Task 1 - Number Sense

Unit: Modern Nations in the 20th Century Topic: Russia and the Soviet Union, 1917 1945 (Revolution End of World War II) Lesson: The Modernisation of the Soviet Union (ACHMH138) Date: 27/05/2014 Strand: Modern History Year Level: 11 Time: 60 minutes

Definition: Number sense refers to a persons understanding of number concepts, operations, and applications of numbers and operations. It includes the ability and inclination to use this understanding in flexible ways to make mathematical judgements and to develop useful strategies for handling numbers and operations. (Kornblith, 2002) Lesson Objectives: Students will examine the economic data in the modernisation of the Soviet Union, students will develop their numeracy capabilities and number sense, by analysing and using primary historical sources. Students will understand the chronology, terms and concepts involved with the modernisation of the Soviet Union. This Lesson will develop these historical skills described in the Australian National Curriculum: 1. Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHMH047) 2. Identify, locate and organise relevant information from a range of primary and secondary sources (ACHMH051) 3. Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHMH054) Students Prior Knowledge: An overview of Russia in 1917 as background for more intensive study of the period(ACHMH135) The internal divisions and crises within Russian society, including the causes, events and outcomes of the February and October Revolutions in 1917; the opposition to the Bolsheviks, the civil war and the reasons for the Bolshevik victory(ACHMH136) The significance of the struggle of Josef Stalin and Leon Trotsky for power and the reasons for the success of Stalin (ACHMH137) Previous Lesson: The changes that transformed Russia, including the New Economic Policy, the creation of the USSR and Stalins Five Year plans.

Lesson Structure: Time 5-10mins Introduction: Students move into classroom. Review of previous lesson. Desired Learning Outcomes for this lesson given to students. Main Content: Students broken into groups and presented with economic data from the Soviet Union 1917-1945. Task is broken down for students. Students examine the data and plot the information into tables. Students are required to calculate means, percentages and ratios. Groups present their findings to the class Conclusion: Results are discussed as a class. Students are told that their findings will be required for next lesson Teaching Approaches Resources

15mins

Peer Assisted Learning

Economic Data Worksheets

30mins

CCE: NumeracyNumber Sense

10mins

5mins

Students reminded that their work will be required for the next lesson

Description of Task and Implementation: This task is designed to deliver content knowledge through primary historical sources to aid in number sense. Students will be divided into groups and presented with key economic data from the growth of the Soviet Union. Students will be required to correlate the information and answer a series of questions in regards to the data they have gathered. (See appendix for worksheet) Numeracy Development: Students will develop number sense by using economic data to calculate percentages, ratios and averages. This task will contribute to the learning outcomes of the unit by developing the historical skills of understanding chronology and concepts, analysis and use of sources and explanation and communication. This task will contribute to the learning outcomes of the unit by Identifying links between events to understand the nature and significance of causation, change and continuity over time (ACHMH047) identifying, locating and organising relevant information from a range of primary and secondary sources (ACHMH051) as well as analysing, interpreting and synthesising evidence from different types of sources to develop and sustain a historical argument (ACHMH054).

Evidence: Making Sense of Numbers provides a place for students and teachers to begin working with quantitative historical data as a way of understanding the past. Kornblith, G. (2002). Making Sense of Numbers. History Matters., Published Online, http://historymatters.gmu.edu/mse/numbers/, July 2002. This resource is extremely valuable for history teachers to assist in incorporating number sense in historical study. Kornblith (2002) states that understanding quantitative historical data is an essential tool in understanding the past.

Peer-mediated learning is well recognised as a pedagogical practice that promotes learning, higher level thinking, and prosocial behaviour in students from pre-school to college. Gillies, R. M., Ashman, A. F., & Terwel, J. (2007). The Teacher's role in Implementing Cooperative Learning in the Classroom. New York: Springer.

A study conducted at the University of Dundee used senior students to tutor undergraduates, the majority of students rated these peer assisted learning sessions as good, of not better, than those run by teachers, primarily because of the more relaxed atmosphere between peers. Irish, B., Harris, M., Skinner, L., & Tebbatts, L. (2003). Education for Primary Care. Peer-Assisted Learning, 14, 213 - 229. Pre-set models of collaboration often offer a step-wise approach to attaining a collaborative solution to a problem task, and have been associated with promoting the attainment of intellectual quality, positive interdependence, accountability and face-to-face interaction in a variety of learning environments. Wyatt-Smith, C., Elkins, J., Gunn, S., Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Dordrecht, NLD: Springer, 2011. p 277. There is a consensus amongst educators that peer-assisted learning can be an important tool in deep understanding. Students respond differently to the context of peer assisted learning, as students are able to relax and collaborate with peers to complete the work assigned (Irish et al., 2003).

Support for Literacy and Numeracy: This task facilitates peer assisted learning, as well as giving students the formulas required to complete this task, students will have the additional advantage of being in a group with students who may have a better understanding of the task required. This task will assist students with literacy and numeracy skills by giving them the opportunity to collaboratively work on mathematical problems which will provide insight into the modernisation of the Soviet Union.

Evaluation of Lesson: Unit: Modern Nations in the 20th Century Topic: Russia and the Soviet Union, 1917 1945 (Revolution End of World War II) Lesson: The Modernisation of the Soviet Union (ACHMH138) Date: 29/05/2014 Strand: Modern History Year Level: 11 Time: 60 minutes

The success of this lesson will be measured by both the group participation and completion of the work required. As this is a group activity it is essential to ensure that all members are contributing to the task and that students who may have difficulties are being assisted. The completion of the required content is also of key importance as the material is required for the next lesson. (If content is not completed it must be set as homework). Considerations: The classroom should be arranged into a setting which would easily facilitate group work (desk clumps) The teacher must move around the classroom to ensure groups remain on task and that all group members are contributing to the content required for the lesson.

Task 2- Statistics and Graphs

Unit: Modern Nations in the 20th Century Topic: Russia and the Soviet Union, 1917 1945 (Revolution End of World War II) Lesson: The Modernisation of the Soviet Union (ACHMH138) Date: 29/05/2014 Strand: Modern History Year Level: 11 Time: 60 minutes

Lesson Objectives: Students will use the economic data examined in the previous lesson. Students will access computers and through the program Microsoft Excel, will graph the economic data to provide a visual representation of the growth and decline of the Soviet Union. This Lesson will develop these historical skills described in the Australian National Curriculum: 1. Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHMH047) 2. Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHMH054) 3. Formulate, test and modify propositions to investigate historical issues (ACHMH049) 4. Communicate historical understanding by selecting and using text forms appropriate to the purpose and audience (ACHMH060) 5. Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments (ACHMH059) 6. Apply appropriate referencing techniques accurately and consistently (ACHMH061)

Students Prior Knowledge: An overview of Russia in 1917 as background for more intensive study of the period(ACHMH135) The internal divisions and crises within Russian society, including the causes, events and outcomes of the February and October Revolutions in 1917; the opposition to the Bolsheviks, the civil war and the reasons for the Bolshevik victory(ACHMH136) The significance of the struggle of Josef Stalin and Leon Trotsky for power and the reasons for the success of Stalin (ACHMH137) The changes that transformed Russia, including the New Economic Policy, the creation of the USSR and Stalins Five Year plans. Previous Lesson: The Modernisation of the Soviet Union (ACHMH138) evaluating economic data from the Soviet Union 1917-1945

Lesson Structure: Time 5-10min Introduction: Students move into computer room. Review of previous lesson, students get their Soviet Economic Data worksheets Desired Learning Outcomes for this lesson given to students. Main Content: Students shown how to create graphs using Microsoft Excel Students use data from previous lessons to graph economic data Students answer questions about the causes and effects of this data Class discussion Conclusion: Students pack up and clear out of computer room Teaching Approaches Resources Computer Labs, Microsoft Excel, Economic Data Worksheets Projector

10mins 30mins

CCE: ICT capability CCE: ICT capability CCE: NumeracyStatistics and Graphs Vygotskys sociocultural theory

10mins 5min

Description of Task and Implementation: In this task students use the data collected from previous lesson to plot the economic data of the Soviet Union as graphs. This lesson requires computer access, satisfying the cross-curriculum priorities of ICT development and numeracy. After plotting their economic data students are required to individually research the Soviet Union to answer a series of questions. (see appendix) Numeracy Development: Students will improve their numeracy capability by developing the skills of statistics and graphing. Upon completion of this lesson students will have a visual representation of the rise of the Soviet Union, which will be used as primary evidence in the their line of research to answer historical questions and gain a deeper knowledge understanding of both Socialism and the Soviet Union. Evidence: The recognition that a students present participation in the mathematics classroom is a literate practice mutually constituted through the interaction of past experience, continuing involvement and yet-to-be accomplished goals requires that a students participation in mathematics be conceptualised as being both product and process entities that do not merely alternate, but actually generate each other.

