history extension essay examples

IB History EE examples

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Navigating History Extension

Thinking, researching & writing to succeed, writing critically.

This post might otherwise be called ‘avoiding a trot-through-the-historians’, as that’s what a lot of students do when asked to evaluate different historical perspectives. In the HSC, be it Question 1 or Question 2, you’ll always be asked to make a higher order judgement of a given source by integrating your own sources in a sophisticated argument.

Likewise, your History Project question needs to ask for a higher order response. It’s a bit hard to make a sophisticated argument when all you’re doing is saying “so-and-so said…, then so-and-so said…, and finally so-and-so said.”. That’s what we call a ‘trot-through-the-historians.’

To get it right, you really need to structure each paragraph so that it supports the thesis (or statement of argument) made in the introduction. Below, I’ve listed some do’s and don’ts for each of the most important parts of a History Extension essay paragraph. I’ve also included an example from the Appeasement case study so that you can see how it should all come together.

THE TOPIC SENTENCE

• See it as a one sentence answer to the question, that introduces one key point.
• Make your own judgement of that key point. Don’t just state it, evaluate it!
• Make sure the judgement actually supports the overall thesis you made in the introduction.

Don’ts

• Start a line of argument that is not consistent with your essay thesis.
• Just state what the historian’s view is (e.g. “J. Bloggs believes…”). This is not  your judgement.
• Start the paragraph by giving historical back-narrative. Story-telling is  not higher-order thinking.

Example of a good topic sentence: “Despite its highly politicised nature, the widespread acceptance of Cato’s Guilty Men shows that popular history is often more influential than academic history, particularly when written within a context of strong public sentiment.”

Examples of bad topic sentences:

As you read the topic sentences below, judge for yourself what the problem with each one is.

• “By 1940 Britain was in retreat and gearing up to defend itself from an imminent Nazi invasion.”
• “Cato’s Guilty Men was written in 1940 by three left-wing journalists over just one weekend.”
• “Smith argues that President Truman was justified in his decision to drop the atomic bombs on Hiroshima and Nagasaki.”

EXPLAINING THE INTERPRETATION

• Indicate precisely what the historian believes and how they arrived at this position.
• Provide a brief yet accurate summary of their position.
• Provide examples from the historian, in the form of short quotes that highlight their position.
• Overdo your summary. Remember, the marks are in the judgement.
• Over-quote. This dimities your own ‘voice’ in the essay and subsequently weakens the overall judgement.

Example of a good summary of interpretation :  “Guilty Men was a critical polemic against the policy of appeasement written in 1940. The authors, who used the pseudonym of ‘Cato’ to avoid charges of treason during the war, argued that Chamberlain and his followers were ‘blind to Nazi aggression’ and were therefore guilty of ‘moral cowardice’. The closing words of the book further attest to its political purpose: ‘Let the guilty men retire of their own volition and so make an essential contribution to the  victory upon which all are implacably resolved.”

Finding a Project Topic

One of the most difficult decisions you face, at least in the early stages of your project, is what topic to do. Perhaps you feel as though you have a limited historical knowledge to draw upon, or that you’re not sure if your topic area conflicts with course material from the Ancient, Modern or Extension courses. In this case it is important that you consult with your teacher.

Which sources?

It is also imperative that your topic is  historiographical  in nature. What this means is that it should focus on how and why different people (most often than not, historians) have interpreted some aspect of the past  differently . This could be a debate among contemporary historians or other ‘makers of History’ or an examination of how historical interpretations have changed over time. By ‘makers of History’ I mean directors of films, playwrights, museum exhibitors, TV producers, website developers, artists, historical fiction writers, etc, etc. The list goes on. Although not historians in the proper sense of the word, these ‘producers’ of history invariably shape our understanding of the past (in many cases, more so that academic historians). Be aware, however, that these types of history have their own problems, not the least of which is the purpose for which they were produced. If selecting non-professional historians to write about, its important that you justify why you have selected them. Perhaps its because they shaped an entire generation’s understanding of a particular historical issue? Or perhaps it demonstrates how ordinary people feel or think about the past, which is opposite to what mainstream historians think. This opens the possibility of exploring some critical historiographical questions, such as why academic historians are not able to impact on people’s understanding of the past, whereas films can.

An historiographical focus

While your initial area of interest may have a lot personal appeal, you must ultimately decide whether it has sufficient historiographical merit. In other words, can you find more than one perspective on the historical issue?  Don’t persist with a topic, which while interesting, does not yield the names of historians (or other makers of History) who represent different perspectives. Also note that the issue must be historical. This might seem obvious, but if the events are too recent you could well end up dealing with a political or ethical debate, as opposed to an historical one. An example of such a topic might be why Donald Trump is such a polarising figure, or whether or not Australia’s immigration policy is warranted. They’re interesting topics, but just not historical!

Think about potential essay questions

Your question like your project, must also have an historiographical focus. Its not enough to produce a higher-order 2 Unit-type question, if it doesn’t ask you to evaluate the contrasting perspectives on the issue. An example of a higher-order  historical question would be:  To what extent did Napoleon represent the ideals of the French Revolution?   Now, while good depth of research will show you that there are those who think either that Napoleon did or didn’t fulfil the aims of the French Revolution, the question doesn’t explicitly ask for this. A good 2-Unit answer might make an argument that supports or refutes different positions on the issue, but the question itself is not  historiographical.  An historiographical question wants to know how and why historians and other historical stakeholder have arrived at different conclusions. Such as question could be: Assess the reasons why historical interpretations of Napoleon are in conflict between seeing him as either the saviour of the French Revolution or its destroyer.

Your information search

No doubt the early phase of your research will involve an Internet search. This is fine, as there is a wealth of quality academic material available on many topics. Some tips:

• Don’t limit your search criteria (e.g. don’t just search for ‘Debate on Napoleon’ and leave it at that). Think about the variety of ways you can look for the right information. As you develop a better understanding of the topic area, you will make new and more focused Internet searches. Also, don’t stop at just the first page of hits.
• Think about locating quality podcasts. iTunes U is helpful here. An excellent podcast series is BBC Radio 4’s In Our Time History  hosted by Melvynn Bragg. Each podcast goes for around 40 minutes and includes a panel of three leading historians on a particular issue, person or event.

Sooner or later, however, you’re going to have to find works of history and actually read them. While TV documentaries may be helpful in providing the basic foundation of historical knowledge, they may or may not present different perspectives. At this next stage of research consider the following:

• Online academic databases such as  Questia  and  Jstor  require payment either as an annual plan or per download. Your school might have paid for access to one or both of these.
• Google Scholar  is more of a search engine that directs you to academic works, some off which are free.
• The  State Library of NSW  has staff that are helpful for History Extension students. The library is particularly good if you’re thinking of doing and Australian topic.
• The History Teacher’s Association of NSW  runs introduction to History Extension days during term 4. These days are excellent opportunities to ask about your project topic and preliminary ideas. Maquarie University also runs such days.
• Try emailing historians (who are still alive). Most are academics working in universities, and as such are contactable through their university website. Be aware, that there’s more chance of a reply if you ask meaningful questions. Don’t expect the historian to do the work for but ask questions about how they went about their research, what view of history they hold, and what particularly methodology they used. again, make sure you’re not asking for information which is easily aces sidle elsewhere.
• Look for historiographical works. These are usually books or journal articles that consider the range of historical views on a given subject. Such works cover a breadth of interpretations and may even discuss why the historians differ in their views.
• Once you’ve located the works of particular historians, read their introductions or prefaces closely. This is usually where they outline their thesis and perhaps even criticise those who went before them. The index is another good place to look for what they might say about other historians.

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HSC History Extension Major Work Timeline

Olivia Widjaja

Wednesday 13th, February 2019

As you may know, your History Project requires you to submit an 2500 word essay, along with a synopsis, reference list, annotated bibliography and a log. On top of that, you are required to submit a proposal essay. However, this can become overwhelming since your Major Work is usually due just before Trials, especially with the large amount of research you’ll be conducting throughout the year. So here are my suggestions on how to manage your Major Work.

Disclaimer: Submission dates will depend on your school but this should be able to guide you on how to manage your time.

Term 1: October – December

During this time, you should have a couple of ideas in mind. If not, there are some ideas for your Major Work in the forums. Essentially, your chosen topic should address some or all the key questions:

Who are the historians?

What are the purposes of history?

How has history been constructed, recorded and presented over time?

Why have approaches to history changed over time?

This can help you establish a direction with your Major Work. Keep these questions in mind as you flesh out your topic and conduct some research. Use the rest of this time to research your topic. This will help you write your proposal essay.

And don’t forget to update your logbook as much as you can.

Summer Holidays

These holidays are a great time for you to do the bulk of your research. Also, if you’re planning to conduct some primary research methods (i.e. Interviews), now would be the best time to contact them. A lot of the academics will get busy during the year so it would be advisable to contact them early on. During December this time, I got in contact with three academics, one of them never got back to me. By contacting early, I still had two other academics to talk to (both of them lived overseas).

Along with your research, you should start to plan your proposal essay. Your proposal essay should include the following:

A summary of what area you’re investigating

Why the topic was chosen

A series of enquiry questions you will be addressing

Explain what methodologies you have/will be using

Along with the proposal essay, you are also required to submit a reference list and logbook.

(Note: These were the dot points my teacher wanted us to address in our proposal essay.)

Personally, I found the proposal essay a bit confusing to approach because I wasn’t sure what to expect. But once I started writing, the essay wasn’t as bad as I thought. The way I structured my essay was in the order of the dot points above. Depending on your topic, I also explained my case study in the first paragraph. Since I did my Major Work on history-based video games, I provided a definition of history-based video games and used my case study (Assassin’s Creed) as an example of history-based video games.

Also, don’t be afraid to use first person. I initially found it a bit awkward to use first person in essays, but it becomes difficult to avoid using first person when you’re explaining why you chose your topic.

When it comes to the methodology, this term can be a bit confusing if you take Society & Culture. ‘Methodology’ refers to the type of sources and the places where you’ll be getting sources from. For example, in my proposal essay, I talked about how I will be using facilities from my local library and State Library to access to journal articles and magazine articles. If you’re planning to conduct interviews, mention who you have/will contact and what field they specialise in.

While you’re drafting and writing your proposal essay, don’t forget to include screenshots of your progress!

Term 2: February – March/April

I call Term 2 (technically Term 1 of 2018) ‘Shakespeare’s Lost Years’- he didn’t do much during the two years of his life. Similarly, I didn’t do much in Term 2 since all I focused on was researching as much as I can. After Term 2, my logbook certainly did get heavier because of the large amount of research notes I made. To be honest, there were times I dozed off to sleep in the library because I was reading a lot of journal articles and writing interview transcripts was very time-consuming. Even though it’s tedious to make research notes, it becomes helpful when you’re going through your logbook to find a piece of information for your essay.

Apart from doing a hefty amount of research, formulating an essay plan or a scaffold can help you get a bit organised. It’s a great way to summarise what you information you’ve gathered and a basic thesis to the overall idea. For example, throughout my research, I found myself arguing that history-based video games has significantly impacted the representation of history and how we study history. Because I also spent Term 2 researching, I was able to provide an answer to my enquiry questions. These enquiry questions became useful when I was figuring out the structure of my essay.

But because of half-yearlies, I didn’t spend too much time on my Major Work.

Term 3: April – July

Around this time, you should started to refine your essay question. I knew that I wanted to look at history-based video games and their accuracy. But rather than arguing how these video games can be useful, I decided to do an analysis, hence my question became: An analysis of history-based video games as a tool for historical enquiry. Remember, your essay question doesn’t have to be a ‘to what extent’ question.

You should also started to narrow down my enquiry questions. Out of the five enquiry questions, I focused on three main enquiry questions and made the other two questions as sub-questions since they could fit under the three enquiry questions. Because of the research I did in Term 2, I spent most of Term 3 answering my enquiry questions and providing evidence to support my statements, along with some more research if I found some holes in the information I’ve gathered. By starting off with a basic essay plan, you should be able to gradually flesh it out into a detailed essay plan, which will make the essay-writing component easier. Here’s what my essay plan looked like:

Once you feel comfortable with your essay plan, start writing your synopsis and essay. Give yourself at least two weeks before the due date to start writing. My Major Work was due at the beginning of July, so I started writing around mid-June so I would have room to refine my essay and finish off my log and annotated bibliography.

The days leading up to your due date, you should use the time to make sure your reference list is in alphabetical order and make sure that there aren’t any grammatical errors. And avoid doing the majority of your Major Work during this time. Your Trial exams are coming soon.

Good luck everyone!

Enjoy this article? Make sure you follow Olivia @studywithlivia .

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, planning, programming and assessing history extension.

Resources to help you plan, program and assess history extension in Years 7–10.

The HSC history extension course caters for interested and capable students of ancient and/or modern history. Extension students:

• explore 'what is history' focusing on historiographical issues through readings and a case study
• complete a major project in the form of an historical inquiry of an area of changing historical interpretation.

History Extension Stage 6 Syllabus (2017) contains the syllabus and support materials including the source book of readings, a support document, sample assessment schedule, information about the HSC, exam specifications and assessment requirements as well as standards packages, past papers and frequently asked questions.

Support materials

The following support materials were developed by NSW public school teachers as part of the Stage 6 mEsh project where 62 teachers led writing teams (over 150 teachers) across NSW.

These materials can be adapted by teachers to meet the individual needs of their schools.

General resources

• History Extension assessment schedule (DOCX 45 KB)
• History Extension scope and sequence (DOCX 46 KB)
• Suggested activities for History Extension (DOCX 174 KB)

Constructing history key questions

• Glossary of terms for teacher developed study (DOCX 48 KB)
• Program for teacher developed study (DOCX 52 KB)
• Useful sources (DOCX 44 KB)

Constructing history case studies

• Gough Whitlam case study learning sequence (DOCX 59 KB)
• Gough Whitlam glossary of terms (DOCX 46 KB)
• John F Kennedy case study learning sequence (DOCX 61 KB)
• John F Kennedy glossary of terms (DOCX 47 KB)

HSC revision

Success in the written examination.

