Year 9 Integrated Humanities

Unit 3, Genocide

Formative Assessment, February 2019

Time: Hour

Questions
1) Compare and contrast propaganda as used in the Rwandan genocide and the Jewish
Holocaust
2) Evaluate the use of legislation in propagating hatred and discrimination between the
victims and perpetrators in the Rwandan Genocide and the Jewish Holocaust.
3) Imagine that you are a leader of a country made up of many ethnic groups. These groups
are in a state of violent conflict due to contradicting interests. What measures would you
put in place to bring about peaceful coexistence in the country?

Criterion A Knowing and Understanding

Level descriptor

0  The student does not reach a standard described by any of the descriptors
below.

1-2 o Makes a limited attempt to use some terminology associated with

genocides, propaganda and legislation used in both Rwandan Genocide
and Jewish Holocaust
o Demonstrates basic knowledge and understanding of propaganda and
legislation as used in the Rwandan Genocide and the Jewish Holocaust
with simple descriptions and examples.
3-4 o Uses terminology associated with genocides, propaganda and legislation
used in both Rwandan Genocide and Jewish Holocaust that is accurate
and appropriate.
o Demonstrates knowledge and understanding of propaganda and
legislation as used in the Rwandan Genocide and the Jewish Holocaust
through adequate descriptions, explanations and examples.
5-6 o Uses a range of terminology associated with genocides, propaganda and
legislation used in both Rwandan Genocide and Jewish Holocaust
accurately and appropriately.
1
 o Demonstrates good knowledge and understanding of propaganda and
legislation as used in the Rwandan Genocide and the Jewish Holocaust
through accurate descriptions, explanations and examples.
7-8 o Uses a wide range of terminology associated with genocides, propaganda
and legislation used in both Rwandan Genocide and Jewish Holocaust
accurately and appropriately.
o Demonstrates detailed knowledge and understanding of propaganda and
legislation as used in the Rwandan Genocide and the Jewish Holocaust
through developed and accurate descriptions, explanations and examples.

Criterion C Communicating

Level descriptor

0  The student does not reach a standard described by any of the descriptors given
below.

1-2 o Communicates information and ideas by attempting in a limited way to

compare and contrast propaganda as used in the Rwandan Genocide and
the Jewish Holocaust
o Makes a limited attempt to structure information and ideas in a way that is
appropriate to the specified format of showing a comparison and contrast.
3-4 o sometimes communicates information and ideas by comparing and
contrasting propaganda as used in the Rwandan Genocide and the Jewish
Holocaust Structures ideas and information in a way that is sometimes
appropriate to the specified format of showing a comparison and contrast.

5-6 o Often communicates information and ideas by comparing and contrasting

propaganda as used in the Rwandan Genocide and the Jewish Holocaust
Structures information and ideas in a way that is often appropriate to the
specified format of showing a comparison and contrast.

7-8 o Communicates information and ideas effectively by comparing and

contrasting propaganda as used in the Rwandan Genocide and the Jewish
Holocaust.
o Structures information and ideas in a way that is consistently appropriate to
the specified format of showing a comparison and contrast.

2
Criterion D Thinking Critically

Level descriptor

0  The student does not reach a standard described by any of the descriptors given
below.

1-2 o Makes a limited attempt to come up with measures that will be put in
place to address ethnic contradictions and bring cohesion in the country
o Makes a limited attempt to show connections between the measures that
will be put in place to address ethnic contradictions and bring cohesion in
the country
3-4 o Completes a simple and well explained measures that will be put in place
to address ethnic contradictions and bring cohesion in the country
o Identifies different connections between different measures that will be
put in place to bring cohesion.
5-6 o Completes satisfactory and well explained measures that will be put in
place to address ethnic contradictions and bring cohesion in the country
o identifies different clear connections between different measures that will
be put in place to bring cohesion.
o Anticipates the challenges which will be faced in implementing the
measures suggested.
7-8 o Comes up with detailed and well explained measures that will be put in
place to address ethnic contradictions and bring cohesion in the country.
o Thoroughly shows clear connections between different measures that will
be put in place to bring cohesion and give reasons why those measures
will be successful.
o Anticipates the challenges which will be faced in implementing the
measures suggested and come up with ways of addressing those
challenges.