Wyatt-Smith, C., Elkins, J., Gunn, S., Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Dordrecht, NLD: Springer, 2011. p 277. Before students are required to complete this task they are exposed to the numerical data, which is broken down and discussed as a group. The process of completing graphs allows students to recognise patterns and causations to synthesise historical arguments. ICT is a requirement of the Australian National Curriculum as a Common Curriculum Element (CCE), the use of ICT now is of paramount importance as computer literacy becomes increasingly important. Howell (2012) expresses the importance of ICT literacy, whist providing ideas for implementing ICT resources effectively in the classroom. Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration & creativity. South Melbourne, Vic.; Oxford: Oxford University Press. Support for Literacy and Numeracy: Before students are asked to construct their own graphs using Microsoft excel, the task is modelled for students using a projector. Students will then be required to individually complete the task. The teacher will be required to move around the classroom and assist students who may have difficulties in the task. Evaluation of Lesson: This lesson has ICT, Literacy and Numeracy requirements, for this lesson to be successful all aspects must be considered. Firstly students must construct a line and comparative bar graph using economic statistics. The next task is for students to use this data to formulate a historical argument. It would be unrealistic to assume that all of the work assigned would be completed in this lesson, the final question then would be required as homework. This homework would be used as a method of formative assessment to evaluate students ability to complete their summative assessment task. Considerations: Students expectations in regards to behaviour in computer labs must be expressed. Teacher must move around classroom to assist students.

Task 3 Measurement
Unit: Modern Nations in the 20th Century Topic: Russia and the Soviet Union, 1917 1945 (Revolution End of World War II) Lesson: The impact of World War II and the methods that enabled the USSR to secure victory (ACHMH140) Date: 19/06/2014 Strand: Modern History Year Level: 11 Time: 60 minutes

Lesson Objectives: This lesson is a bridge between two curriculum aspects and a foreshadowing to the study of Cold War tensions between the USA and USSR. This task requires students to calculate and measure distance using a variety of numeracy skills to plot the possible attack targets of nuclear weapons during the Cold War period. This Lesson will develop these historical skills described in the Australian National Curriculum: 1. Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHMH054) 2. Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHMH047) 3. Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding (ACHMH048) 4. Identify, locate and organise relevant information from a range of primary and secondary sources (ACHMH051)

Students Prior Knowledge: The changes that transformed Russia, including the New Economic Policy, the creation of the USSR, the Five Year plans and how they contributed to state control of the economy, forced rural collectivisation, state-created famine and the modernisation of the Soviet Union (ACHMH138) The different experiences of individuals and groups in the period to 1945, including peasants and factory workers, and the methods the regime employed to control them, including mobilisation and propaganda, repression, the Purges and the Great Terror (ACHMH139) Previous Lesson:

The end of WW2, Hiroshima and Nagasaki- Why did they drop the bomb?

Lesson Structure: Time 5-10 min Introduction: Review of previous lesson A short discussion about the nuclear arms race Main Content: Students broken up into groups and given their worksheets Groups calculate and measure to complete their worksheet Teaching Approaches Resources

5min

Peer Assisted Learning

40min

CCE: NumeracyMeasurement

The Nuclear Arms Race Worksheet Pencils, rulers and compasses.

10min

Conclusion: Discussion about the findings, how close did we come to nuclear war?

Description of Task and Implementation: This task is a complex activity which requires a number of aspects of numeracy to complete. Students are broken up into groups so that students may assist each other in completing this task. Upon completion of this task students will gain a deeper understanding about the underlying causes of the actions of the cold war and the potential for destruction posed by nuclear war. Numeracy Development: While this task was designed specifically to assist in the skill of measurement, many aspects of numeracy must be employed to successfully complete this task. Unit conversion, ratios, calculations and measurement are all essential to complete this task. Evidence: Peer-mediated learning is well recognised as a pedagogical practice that promotes learning, higher level thinking, and prosocial behaviour in students from pre-school to college. Gillies, R. M., Ashman, A. F., & Terwel, J. (2007). The teacher's role in implementing cooperative learning in the classroom. New York: Springer. A study conducted at the University of Dundee used senior students to tutor undergraduates, the majority of students rated these peer assisted learning sessions as good, of not better, than those run by teachers, primarily because of the more relaxed atmosphere between peers. Irish, B., Harris, M., Skinner, L., & Tebbatts, L. (2003). Education for Primary Care. Peer-Assisted Learning, 14, 213 - 229. Pre-set models of collaboration often offer a step-wise approach to attaining a collaborative solution to a problem task, and have been associated with promoting the attainment of

intellectual quality, positive interdependence, accountability and face-to-face interaction in a variety of learning environments. Wyatt-Smith, C., Elkins, J., Gunn, S., Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Dordrecht, NLD: Springer, 2011. p 277.