Watch 'History Extension – Exam preparation' (24:17).

Transcript of 'History Extension – Exam preparation'

Welcome to the HSC hub presentation for history extension.

This presentation will look at the examination layout materials to bring to the exam and how to be prepared for the history extension exam. Using the 2019 HSC examination for history extension we will look at the structure of the exam and give some advice on how to approach each section. This presentation will take approximately 20 to 25 minutes.

I would like to pay my respect and acknowledge the traditional custodians of all of the lands on which this video is being watched and also pay respect to elders both past and present.

In this video we will look at the exam section by section with some discussion of specific past paper questions and feedback from the marking centre. The key message that we can send you to prepare for your exam is that to prepare well, you need to have a strong grasp of the key content and concepts and you need to spend a lot of time practicing the ways to respond to different types of questions. Cramming or studying just before the exam will not be as effective as a long term study approach, and at the end of the day you need to know a lot about the history extension topics that you've studied to be able to write about them well in an exam setting. So wide reading and engaging with the content deeply is a key to success.

Before your exam day, make sure you download the HSC timetable and highlight all of your exams. The 2020 timetable has already been released and can be found on the NESA website. The history extension exam will be held on day 12, which is Wednesday the fourth of November at 1:50 PM. Make sure that you manage your time and travel so that you can arrive with plenty of time to be seated before your exam begins. Should plan your revision schedule to match up with your exams. Have a regular study routine that you're following to keep up with coursework. Continue to study and revise each of your subjects. However, in the days before the exams, you may need to give a little more emphasis to the exams you'll complete first. As you complete your exams, the time you would have spent on those subjects can then be allocated to exams yet to come.

Get a good night’s sleep before each exam. Late nights will harm your performance. Last minute cramming can be OK, but not at the expense of sleep. Your brain needs time to rest and you'll be able to engage better with the questions if you're not physically and mentally exhausted.

Make sure you eat your breakfast. Studies have shown that adding a healthy high protein breakfast and remaining hydrated will help you improve your exam results on days where you may have an afternoon exam like history extension, a healthy lunch will also help with concentration. Finally, make sure you have all of your equipment ready. Pack it up in a clear pencil case or plastic sleeve the night before so that you aren't rushing and forget something on the morning of the exam.

What can you actually bring into your history extension exam? To start with, you should be writing in black pen. Make sure you bring multiple pens in case one runs out of ink. It's important to use black pens as exam papers are scanned to allow for onscreen marking. Lighter coloured pens may not scan as well and will make reading your response difficult for the marker. For history extension, other useful additional materials you may bring include highlighters to highlight key parts of the questions pencil's, which should be at least two B and a sharpener and a bottle of water in a clear bottle. All of these items can be found relatively cheaply at stationary stores or newsagents or even supermarkets. Don't wait until the last minute to find these items. You should be using them throughout your course. Remember that you're not allowed to borrow equipment during the HSC exam, so it's very important to make sure you have what you need. You should place all of your items in a clear plastic sleeve or pencil case before entering the room.

You can wear your watch to your exams, but once you sit down you'll have to take it off and place it in clear view on your desk. Programmable watches, including smartwatches, will not be allowed into the HSC room. Make sure that you're familiar with the rules and procedures for the HSC exam. These can be found on the NESA website under the rules and procedures guide. Let's take a look at the actual exam. In history extension, the exam consists of two sections,

Section one, constructing history: key questions and section two, constructing history: case studies. You have about 10 minutes to read the paper. During this time you will not be allowed to write. So you should use this time to ensure that you have each of the sections and that there are no pages missing. You should also ensure that you have a copy of the exam paper and any writing booklets that you use for your essays. Any sources being used in the exam will be printed on the pages with the question. The reading time is crucial for the development of your essays. Use the time to read each source carefully and consider how you'll approach the questions. Think about how the source relates to the historiographical issues and debates that you've studied in class and how you can link these altogether in response to the question. Consider how you incorporate your own sources, both ancient and contemporary, if possible in response to the question, this thinking time will help you to develop a strong plan for each essay before you begin writing, which is absolutely essential for success in the history extension exam.

You have two hours of writing time. During this time you have to complete the paper to the best of your ability. You must remain in the examination room for a minimum of one hour and you will not be permitted to leave in the last 30 minutes. This is to minimise disruption at the end of the exam period. Once you leave the exam room, he will not be permitted to re-enter, so we strongly advise that you remain for the duration of the whole exam. History extension is quite a unique subject and the exam is no different. The structure leaves a much more generous amount of time for each question than many of your other exams, and the level of your planning and response should take this into consideration. Use your planning time well and spend time unpacking each question and stimulus source. Your responses will be richer and more meaningful as a result.

