organized and correctly referenced.You get dinged for this in three sections: “Sources are limited”: a) not entirely pertinent to the topic or b) there are very few sourcesPurpose of this section is to present a summary of the evidence collected and to demonstrate evidence of research skills, organization and referencing
13Section C: Evaluation of sources This section should consist of:• a critical evaluation of two important sources appropriate to the investigation• explicit reference to the origin, purpose, value and limitation of the selected sources.
14Specifics Sources must be important to the investigation Origin and purpose- what do they mean?Value and limitation:NOT about how useful they are to youMUST evaluate bias and objectivity based on origin and purposeRemember a primary source is not more valuable than a secondary source just because the person was there.Don’t say a book is limited b/c there was only one chapter relevant to your study- why are you using it then? Especially in this section.You should analyse the info in section D from these sections and there you will state how they were useful to your investiagation
15Ask yourself: Section C Can I choose two important sources?Can I evaluate (V & L) them based on who, where, when, why and to whom they were written?
16Mark scheme C Evaluation of sources (suggest: 300-400 words) Marks Level descriptor0 There is no description or evaluation of the sources.1 The sources are described but there is no reference to their origin, purpose, value and limitation.2–3 There is some evaluation of the sources but reference to their origin, purpose, value and limitation may be limited.4–5 There is evaluation of the sources and explicit reference to their origin, purpose, value and limitation.
17Section D: Analysis This section should consist of: • an analysis that breaks down complex issues in order to bring out the essential elements, any underlying assumptions and any interrelationships involved• an understanding of the issue in its historical context• a critical examination of the factual material presented in section B• an awareness of the significance of the sources used, especially those evaluated in section C• a consideration of different interpretations of evidence, where appropriate.
18Specificsan analysis that breaks down complex issues in order to bring out the essential elements, any underlying assumptions and any interrelationships involvedExplain any major issues with your topic that you have found out, more complex stuff that isn’t just evidence
19Specifics an understanding of the issue in its historical context Historical context refers to the moods, attitudes, and conditions that existed in a certain time. Context is the "setting" for an event that occurs, and it will have an impact on the relevance of the event.Not the same as a causeExample: Canadian government cut defence spending in 1990’sLet us consider the fact that the Canadian government cut significantly the defence budget in the 1990’s. What caused this was probably two fold: the government was running significant budgetary deficits, the magnitude of which could not continue much longer; as well, Canadians did not think that Canada had much of an important military role to play in the world (and military expenditures were increasingly expensive). Hence: the cuts. However, these cuts were also made in the context of the end of the Cold War and during difficult economic conditions. Military expenditures did not seem as necessary as they had previously been; and we did not seem to be able to afford them anymore. The context explains that the cuts went deeper in the military budget that they did, for example, in the health budget. We had to make choices, and it is the context that explains the choices we made.
20Specificsa critical examination of the factual material presented in section BExplain why the information in section B is important to your questionMust use references in this section, as you will be referring to sources used in section B and C
21Specificsan awareness of the significance of the sources used, especially those evaluated in section CSignificance/position/opinions of two sources from section C should be discussed in your analysis sectionWHY were these sources significant to your investigation?
22Specificsa consideration of different interpretations of evidence, where appropriateIs there a historiographical debate or schools of thought on your topic?Are there key historians who you may not have read but you are experts on this topic? What do they say and how might this work into your analysis?This might not apply to your investigation
23Ask yourself: Section D Do I need to clarify any complexities or draw any connections?Do I understand how the context affects my question?Can I analyse my data from section B?Can I justify why my sources in C are important to my question?Is there a debate in the history community about my topic?
24Mark scheme D Analysis (suggest: 500-600 words) Marks Level descriptor Marks Level descriptor0 There is no analysis.1–2 There is some attempt at analysing the evidence presented in section B.3–4 There is analysis of the evidence presented in section B and references are included. There may be some awareness of the significance to the investigation of the sources evaluated in section C. Where appropriate, different interpretations are considered.5–6 There is critical analysis of the evidence presented in section B, accurate referencing, and an awareness of the significance to the investigation of the sources evaluated in section C. Where appropriate, different interpretations are analysed.
25Section E: ConclusionThe conclusion must be clearly stated, consistent with the evidence presented and relevant to the research question.No value judgmentsConsistent with what you have stated so farDon’t introduce new material or unresolved issues
26Ask yourself: Section E Am I making a conclusion based on what I have already said?Am I sure I am not using new information?
27Mark scheme E Conclusion (suggest: 150 words) Marks Level descriptor 0 There is no conclusion, or the conclusion is not relevant.1 The conclusion is stated but is not entirely consistent with the evidence presented.2 The conclusion is clearly stated and consistent with the evidence presented.
28Section F: Sources and word limit A bibliography or list of sources and all citations, using one standard method, must be included; any illustrations, documents, or other supporting evidence should be included in an appendix. None of these will form part of the word count.The word count for the investigation must be clearly and accurately stated on the title page.
29Ask yourself: Section F Do I have appropriate sources?Do I have enough sources?Do I have a proper bibliography that is in the same format as my referencing?Is my paper between words and is the word count on my title page?
30Mark Scheme F Sources and word limit Marks Level descriptor 0 A list of sources is not included or the investigation is not within the word limit.1 A list of sources is included but these are limited or one standard method is not used consistently or the word count is not clearly and accurately stated on the title page.2 A list of sources using one standard method is included and the investigation is within the word limit.3 An appropriate list of sources, using one standard method, is included. The investigation is within the word limit.