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3) How do you account for the similarities between Australian and American ideas about domesticity in the immediate post-war period?
ASSESSMENT TASK 2 – PRIMARY SOURCE ANALYSIS
Due Date: Friday of Week 6, by 11:59pm, via Turnitin.
Grade: 20% of final grade.
Word Limit: 1000 words maximum, including footnotes. This is a hard limit. There is no “plus or minus 10%”, neither is there any compulsion to reach the word limit. You may always hand in an assessment task that uses fewer words than the set word limit.
Resources: Consult Appendix 1 and use the two primary sources listed for your essay question. For some questions, you are expected to make an appointment with the Australian History Museum and locate your own primary source. For others, you are expected to find a collection of primary sources in the library and choose your own sources. Do not use any other sources for this assessment task.
Instructions: Answer the following questions about each source:
- What does this source tell us about its own contemporary context?
- Does your answer to question 1 confirm or contradict your synthesis from Assessment Task 1? You should provide evidence to back your answer up.
- What does this source tell you about the past that is relevant to your essay question?
Then, answer this question about the two sources together:
- Having now read and analysed two secondary and two primary sources, how would you answer your chosen question?
Referencing and Bibliography: This assessment task requires footnotes.
This task does not require a bibliography.
APPENDIX – ESSAY QUESTIONS AND SOURCES
- How did the Cold War shape Australian political culture in the 1950s?
- “Referendum on giving the Parliament powers to deal with Communists and Communism – the ‘Yes’ and ‘No’ cases”, in Walter, James and MacLeod, Margaret. The Citizens’ Bargain: A Documentary history of Australian Views Since 1890, UNSW Press, 2002, pp. 170-173.
- Find a single source form the Australian History Museum’s collection on anticommunism that offers some insight on the essay question.
- What is the difference between Australian public representations of ‘displaced people’ before 1950, and ‘boat people’ after 1975?
- Find a single source form the Australian History Museum’s collection on immigration that offers some insight on the essay question.
- “Dangers in the Flood of Viet Refugees”, in Lack, John and Templeton, Jacqueline. Bold Experiment: A Documentary history of Australian Immigration Since 1945, Oxford University press, 1995, pp. 183-4.
- How do you account for the similarities between Australian and American ideas about domesticity in the immediate post-war period?
- Choose any two articles or advertisement from the Australian Women’s Weekly between 1945 and 1960, available from http://trove.nla.gov.au/ndp/del/title/112
- What role did the “international counterculture” play in Australian activism in the ‘long 1960s’?
- Langley, Greg (ed.). A Decade of Dissent: Vietnam and the Conflict on the Australian Home Front, Allen & Unwin, 1992, Ch. 5, “Confrontation”, pp. 96-110.
- O’Brien, Peter. “Some Overseas Comparisons”, in Gordon, Richard (ed.). The Australian New Left: Critical Essays and Strategy, Heinemann, 1970.
- What is the difference between Civil Rights and Land Rights in Australia between 1963 and 1976?
- Pick any two documents from Attwood, Bain and Markus, Andrew, The Struggle for Aboriginal Rights: A Documentary History, Allen & Unwin, 1999. Part 3: “1950s-1970s”, pp. 170 – 272. NOTE: There are limited copies of this book in the library; you will need to access it in Special Reserve and photocopy your chosen documents.
- What did ‘economic rationalism’ do to the Australian Labor Party?
- Keating, Paul. “Traditions of Labor in Power; Whitlam and Hawke in the Continuum” in Australian labor Party, NSW Branch, Traditions for Reform in New South Wales: Labor History Essays, Pluto Press, 1987, pp. 172-186. NOTE: You will need to locate this book in Special Reserve and photocopy this chapter yourself.
- Keating, Paul. “Doing the Placido Domingo: Speech to the Canberra Press Gallery, 7 December 1990”, in Ryan, Mark (ed.) Advancing Australia: The Speeches of Paul Keating, Prime Minister, Big Picture Publications, 1995, pp. 3-8.
- What did the Australian response to the HIV/AIDS epidemic show about the limits of the ‘test and contain’ method used elsewhere?
- National Advisory Committee on AIDS/Grey Advertising, Grim Reaper (1987), viewable at http://www.youtube.com/watch?v=U219eUIZ7Qo&feature=player_detailpage, (created November 2006, viewed July 15, 2013).
- Western Australian AIDS Council poster (1992), in Sendziuk, Paul. Learning to Trust: Australian Responses to AIDS, UNSW Press, 2003, colour plate 4.
APPENDIX 2 – MARKING RUBRIC
This is the grading rubric I will use to grade your assessment task. As you can see it is a quantitative rubric, so you will be awarded marks according to which criteria you successfully complete. Each criterion is pass/fail; consult the description in each column to ascertain why you received the mar you did. You will not receive any specific feedback for this assessment beyond that contained in this rubric as the assessment task is procedural; you learn by doing rather than learn through feedback.
|PASS||FAIL||MARKS||RELATES TO QUESTION|
|Answer identifies useful information about the past from Source A.||Answer is too credulous of Source A’s assumptions, or resorts to generalisation.||2||1 (Source A)|
|Answer contextualises Source A with reference to the secondary sources used in Assessment Task 1.||Answer does not refer to secondary material, or does not make any critical connection between Source A and the secondary material used in Assessment Task 1.||1||2 (Source A)|
|Answer makes an analysis of Source A in terms of the essay question.||Answer analyses Source A on its own terms, rather than in terms of the question.||1||3 (Source A)|
|Answer identifies useful information about the past from Source B.||Answer is too credulous of Source B’s assumptions, or resorts to generalisation.||2||1 (Source B)|
|Answer contextualises Source B with reference to the secondary sources used in Assessment Task 1.||Answer does not refer to secondary material, or does not make any critical connection between Source B and the secondary material used in Assessment Task 1.||1||2 (Source B)|
|Answer makes an analysis of Source B in terms of the essay question.||Answer analyses Source B on its own terms, rather than in terms of the question.||1||3 (Source B)|
|Paper offers a well thought-out and qualified/nuanced response to the project question.||Paper does not offer an answer to the project question.||2||4|
|Answers demonstrate an awareness of their own limitations, and draw only conclusions that are supported by provided evidence.||Answers draw on general knowledge or assumption to make unqualified arguments.||2||All|
|Paper contains all necessary referencing information and references are consistently formatted.||Paper contains errors or inconsistencies in referencing or is missing references where required.||1||All|
|Paper is free from spelling, grammatical or presentational errors.||Paper contains spelling errors, grammatical mistakes (misplaced apostrophes, tense changes etc.), font size changes or other presentational errors.||1||All|
|Answer is within word limit.||Answer exceeds word limit.||1||All|