Let's take some time to have a look at the requirements and expectations of section one of the history extension exam. This section will be focused on the constructing history: key questions topic from the syllabus and will be assessing your broad knowledge and understanding of relevant issues of historiography. This section is worth 25 marks and you should allow about one hour to complete this section. They will only be one question to answer, and it's expected that you will answer the question in the form of an essay. Make sure that you use the writing booklets provided and ask for extra booklets if you need them. NESA indicates in the syllabus that the expectation for this section is roughly 1000 words or eight writing pages, but this obviously depends on your writing size and style. The section will include at least one source as a stimulus to respond to the question, and it's expected that you'll make clear use of the source or sources in your response. You also need to refer to other sources to support your argument. The number of expected sources will be specified within the question.

Along with demonstrating knowledge and understanding of relevant issues of historiography and using relevant sources to support your argument, the marking criteria for this question also identifies that you'll be assessed on how you present a comprehensive logical and sustained response. The notes from the 2019 marking centre advised that students should take their time to deconstruct the question in order to answer it effectively. One of the great things about history extension exam is that you have more time to plan than in modern or ancient history. For each section you should spend 10 minutes or more thinking and planning your response. This will ensure that when you write your essay, it will be more likely to hit the comprehensive, logical and sustained response aspect that markers are looking for. The general marker centre feedback also identified that being consistent in your argument is a key to success in this section, ensuring that you have a strong thesis, and plan before you begin writing will help with this. They also noted that students need to have a thorough understanding of competing perspectives on historiographical issues to ground their responses in a clear depth of knowledge. Being aware over range of debates and complex issues in the historiographical field will place you well to respond to the range of question types that may appear in this section and allow you to have a diverse and wide ranging suite of other sources to call on to support the argument that you'll make.

Looking at the 2019 exam, let's unpack the question for section one. The question reads "To what extent does historical evidence shape the construction of history? Use sources A and B and at least one other source to support your argument." As mentioned earlier, it's very important that you take the time to deconstruct the question and make a thorough plan before you begin. All of this can be done on the exam writing booklet. Just put a line beneath the planning before you begin writing your response.

Looking at this question, the first thing we can say is that we're looking at aspects from at least two of the key questions from the syllabus. Firstly, the ‘how has history being constructed, recorded and presented over time’ question coming through in the construction of history part of this exam question. The second key question that's being addressed is ‘why have approaches to history changed over time?’ If we think deeply about this exam question, we can see that the two questions and their underlying issues are being combined with the content of the question being an exploration of the way they intersect. This immediately makes it a rich and interesting question to consider as there are so many examples and historians that you could draw upon to elaborate on your argument in response before doing so. However, we need to look at the parameters of the question as well as the directive verbs. What is the question asking you to do exactly, and what restrictions or specifications are being placed on you in the way that you do it? The use of "to what extent" in place of the more traditional directive verbs of analyse or evaluate is actually quite a good thing here, as it gives you clear scope in your thesis to make a strong stand. You need to decide exactly to what extent you think that historical evidence shapes the way that history is constructed - to a great extent, somewhat, not at all. Having this clear in your mind before you begin writing is very important. You also need to ensure that you carefully make note of what the question is asking you to do in regards to sources. This question specifies that you must use both sources A and B and at least one other source to support your argument. This doesn't mean that you can only use one additional source, but it's vital that you use at least one. When using the stimulus sources, be specific in your response and make it clear that you are using the source. Integrate the ideas and content from the source into your response to ensure that your writing is cohesive and strong. Weaker responses in this section will use the sources as an add on.

The notes from the marking centre in 2019 for this particular question noted that in better responses, students directly engaged with the question and provided clear and critical assessment. Students with pre-prepared responses were not able to provide this critical assessment and were encouraged to ensure they approach the question as it stood, rather than trying to manipulate it to suit the response they had bought into the exam. Better responses also showed a clear understanding of how evidence shapes construction of history and not just how historians use evidence. This is a significant distinction and shows the importance of reading the question very carefully, as well as understanding the syllabus. The high-level responses made use of concepts from both of the sources to drive their arguments, and were also able to challenge concepts in the sources to make effective counter arguments. You don't have to agree with the source material. The markers centre also noted that to improve their arguments, student should be sure that they understand the entirety of the sources and not simply isolated phrases as well as maintaining consistent argument throughout their response.

To truly unpacked section one question we need to have a deep look at one of the sources. As an example, please keep in mind that the sources can be read many ways and from many perspectives. For this video I'm presenting one limited analysis of the source at hand and there are many other things that could be pointed out or discussed in relation to the source. You're also free to disagree with my interpretations, such is the wonderful nature of history and historiography. For this video, I've chosen to look at source B from the 2019 section one question, which is an excerpt from a professional lecture series. "The myths will live by: Re-framing history for the 21st century" by Professor Gazelle Burns of Charles Darwin University. The source read as this.

"That the past is always viewed through the lens of the present may seem to be obvious, but if we accept this suggestion, it means that stories of the past are always changing. That is, our present-day values and attitudes inform how we look back and review what has gone before. Moreover, the questions we put to the past invariably shaped by our present 'History,' is, there for a constant conversation with the past. In addition, most historians no longer believe there is a gold standard defined by the source as a measure of superior quality. Of objectivity that ought to be respected and agree that the quest for objectivity is... 'like nailing jelly to the wall'. Moreover, we can never recreate the totality of the past. This is an actual impossibility. We can only work with those pieces that remain while some stories are told, therefore others are silenced. The question of why this is the case (the emphases and repetitions as well as the silence) is has been and is a preoccupation of my generation of historians."

Now, a handy way to begin unpacking a source is to try to think about the overall message that you can draw from the whole. Having a sense of this makes it easier for you to be sure that you're including the whole source and not just a select section of the source. This isn't to say that you can't challenge or disagree with the source or aspects of it. Reading this source in the context of the question, you need to look for discussion of historical evidence and the way that it does or does not shape the construction of history. This source is quite rich in regards to the question with a number of clear links to those issues surrounding evidence and the ways that history is constructed through the evidence at hand.

Beginning with a statement about the way the past is viewed through the lens of the present is interesting because it immediately links us to the question in regards to historical evidence in the way it shapes the construction of history. The first four lines of the source relate to the questions we ask about the past and implicitly the evidence we have from the past. The idea that history is a conversation with the past is a nice nod to the key question around what is history, but could also be a prompt for thinking about history as a product of the evidence available or selected. With the ensuing conversation being a construction.

I think there is an opportunity for some challenge or contention with the statement that most historians no longer believe there is a gold standard of objectivity from many angles, but keeping in mind that the question is asking about historical evidence. This could be an avenue for discussing types of evidence in methodology around scrutiny in the quest to construct history.

The clearest link to the question in this short piece is in the last few lines, with discussion to the notion that creating the totality of the past is not possible, as historians can only work with the pieces that remain. This comes across as an almost natural process in the piece, which is interesting and could form an interesting bouncing off point for exploring the nature of historical evidence and the choices that historians making how and when they access it. There is a neat link to the classic EH Carr analogy about history and fish. Make sure you know that one you never know when it will come in handy, in this line, making it a really nice one to include in your response. I quite like the section in this source in brackets where it says the emphases an repetitions as well as the silences because it really cuts to the core of the issues around the construction of history and the way that historical evidence can shape things. You could make arguments in both the positive and the negative here about the role of historical evidence. As it's a nuanced issue, but I do like the idea of contrast in the way that evidence can impact both the stories that are told and the stories that are left untold.

This has been a very brief and surface level unpacking of this particular source, and if we had more time it could spend hours going over it and debating back and forth about some of the initial observations that I've made here. You won't have that kind of time in the exam, but you do in the preparation phase, so make use of it. The more historiographical sources you engage with deeply and spend time unpacking in this way, the more natural and comfortable it will feel when you sit down to do it in the exam setting. It can be a really great study activity to do with a classmate, as you'll both build your understanding and ability to unpack the sources together, learning with and from one another as you discuss the details and links to other sources.

Moving on to section two of the history extension exam. This section is about the 'constructing history: case studies' topic that you have been studying throughout the year. The structure for this section is very similar to section one in that you'll have one question to respond to that's worth 25 marks and you should allow around one hour to complete the section. The difference is that this section doesn't contain an unseen sources stimulus for your response, although the question may contain a quote that you need to respond to. There is a similar expectation around length of response, however it's important to recognise that it's definitely quality over quantity. If you can make a comprehensive, logical and sustained response that answers the questions and makes a knowledgeable and well supported argument that is the key to success in this section. The question may specify that you need to refer to one or more historical debates from your case study, so make sure you are prepared to respond if this is the case. You may also find that there is a historiographical issue embedded within the question, which would guide your response along with your knowledge of the syllabus. Like section one, you should put aside a reasonable amount of time to fully plan and consider your essay in response to the question to ensure that you engage fully with what the question is asking you.

The marking criteria for this section states that your response will be assessed on how well you, one, demonstrate knowledge and understanding of an appropriate case study, two, engage with the historiography of the areas of debate selected for discussion and three present a comprehensive, logical and sustained response. Similar to section one, it's important that you read deeply and widely in relation to your case study so that you have the capacity to engage clearly with the historiographical debates. In your particular case study. As in section one, you'll need to be able to make and sustain an argument of your own in relation to the question. It's very important that your voice an argument come through clearly instead of simply summarizing the various arguments of relevant historians. The notes from the markers centre in 2019 clearly make a point of ensuring that you don't pre-prepare a response for this section, as responses that clearly engaged with the specifics of the question were much stronger than those that tried to mould their pre-prepared response to fit. They also mentioned that students should be sure to identify the specific area of debate that they were going to discuss and to keep the question in mind throughout the response to ensure the logical and sustained aspects of the criteria were being met.

Let's take a look at the 2019 history extension exam. The question for section two was " how have changing methods of historians shaped interpretations of at least one area of debate in your case study." This question clearly comes from the dash point in the syllabus. The shaping of interpretations, the role of context, methodology, purpose, sources, and form of communication. Breaking the question down into its parts, we can say that the key content of the question is relating to interpretations of one of the areas of debate. In your case study, and specifically the way that the changing methods of historians have affected the shape of those interpretations. The directive verb for this question again moves away from the traditional, critically analyse, evaluate, etc. Instead, we have 'how have' to guide our response, which on the surface may seem quite simplistic. Thinking about the way this is connected to the word 'shaped' in the question, however, we can see that it's highly analytical as you're being asked to consider and unpack the role of methodology in the shaping of historical interpretations. In your case study. Being mindful of the parameters of the question, as always, you should take the time to note what is being required of you in terms of the number of debates. In this case, you only need to explicitly refer to one of the areas of debate in your case study.

In the notes from the 2019 marking centre, the markers noted that students with better responses were able to answer all components of the question with a focus on the historians methods rather than just the case studies, highlighting again the importance of thinking deeply about the question and what it's asking you to focus on before you begin writing. Better responses identified clearly, what methods actually constitutes in regards to the question, including examples such as approaches, new evidence, forms of communication, including writing or films. Engaging with the specifics of the question in this way show that you understand what is being asked and that you're able to directly link your knowledge and understanding to the concepts within the question in front of you. High quality responses extended upon this even further by explaining how purpose, context and perspective influence methodology which shaped interpretations. These responses made perceptive judgments an included effective integration by clearly demonstrating a strong understanding of the changing methods through unpacking and discussion in their essay. It may seem an obvious point, but the better responses were noted as having chosen the most appropriate and relevant historians to support their response. You will no doubt know a whole lot of historians in relation to your case study, and one way to stand out in this section is to make good choices about which historians you draw upon as evidence to support your response.

The marking centre notes from 2019 highlighted that students should have improved on their responses by being more adventurous and confident in exploring different sources. This confidence can come through feeling assured in your understanding, which will develop through wide and sustained reading and knowledge development. They also mentioned some specific areas for improvement in this section, which included knowing historians' methodologies as well as simply the debates and being clear that the question was driving the response, not the debates. Also making sure that the student’s voice, that is their judgment, is made explicit throughout the argument.

This video has been a very brief introduction to the history extension HSC exam and should be used as a starting point only. Your teacher is best place to support you in your preparation for the exam and is in an expert in both the specific topics that you've been learning about and how to teach them to your class. If you have any questions about your exam, your topics in history extension, or where to next have a chat with your teacher about the websites that you can use to help you study or how to access the range of past papers available. Please note that the current history extension syllabus is quite new, so any exams on the NESA website that have dates prior to 2019 will be for the old syllabus, so you should take the advice of your teacher on how to use those papers.

Good luck in your preparation and your exam.

[End of Transcript]

To support your teaching of this topic, access the History extension – success in the written examination support resource (DOCX 73 KB) .

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Defining Humanism and its Impact on World History

This essay about humanism highlights its core principles of reason, ethics, and compassion, celebrating the dignity and worth of individuals. It traces humanism’s origins from ancient philosophies to its emergence during the Renaissance, influencing art, science, politics, and culture. The essay discusses humanism’s role in shaping ethical and political discourse, including the Universal Declaration of Human Rights. It also addresses contemporary challenges to humanism, emphasizing the need for a renewed commitment to its values in the face of global issues.

How it works

Humanism, a concept intricately interwoven into the tapestry of human history, encompasses a wide range of beliefs and practices. At its essence, humanism celebrates the intrinsic worth and dignity of individuals, emphasizing reason, ethics, and compassion as foundational principles for both personal and societal advancement. Over the centuries, humanism has profoundly influenced societies, politics, arts, and sciences in myriad and significant ways.

