HSC Glossary of Key Terms

Board of Studies – Glossary of Key Terms Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

ACCOUNT Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions. Example 1: Account for why the Egyptians adapted their housing to suit the climatic conditions. Example 2: Give an account of the Battle of Kadesh with particular focus on the role of the Egyptian army.

ANALYSE Identify components and the relationship between them; draw out and relate implications. Example: Analyse the TWO sources below and indicate why tourism is important to Pompeii and another archaeological site that you have studies.

ASSESS Make a judgement of value, quality, outcomes, results or size. Example: Using relevant modern and ancient sources, assess the extent to which Ramesses II deserves the epithet ‘ the Great’.

COMPARE Show how things are similar or different. Example: Read the accounts of Diodorus and Strabo and compare the descriptions they provide about Mount Vesuvius in AD 79. Which account is more accurate?

CONTRAST Show how things are different or opposite. Example: Contrast the views of Pliny the Younger and a modern historian of your choice in describing the eruption of Mount Vesuvius in AD 79.

CRITICALLY (ANALYSE/EVALUATE) Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation). Example 1: Critically analyse the two sources below and identify which one is more reliable. Example 2: Critically evaluate the outcome of the Battle of Kadesh.

DEDUCE Draw conclusions. Example: Deduce why the Spartan boys were taken away from their mothers and homes at the age of seven.

DEFINE State meaning and identify essential qualities. Example: Define the term agoge.

DESCRIBE Provide characteristics and features. Example: Briefly describe Ramesses’ family background.

DISCUSS Identify issues and provide points for and/or against. Example: Discuss the role and importance of the helots and perioikoi.

EVALUATE Make a judgement based on criteria; determine the value of. Example: Evaluate the impact of TWO significant individuals in this period.

EXAMINE Inquire into. Example: With reference to ancient and modern sources, examine the contribution of Akhenaten to Egyptian religion.

EXPLAIN Relate cause and effect; make the relationships between things evident; provide why and/or how. Example: Explain the main features and structure of Spartan government.

IDENTIFY Recognise and name. Example: Identify TWO pharoahs from the Ramesside period.

INTERPRET Draw meaning from. Example: Look at Source 9 below. Interpret what this source tells us about the role of women in Spartan society.

INVESTIGATE Plan, inquire into and draw conclusions about. Example: Investigate the differences and similarities between the Akhenaten’s Artistic reforms and those of other New Kingdom Pharaohs.

JUSTIFY Support an argument or conclusion. Example: Describe the role of women in Roman society. Justify your response by referring to Source 3 and any other sources that you have studied.

OUTLINE Sketch in general terms; indicate the main feature of. Example: Outline the main features of the Spartan economy.

RECOUNT Retell a series of events. Example: Recount the reign of Ramesses II.

SUMMARISE Express, concisely, the relevant details. Example: Read Chapter 3 of the text and summarise the key ideas in your own words. Remember to include direct quotes where necessary.