Support for Literacy and Numeracy: This task facilitates peer assisted learning, as well as giving students the formulas required to complete this task, students will have the additional advantage of being in a group with students who may have a better understanding of the task required. This task will assist students with literacy and numeracy skills by giving them the opportunity to collaboratively work on mathematical problems which will provide insight into the nuclear arms race. Evaluation of Lesson: The success of this lesson hinges on group participation and the ability of students to recognise the causes and effects of the nuclear arms race during the Cold War. As this task is a bridge between units the aim of this lesson is to peak interest in the events of the Cold War and foreshadow areas of further study. Considerations: The classroom should be arranged into a setting which would easily facilitate group work (desk clumps) The teacher must move around the classroom to ensure groups remain on task and that all group members are contributing to the content required for the lesson. The teacher should make sure students have access to the material required i.e. Pencils, rulers and compasses.

Appendix

Content Descriptions
Historical skills All the following skills will be studied during this unit. Relevant skills will be emphasised for each topic. Chronology, terms and concepts 1. 2. Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHMH047) Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding (ACHMH048)

Historical questions and research 1. 2. 3. 4. Formulate, test and modify propositions to investigate historical issues (ACHMH049) Frame questions to guide inquiry and develop a coherent research plan for inquiry (ACHMH050) Identify, locate and organise relevant information from a range of primary and secondary sources (ACHMH051) Practise ethical scholarship when conducting research (ACHMH052)

Analysis and use of sources 1. 2. 3. Identify the origin, purpose and context of historical sources (ACHMH053) Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument (ACHMH054) Evaluate the reliability, usefulness and contestable nature of sources to develop informed judgements that support a historical argument (ACHMH055)

Perspectives and interpretations 1. 2. 3. Analyse and account for the different perspectives of individuals and groups in the past (ACHMH056) Evaluate critically different historical interpretations of the past, how they evolved, and how they are shaped by the historians perspective (ACHMH057) Evaluate contested views about the past to understand the provisional nature of historical knowledge and to arrive at reasoned and supported conclusions (ACHMH058)

Explanation and communication 1. 2. 3. Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments (ACHMH059) Communicate historical understanding by selecting and using text forms appropriate to the purpose and audience (ACHMH060) Apply appropriate referencing techniques accurately and consistently (ACHMH061)

Russia and the Soviet Union, 1917 1945 (Revolution End of World War II) 1. 2. An overview of Russia in 1917 as background for more intensive study of the period(ACHMH135) The internal divisions and crises within Russian society, including the causes, events and outcomes of the February and October Revolutions in 1917; the opposition to the Bolsheviks, the civil war and the reasons for the Bolshevik victory(ACHMH136) The significance of the struggle of Josef Stalin and Leon Trotsky for power and the reasons for the success of Stalin (ACHMH137) The changes that transformed Russia, including the New Economic Policy, the creation of the USSR, the Five Year plans and how they contributed to state control of the economy, forced rural collectivisation, state-created famine and the modernisation of the Soviet Union (ACHMH138) The different experiences of individuals and groups in the period to 1945, including peasants and factory workers, and the methods the regime employed to control them, including mobilisation and propaganda, repression, the Purges and the Great Terror (ACHMH139) The impact of World War II and the methods that enabled the USSR to secure victory (ACHMH140) The role and impact of significant individuals in the period, for example Vladimir Lenin, Leon Trotsky, Joseph Stalin, Nikolai Yezhov, Sergei Kirov, Alexandra Kollontai, Vyacheslav Molotov and Georgy Zhukov (ACHMH141)

3. 4.

5.

6. 7.

Personal and social capability

Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As students gain understanding about human experience and develop skills of historical inquiry, they develop and use personal and social capability. This includes empathy, reflective practice, appreciation of the perspective of others, communication skills, teamwork, advocacy skills and a disposition to make a contribution to their communities and society more broadly. The History curriculum enhances personal and social capability by providing opportunities for students to engage with understandings such as historical empathy, contestability, perspectives, cause and effect, and continuity and change.

Numeracy
Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. Students develop numeracy capability as they learn to organise and interpret historical events and developments. Students learn to analyse numerical data to make meaning of the past, for example to understand cause and effect, and continuity and change. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates to recall information on topics of historical significance and to illustrate the passing of time.

The Economy of the Soviet Union

*note each group will be presented with different data, and asked different questions the desired effect will be that students will eventually plot the economic growth from the Soviet Union across a series of years. Growth of Soviet Industrial Production, 1860-1913 (% per year) 1860-70 Percentage growth of Industrial Production 2.1 1870-80 5.1 1880-90 6.0 Year 1890-1900 7.0 1900-1910 3.5 1910-13 5.0

Sources: Nove (1989) for Russia (Goldsmith data); Mitchell (1976) for Germany; Long-Term Economic Growth, 1860-1970 (Washington, D.C.: Department of Commerce, 1973), for the United States (Nutter data).

(ACHMH051)

How would you describe the trend of the growth of Industrial Production in the Soviet Union from 1860-1913? Are there any significant trends? (ACHMH051) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Can you identify any possible reasons for these trends? Do upward and downwards shifts correlate with any significant events? (ACHMH047) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Calculate the mean increase of the growth of industrial production from 1860-1900

Calculate the mean decline in the growth of industrial production from 1900-1913

The Effect of War and Revolution

1913 Gross industrial output Coal (million tons) Oil (million tons) Iron and steel (million tons) Agricultural Output 100 29 9.2 8.5 100

1921 31 9 3.8 .3 60

Express the decline in the gross industrial output of the Soviet Union from 1913-1921 as a percentage

Calculate the percentage decline of oil in the Soviet Union from 1913-1921

Express the production of Oil in 1913 and 1921 as a ratio

Can you identify the primary cause of the decline in Iron and Steel production? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Identify which of Stalins 5 year plans would have contributed to the decline in each of the production areas (ACHMH054) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Represent the Growth of Soviet Industrial Production as a line graph.

Represent the effects of war and revolution as a comparative bar graph.

Using primary economic data as evidence explain the transformation of the Soviet Union from 1913-1921. What significant events and reforms contributed to the rise and decline of the Soviet Union? Research at least two sources to support your evidence (ACHMH059) Reference your sources in APA style referencing (ACHMH061) Include 50 words about each reference, was the source reliable? What did you learn from this source? (ACHMH060) 400 600 words

The Nuclear Arms Race

The world greatly changed when USA exploded the H-bomb in 1952. This one bomb was smaller in size than the Hiroshima atomic bomb but 2500 times more powerful. The Russians produced an H-bomb in 1953 and the world became a much more dangerous place.

USA produced a bomber - the B52 - that could fly 6,000 miles and deliver a nuclear pay-load. Such a development required massive financial backing from the government - something which America could afford to do and which Russia could not. Russia concentrated on producing bigger bombs - a far more cost effective procedure.

In October 1957, the world was introduced to the fear of a missile attack when Sputnik was launched. This was to lead to ICBMs: Inter-continental ballistic missiles. As a result, America built the DEW line around the Artic - Defence and Early Warning system.

An Intercontinental Ballistic Missile (ICBM) is a ballistic missile with a minimum range of more than 5,500 kilometres (3,400 mi)

At the end of the 1950s, American Intelligence estimated that in a Russian missile attack, 20 million Americans would die and 22 million would be injured.

During the 1960s, the Russians put their money into producing more missiles regardless of quality while America built fewer but better quality missiles - the Atlas could go 5,000 miles at a speed of 16,000 mph. By 1961, there were enough bombs to destroy the world.

By 1981, USA had 8,000 ICBMs and USSR 7,000 ICBMs

By 1981, USA had 4,000 planes capable of delivering a nuclear bomb. Russia had 5000.

By 1986, it is estimated that throughout the world there were 40,000 nuclear warheads - the equivalent of one million Hiroshima bombs.

British Intelligence estimated that just one medium sized H-bomb on London would essentially destroy anything living up to 30 miles away. (ACHMH051)

Using the maps key identify the significant attack sites the USA could attack using a B-52 Bomber. (ACHMH047)

Draw the radius of the ICBM nuclear capabilities from Russia and the USA.

How long would it take the Atlas missile to travel 5000 miles?

During the Cold War the USA had nuclear weapons in Turkey, Draw the radius of the ICBM nuclear capabilities around Turkey. (ACHMH048)

During this period it was also thought that the USSR had ICBM nuclear weapons in Cuba. Draw the radius of the ICBM nuclear capabilities around Cuba. (ACHMH048)