Assessment Task Sheet

Australian International Academy, Kellyville

NAME: _____________________________ NOTIFICATION DATE: 17th February 2021
YEAR LEVEL: 10 SUBJECT: Humanities UNIT: Rights and Freedoms
TASK NAME: Be an Activist
DUE DATE: 19th March 2021
UNIT INFORMATION
KEY CONCEPT: Change
RELATED CONCEPTS: 1. Equity
2. Identity
GLOBAL CONTEXTS Identities and Relationships
STATEMENT OF INQUIRY:
Throughout time, tensions arise as a result of contesting ideologies that question freedoms and rights of minority
groups.
OUTLINE OF TASK
You are required to develop a case study highlighting the links and impact of the Universal Declaration
of Human Rights (UDHR) on a current rights and freedoms issue in Australia or globally. Your case study
will be expressed in the form of a presentation which will demonstrate the significance of the UDHR.
This will be followed by each member sharing their findings in class.

You will also be required to complete a source analysis task which involves:
 Reading and/or examining five sources.
 Answering five questions based on the sources.
 Providing evidence from the sources and their case study to support your answer.

Part A: (Criteria C: Communicating)

Deliver a 5-minute multimodal presentation about a Human Rights case study which highlights the links
and impact of the Universal Declaration of Human Rights on a current rights and freedoms issue in
Australia or globally. The presentation must include:
1. One example of where human rights and freedoms are not being met in Australia or globally.
Examples may include issues such as access to basic needs, including food, safe water and shelter
or education, Indigenous injustice, mandatory sentencing, refugees, child labour, political
opposition or gender.
2. An explanation on how your chosen issue affects people as individuals and as a community.
3. Link the issue to relevant UDHR articles and explain how they apply to the case study.
4. Analysis of at least two primary sources and two secondary sources as evidence of the case
study to the rights and freedoms issue.
5. Propose appropriate suggestions and solutions to your chosen human rights issue.

Part B: (Criteria D: Thinking Critically)

You are required to complete an In-Class Test that will consist of 5 short response questions. You will be
provided will 5 sources ranging from written to visual sources. You will have 5 minutes of reading time
and 40 minutes to write your answers to the five questions.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
NSW NESA Outcomes:

HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical
contexts that shaped the modern world and Australia
HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical
inquiry
HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding
of the past

MYP Criteria: Criterion D: Thinking critically

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
Maximum: 8
At the end of year 5, students should be able to:
i. discuss concepts, issues, models, visual representation and theories
ii. synthesize information to make valid, well-supported arguments
iii. analyse and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations
iv. interpret different perspectives and their implications.

Achievement level Level descriptor Task Level descriptor

0 The student does not reach a standard described by any The student does not reach a standard
of the descriptors below. described by any of the descriptors below.
1–2 The student: i. analyses concepts, issues, and theories to a
limited extent throughout the test.
i. analyses concepts, issues, models, visual
ii. summarizes information to a limited
representation and theories to a limited extent
extent to make arguments about events and
ii. summarizes information to a limited extent to make
their implications throughout the test.
arguments
iii. describes a limited number of
iii. describes a limited number of sources/data in terms
supporting sources/data in terms of origin
of origin and purpose and recognizes few values and
and purpose and recognizes few values and
limitation
limitation throughout the test.
iv. identifies different perspectives and minimal
iv. Identifies different perspectives and
implications.
minimal implications on human rights and
freedom issues throughout the test.
3–4 The student: i. analyses concepts, issues, and theories
throughout the test.
i. analyses concepts, issues, models, visual
ii. summarizes information to make
representation and theories
arguments about events and their
ii. summarizes information to make arguments
implications throughout the test.
iii. analyses and/or evaluates sources/data in terms of
iii. analyses and/or evaluates supporting
origin and purpose, recognizing some values and
sources/data in terms of origin and purpose
limitations
and recognizes some values and limitation
iv. interprets different perspectives and some of their
throughout the test.
implications.
iv. interprets different perspectives and
some of their implications on human rights
and freedom issues throughout the test.
5–6 The student: i. discusses concepts, issues and theories
throughout the test.
i. discusses concepts, issues, models, visual
ii. synthesizes information to make valid
representation and theories
arguments about events and their
ii. synthesizes information to make valid arguments
implications throughout the test.
iii. effectively analyses and evaluates a range of
iii. effectively analyses and evaluates a
sources/data in terms of origin and purpose, recognizing
range of supporting sources/data in terms of
values and limitations
origin and purpose, recognizing values and
iv. interprets different perspectives and their
limitations throughout the test.
implications.
iv. interprets different perspectives and their
implications on human rights and freedom
issues throughout the test.
7–8 The student: i. completes a detailed discussion of
concepts, issues, and theories throughout the
i. completes a detailed discussion of concepts, issues,
test.
models, visual representation and theories
ii. synthesizes information to make valid,
ii. synthesizes information to make valid, well-
well-supported arguments about events and
supported arguments
their implications throughout the test.
iii. effectively analyses and evaluates a wide range of
iii. effectively analyses and evaluates a
sources/data in terms of origin and purpose, recognizing
wide range of supporting sources/data in
values and limitations
terms of origin and purpose, recognizing
iv. thoroughly interprets a range of different
values and limitations throughout the test.
perspectives and their implications.
iv. Thoroughly interprets a range of
different perspectives and their implications
on human rights and freedoms issues
throughout the test.

