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Example Assessment 1

This document outlines an assessment for a Year 11 history class on Cleopatra and the Egyptian civilization. Students will write a 1000-word analytical essay analyzing three different representations of Cleopatra from primary and secondary sources, and explain why she was depicted that way. They will choose representations that portray her as an enemy of Rome, a victim of circumstance, a savior of Egypt, a political strategist, or a femme fatal. The essay introduction, three body paragraphs analyzing each representation, and conclusion must total 1000 words. Students will also write a 150-word reflection on how the assessment improved their historical knowledge, changed their views of women's roles, or why Cleopatra was perceived differently in different societies.

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86 views2 pages

Example Assessment 1

This document outlines an assessment for a Year 11 history class on Cleopatra and the Egyptian civilization. Students will write a 1000-word analytical essay analyzing three different representations of Cleopatra from primary and secondary sources, and explain why she was depicted that way. They will choose representations that portray her as an enemy of Rome, a victim of circumstance, a savior of Egypt, a political strategist, or a femme fatal. The essay introduction, three body paragraphs analyzing each representation, and conclusion must total 1000 words. Students will also write a 150-word reflection on how the assessment improved their historical knowledge, changed their views of women's roles, or why Cleopatra was perceived differently in different societies.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Year 11 History – Cleopatra and the Egyptian Civilization

Student Name: Teacher:


Email:
Assessment Type: Weighting: 35% Draft due date: Week 8, Final Due Date: Week 10,
Analytical essay Lesson 1 Lesson 1
Purpose of assessment: Representations of Cleopatra
Students are exploring the different interpretations and representations of Cleopatra in Egyptian and Roman
histories. The aim of this assessment is for students to understand why and how Cleopatra was depicted in
Rome and Egypt. Students will analyze three different interpretations of Cleopatra in portraiture, poetry,
novel, fandom and film using both primary and secondary sources of evidence that must be correctly
referenced.
Description of assessment:
Students will write a 1000-word analytical essay analysis their three chosen sources and how and why they
depict Cleopatra as they do. The text may be presented in various formats that will need to be negotiated
with your teacher.
During the course of the research, students will analyze a wide range of evidence: Sources including
portraiture, film, media, poetry and biographies. This assessment aims to develop students’ inquiry skills
such as reasoning and bias in history that can be applied to modern texts and learning.
PART 1 – REPRESENTATIONS OF CLEOPATRA
Students will need to choose and research three different representations of Cleopatra from both primary and
secondary sources. Students will then analyze their chosen representation and give a detailed and supported
analysis as to why Cleopatra was depicted this way. Some representations students can choose from include:
 The enemy of Rome  A victim of circumstance
 Savior of Egypt  Political strategist
 Femme Fatal (‘maneater’)  Modern feminist
Students will need to layout their assessment as following:
 Introduction (150 words)
 3 body paragraphs (600 words)
 Conclusion (100 words)
 Reflection (150 words)
PART 2 - REFLECTION
Choose one of the following:
 Students will reflect on how this assessment improved their historical knowledge understanding
 Changed their viewpoint of women and their role in ancient history
 Why students believe that Cleopatra was perceived differently in different societies
Assessment Conditions:
Students will be assessed on the completion of their draft (evidence of planning) and their final assessment.
Students will work on their assessment from week 2 to week

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