The origins of humanism can be traced to ancient civilizations, where philosophical traditions such as Confucianism, Taoism, and Stoicism underscored the significance of human agency and ethical behavior.

However, humanism as a distinct intellectual movement emerged during the Renaissance in Europe, driven by a renewed interest in the classical texts of Greece and Rome. Renaissance humanists like Petrarch, Erasmus, and Pico della Mirandola sought to rekindle the spirit of antiquity by promoting the study of literature, philosophy, and history. They extolled the potential of human reason and creativity, advocating for education, civic participation, and the pursuit of excellence across various fields.

A hallmark of humanism is its rejection of dogma and authoritarianism in favor of critical inquiry and independent thought. This skepticism toward traditional sources of knowledge paved the way for the scientific revolution and the Enlightenment. Figures like Galileo Galilei and Isaac Newton, inspired by humanist ideals, challenged prevailing conceptions of the natural world, laying the groundwork for modern science. Concurrently, thinkers such as John Locke and Voltaire advanced the principles of religious tolerance, individual liberty, and rational governance, setting the stage for democratic revolutions and the establishment of secular states.

Humanism’s influence on world history is also evident in the realm of art and culture. Renaissance artists such as Leonardo da Vinci, Michelangelo, and Raphael embraced humanist themes, depicting the beauty and complexity of the human form with unprecedented realism and emotional depth. This celebration of human potential and creativity inspired successive generations of artists and redefined the role of art in society. Similarly, humanist ideals permeated literature, with authors like Shakespeare, Cervantes, and Montaigne exploring the intricacies of human nature and the moral dilemmas of existence.

Beyond its cultural and intellectual impact, humanism has significantly shaped ethical and political discourse. The Universal Declaration of Human Rights, adopted by the United Nations in 1948, reflects the enduring legacy of humanist principles in contemporary times. By affirming the inherent dignity and equality of all individuals, regardless of race, gender, or creed, the Declaration embodies the humanist commitment to social justice and human rights. Movements for gender equality, civil rights, and environmental sustainability continue to draw inspiration from humanist values of empathy, compassion, and solidarity.

Despite its numerous accomplishments, humanism faces ongoing challenges in the modern world. In an era characterized by globalization, technological advancement, and cultural diversity, humanist ideals are often threatened by intolerance, inequality, and authoritarianism. The rise of populist movements, religious fundamentalism, and xenophobic nationalism highlights the persistent struggle to uphold humanist principles in the face of ignorance and prejudice. Additionally, pressing global issues such as climate change, poverty, and armed conflict require a renewed commitment to humanist ethics and collective action.

In summary, humanism remains a potent force for positive change, inspiring generations of thinkers, artists, and activists to strive for a more just and compassionate world. By championing reason, empathy, and human dignity, humanism has shaped the course of human civilization, leaving an indelible mark on art, science, politics, and ethics. As we navigate the challenges of the 21st century, the enduring values of humanism offer a guiding light, reminding us of our shared humanity and our ability to create a better future for all.

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Home — Essay Samples — Geography & Travel — Journey — My Career In History: A Journey Through Time

My Career in History: a Journey Through Time

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Many historians will pursue graduate training at some stage in their career. To meet the needs of both students and graduate programs, the AHA creates resources, provides platforms, and convenes conversations about student success from application to completion.

For Academic Departments

History department chairs are on the front lines of the discipline, defending historians’ work and supporting their professional lives at all stages of their academic careers. The AHA strives to strengthen this work and provide resources and opportunities that make chairs’ work easier and valued. The AHA provides resources and hosts a variety of events and opportunities to benefit department chairs and build community, including webinars, sessions at the annual meeting, and an in-person workshop.

Current Events in Historical Context

Essential, carefully researched resources by historians providing context for conversations about current events.

Regional Conferences on Introductory History Courses

What do students learn in introductory history courses? How can historical thinking support student learning and success across the curriculum? Our regional conferences endeavor to strengthen the community of practice focused on introductory history courses, both in secondary and higher education.

Standards & Guidelines

June 10, 2024

Guidelines for Academic Tenure-Track Job Offers in History

June 9, 2024

Statement on Age Discrimination

Aha historical collections.

The AHA has made primary sources available for research purposes, along with AHA archival reports and documents.

Vetted Resources

Vetted Resources compiles in a central location materials and tools that have been professionally vetted by historians, offering instructors access to high-quality materials that meet professional standards

AHA Resource Library

June 20, 2024

16 Months to Sumter: Newspaper Editorials on the Path to Secession

June 16, 2024

The History of Racism and Racist Violence: International Contexts and Comparisons

The history of racism and racist violence: monuments and museums, join the aha.

The AHA brings together historians from all specializations and all work contexts, embracing the breadth and variety of activity in history today.