Criterion C: Communicating
Maximum: 8
Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
At the end of year 5, students should be able to:

i. communicate information and ideas effectively using an appropriate style for the audience and purpose
ii. structure information and ideas in a way that is appropriate to the specified format
iii. document sources of information using a recognized convention.

Achievement level Level descriptor

0 The student does not reach a standard described by
any of the descriptors below.
1–2 The student: The student:
i. communicates information and ideas in a i. communicates information and ideas in a
limited way, using a style that is limited in its limited way, using a style that is limited in
appropriateness to the audience and purpose its appropriateness to the audience and
ii. structures information and ideas according to purpose throughout the multimodal
the specified format in a limited way presentation.
iii. documents sources of information in a limited ii. structures information and ideas
way. throughout the multimodal presentation in a
limited way
iii. documents ONE primary or One
secondary supporting source of information
in a limited way throughout the multimodal
presentation
3–4 The student: The student:
i. communicates information and ideas i. communicates information and ideas
satisfactorily by using a style that is somewhat satisfactorily by using a style that is
appropriate to the audience and purpose somewhat appropriate to the audience and
ii. structures information and ideas in a way that is purpose throughout the multimodal
somewhat appropriate to the specified format presentation.
iii. sometimes documents sources of information ii. structures information and ideas in a way
using a recognized convention. that is somewhat appropriate throughout the
multimodal presentation.
iii. sometimes documents ONE primary
and/or ONE secondary supporting sources of
information using a recognized convention in
the multimodal presentation
5–6 The student: The student:
i. communicates information and ideas accurately i. communicates information and ideas
by using a style that is mostly appropriate to the accurately by using a style that is mostly
audience and purpose appropriate to the audience and purpose
ii. structures information and ideas in a way that is throughout the multimodal presentation.
mostly appropriate to the specified format ii. structures information and ideas in a way
iii. often documents sources of information using that is mostly appropriate throughout the
a recognized convention. multimodal presentation
iii. often documents ONE primary and ONE
secondary supporting sources of information
using a recognized convention in the
multimodal presentation.
7–8 The student: The student:
i. communicates information and ideas effectively i. communicates information and ideas
and accurately by using a style that is completely effectively and accurately by using a style
appropriate to the audience and purpose that is completely appropriate to the
ii. structures information and ideas in a way that is audience and purpose throughout the
completely appropriate to the specified format multimodal presentation.
iii. consistently documents sources of information ii. structures information and ideas in a way
using a recognized convention. that is completely appropriate throughout the
multimodal presentation.
iii. Consistently documents TWO primary
and TWO secondary supporting sources of
information using a recognized convention
throughout the multimodal presentation.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 LEVEL OF ACHIEVEMENT = TOTAL: 16

ATL SELF REFLECTION:

Communication
Skill demonstration: Yes/No Yes/No
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Read a variety of sources critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Take effective notes in class and make effective summary notes for studying
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences

Thinking skills:
Skill demonstration: Yes/No Yes/No
Think critically, analyzing and evaluating issues and ideas
Be creative in generating novel ideas and considering new perspectives
Transfer skills and knowledge across disciplines and subject groups

Research:
Skill demonstration: Yes/No Yes/No
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to recognized
conventions

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the
ATL?
Explain below.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
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Teacher: …………………………………… Student: ……………………………………

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe