2
Refer to Source 1
1. Identify three (3) reasons provided by Osmar White to explain the Japanese
etreat/withdrawal from Kokoda. Explain in your own words and support your response with
evidence from the source.
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2. Explain Osmar White’s interpretation of the significance of the physical features of Papua
New Guinea to the outcome of the Kokoda campaign. Refer to evidence from Source 1 to
support your response.
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3. Explain Osmar White’s motivation for writing Source 1. Refer to evidence from the source to
support your response.
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4. What evidence is there in the Source 1 that White valued the Australian soldiers despite his
perspective concerning the reasons for the Japanese retreat?
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3
Refer to Source 2
5. Use the retrieval chart below to analyse Source 2 to explore the cartoonist Mahoney’s view
on the role of Australian troops in the Japanese withdrawal along the Kokoda Track.
CONTENT
What is happening in the cartoon?
CONTEXT
What was happening at the time?
What is the historical context?
COMMENT
What is the cartoonist’s perspective?
What is the message of the cartoon?
How accurate is the cartoon?
6. Explain Mahony’s motivation for drawing this political cartoon.
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7. Why might Australians at the time have been willing to accept Mahony’s interpretation of the
events at Kokoda?
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4
Refer to Source 1 and Source 2
8. Evaluate which source historians, interested in understanding the reasons for the Japanese
etreat/ withdrawal at Kokoda, would find more useful. Use aspects of Sources 1 and 2, such
as the type of sources, origin and purpose of the sources, context of the sources and content,
to support your response.
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5
Refer to Source 1, Source 2 and Source 3.
9. Compose a paragraph response to present a historical argument that responds to the
question below. Justify your response by refe
ing to evidence from Source 1, Source 2 and
Source 3.
To what extent has the role of Australian soldiers in the Japanese withdrawal at Kokoda been
exaggerated?
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6
ADDITIONAL SPACE
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7
8
9
SEEN SOURCE
SOURCE 3
By early September 1942, the Japanese were
within 48 kilometres of Port Moresby, and could
see the lights of the town. But they were now far
from their own supply base on the northern
coast, and faced the difficulties of moving
supplies and weapons along the na
ow,
mountainous track. Their men were now
suffering from the same hunger and disease that
had earlier affected the Australian troops.
At the same time, American forces had occupied
the island of Guadalcanal, in the Solomon
Islands, east of Papua. They could use the island
as a base to attack Japanese shipping. In
esponse, the Japanese command decided to
concentrate on Guadalcanal and withdrew their
forces from Papua, even though they were within
sight of their objective in Port Moresby.
Australian and American troops followed the
etreating Japanese along the track, and fought
them when they reached their coastal base at
Buna-Gona. They defeated the Japanese, but
Allied casualties were extremely high.
State Li
ary of Victoria XXXXXXXXXXKokoda track campaign.
Retrieved 06/03/2017 from
http:
ergo.slv.vic.gov.au/explore-history/australia-
wwii/a
oad-wwii/kokoda-track-campaign.
10
YEAR 10 HISTORY SUMMATIVE ASSESSEMENT TASK 1
PURPOSE: To analyse and interpret sources about the Kokoda military campaign, and select and use information from these sources as evidence to support
conclusions about the Japanese withdrawal
etreat during the Kokoda campaign.
A B C D E
The student work has the following characteristics:
H
is
to
ic
al
kn
ow
le
dg
e
an
d
un
de
s
ta
nd
in
g
-comprehensive explanation of the
context for people’s actions in the past
-comprehensive explanation of
different interpretations of the past and
identification and explanation of the
evidence used to support these
interpretations
-detailed explanation of the context for
people’s actions in the past
-detailed explanation of different
interpretations of the past and
identification of the evidence used to
support these interpretations
-explanation of the context for people’s
actions in the past
-explanation of different interpretations
of the past and identification of the
evidence used to support these
interpretations
-some explanation of the context for
people’s actions in the past
-some explanation of different
interpretations of the past and
identification of aspects of the
evidence used to support these
interpretations
-statements about the context for
people’s actions in the past
-statements about the significance of
events and developments
A
na
ly
si
ng
a
nd
in
te
p
e
tin
g
-discerning analysis of sources to
identify motivations, values and
attitudes
-discerning evaluation of these
sources by analysing and drawing
justified conclusions about their
usefulness taking into account origin,
purpose and context
-informed analysis of sources to
identify motivations, values and
attitudes
-informed evaluation of these sources
y analysing and drawing detailed
conclusions about their usefulness
taking into account origin, purpose and
context
-analysis of sources to identify
motivations, values and attitudes
-evaluation of these sources by
analysing and drawing conclusions
about their usefulness taking into
account origin, purpose and context
-some use of sources to identify
motivations, values and attitudes
-some evaluation of these sources by
drawing conclusions about their
usefulness
-use of sources
-statements about the usefulness of
these sources
C
om
m
un
ic
at
in
g
Development of responses
incorporating historical argument that
include:
-purposeful organisation and
presentation of justified arguments
-discerning use of relevant historical
terms and concepts
-discerning use of evidence identified
in sources
Development of responses
incorporating historical argument that
include:
-effective organisation and
presentation of justified arguments
-informed use of relevant historical
terms and concepts
-informed use of evidence identified in
sources
Development of responses
incorporating historical argument that
include:
-organisation and presentation of
arguments
-use of historical terms and concepts
-use of evidence identified in sources
Development of responses
incorporating historical argument that
include:
-partial organisation and presentation
of aspects of arguments
- use of historical terms
- use of aspects of evidence identified
in sources
Development of responses
incorporating historical argument that
include:
-fragmented presentation or partial
arguments
-use of everyday language
- use of sources
TEACHER COMMENTS: