Beruflich Dokumente
Kultur Dokumente
Stag
e6
Mo
der
n
Hist
ory
Sco
pe
and
Seq
uen
ce
201
7
TERM 1 Transition Case Study 1 Case Study 2
2015 to Year 11 Decline and Fall of the Romanov Dynasty Civil Rights Movement in the US
Course (Outcomes: P1.1, P1.2, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P4.1, P4.2) 1950s and 1960s
Overview- Source (Outcomes: P1.1, P1.2, P2.1, P3.1, P3.2,
Skills P3.3, P3.4, P3.5, P4.1, P4.2)
Analysis
1 2 3 4 5 6 7 8 9 10 11
Historical Investigation
1 2 3 4 5 6 7 8 9 10 11
1 Students Learn about research techniques Students are shown how to effectively use the library in
order to do their investigation.
Students are provided documentation on how to correctly
create a bibliography.
Students provided with notes on how to write a historical
essay what MUST be included, what COULD be included,
what SHOULD NOT be included.
2
Students Learn about the topics they can Students are given the historical investigation booklet,
choose which will on submission, be their RESEARCH LOG BOOK.
Students begin researching
3-7 Students begin Historical investigation
Research and collecting of information and sources (using
library as main source)
9 Essay Writing Students complete draft essays, ask for feedback from
teacher and students within their class.
Source Analysis Half-Yearly Exam Extended Response Source Analysis Final Exam
P1.1, 1.2, 2.1, 3.2, P1.1, 1.2, 2.1, 3.2, 3.3, P1.1, 1.2, 2.1, 3.4, P3.1, 3.2, 3.5, 4.1, 4.2 All
3.3, 4.1, 4.2 3.4, 4.1, 4.2 3.5, 4.1, 4.2
Knowledge &
Understanding of course 5% 10% 5% 20% 40%
content
Source-based skills
15%
10% 5% 5% 20%
Communication of
historical understanding in 10% 5% 20%
appropriate forms
Marks
Unit Outline
PRE Lesson
POST Lesson
Justification
Historical Source Analysis
EXAMINATION TASK NOTIFICATION
Course: Modern History (the world at the beginning of the 20th Century)
P2.1 identify forces and ideas and explain their significance in contributing to change and
Continuity from the eighteenth century to the present
P3.2 locate, select, and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
General Instructions:
You are provided 55 minutes of your 60-minute lesson to undertake this task.
5 minutes reading time
50 minutes writing time
Attempt all questions
Use Black or Blue pen only
Ensure you are on time to class. Late arrivals will not be provided any additional time.
If you are away, you are required to bring a Doctors Certificate to your teacher on your
FIRST back at school (regardless of whether you have a History class or not).
Exam Details:
This exam focuses on The World at the Beginning of the 20th Century topic only.
The exam is broken up into 2 sections.
Section 1:
Examining 4 Sources. (Worth 10 Marks TOTAL)
Section 2:
Extended response of a source. (Worth 10 Marks TOTAL)
Sample High School Modern History In Class Exam
The World at the Beginning of the Twentieth Century
ANSWER BOOKLET
Name...........................................................
Date ..
Teacher
INSTRUCTIONS
MATERIALS:
TASK:
Please ensure you write your name on the front of this booklet
Answer ALL questions from Section A and Section B
ALL written answers are to be written in English
You have 5 minutes of Reading Time
You have 50 minutes of Writing Time
YOU are required to write between 200 250 words on each of the following FOUR
sources, which relate to your core topic, the world at the Beginning of the Twentieth
Century. For each source you are required to discuss the usefulness of the source for a
historian. To determine the usefulness of the source you should consider both the
PERSPECTIVE and RELIABILITY of each source. You may also wish to consider the following
points on your responses.
ORIGIN
MOTIVE
CONTENT
LIMITATIONS
AUDIENCE
SECTION 1:
..
.
Section 2: 10 MARKS
YOU are to choose ONE of the FOUR sources from Section 1 and in 800-1000 words
explain using your own knowledge how Europe was changing at the Beginning of the
Twentieth Century.
SECTION 2:
Generalised about usefulness with few links to reliability and perspective. 3-4
Source A: Congreve, B. (2014). Armageddon Road (1st ed.). Havertown: Pen and Sword.
Source D: General Von Moltke on the Schlieffen Plan (1911). Retrieved from:
http://alphahistory.com/worldwar1/von-moltke-schlieffen-plan-1911/
UNIT OUTLINE
Subject: Modern History Stage 6 Number of Weeks 10
Course: Preliminary Course
Unit title: World at the Beginning of the
Twentieth Century
Long and short Introduction Video Crash Course https://ww Tangible and
4 and 5 term causes Long and Short Term causes w.youtube.c visual
of World YouTube om/watch?v learning
War I =_pFCpKtwC through
Students examine the long-term kI creating a
Nati causes of WWI through an
poster
onal examination of primary and
secondary sources. Emphasis is
Student
ism Workbook
placed on the understanding and
Imp (primary
use of key historical terms. Cartoon
erial and
Nationalism study to help
ism
Imperialism secondary grasp
Allia
Traditional Diplomacy /Alliances source students
nce
The Arms Race documents)
Syst
em
Students to create a poster Textbook
Mili Mapping
that examines one of the
taris above 4 dot points and 300 activity
m word response on HOW there are 2
versions of
Cartoon study on development the content
of alliance system: students to be read
record key developments on a first
timeline. depending
http://www.historywiz.com/all on how the
iance.htm
teacher feels
the students
Students read extract on
imperialism in the 1900s from will engage
Guest, Lawrence and Eshuys,
World War I: Causes, Course
and Consequences and Group work
complete mapping activity to
identify imperialist tensions in
Africa and the Middle East. (2
Timeline
versions of the reading)
students
Students investigate the have option
emergence of nationalism to create
using source-based questions timeline
on literature, the press, how they
education, and social want (on
movements at the turn of the computer,
century. In groups, students draw it) etc.
present their findings in one of
the following formats: posters
play extracts, fiction extracts,
newspaper articles, etc. The Authentic
key findings are summarised learning
on a scaffold and uploaded to experiences
Moodle for all students to (excursion)
access.
HISTORY EXCURSION TO
POWERHOUSE MUSEUM
July Crisis Introduction video: Crash Course https://www Video and ICT
July Crisis YouTube .youtube.co use
8 m/watch?v=
Create a timeline of the July 1914 Cd2ch4XV84
crisis. Students can be as creative s Student
as they wish with this task constructed
Narrative time line
Assassination in Sarajevo Class passage students have
reads the narrative and speculates
multiple ways
about the implications what Internet in which they
might happen next? (YouTube) can create
for song fall this task
Song All for you Sophia by Franz
for you
Ferdinand what does this song
Sophia
signify / tell us?
Music used
Student
Study Guide on how the
assassination of Franz Ferdinand Workbook
lead to war. Textbook activities 1 Feedback
9 to be completed. Retroactive provided
Textbook from exam
Mock League of Nations
Conference. In groups representing
the 5 great powers students (1)
attribute blame (2) rebut attacks
(iii) make a final statement.
Topic area: The world at the beginning of the 20th Century Stage of Learner: Stage 6
Syllabus outcomes Analyse sources The nature of European Evaluating the usefulness
society and reliability of sources
P2.1 identify forces and ideas and
explain their significance in Emerging Forces and ideas Accounting for and
contributing to change and assessing differing
Continuity from the eighteenth Imperialism perspectives and
century to the present interpretations of significant
Causes of World War I events, people and issues at
P3.2 locate, select, and organise the beginning of the
relevant information from twentieth century
different types of sources
Presenting the findings of
P3.3 comprehend and analyse investigations on aspects of
sources for their usefulness and the period, analysing and
reliability synthesising information
from different types of
P3.4 identify and account for sources
differing perspectives and
interpretations of the past
How the quality teaching elements you have identified are achieved within the lesson.
Students are looking at sources and understanding to correctly identify the source as well as
it reliability and usefulness (encouraged to address multiple [perspectives).
Problematic
Knowledge
Students are provided a lesson on how to correctly and efficiently interact with sources and
successfully complete their upcoming examination.
High
Expectations
This lesson is built on a strong support for learning and students have an opportunity to
work in groups to identify the sources and enhance their understanding of source analysis.
Social Support
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher welcomes in students and asks them to Teacher: At the front of the
take a seat. room, marking the roll and
looking up to acknowledge each
Teacher reads out the roll. student as they answer
Students unpack for todays lesson. Student: At their desk, T
Teacher to give a brief overview of what todays preparing themselves for
lesson will include. todays lesson and answering as
their names are called out.
5-10 Teacher reinforms students that they will be Teacher: Speaking to the class,
having an upcoming in class examination on handing out exam notification
source analysis for the topic: The world at the
Student: at their desk, quietly
beginning of the 20th Century.
receiving upcoming exam
Teacher asks for quiet as she hands out the notification. T
upcoming exam notification task.
Resources: exam notification.
Teacher goes through it with students following
on and asking questions.
10- Teacher explains to the class that this lesson they Teacher: At front of the class
20 will be looking at 2 sources in depth and going explaining the sections of
over them to help build the students knowledge todays lesson.
and skills on how to analyse sources.
Student: at their desk, listening
Teacher tells the students that the two sources to lesson instructions and
relate to content they have already studied to commencing work on source 1.
help their familiarity; T/S
Resources: Smart board to view
Civil Rights Movement of the US (Stage sources, student devices,
6) and writing books.
World War II (Stage 5).
Source 1: Civil Rights movement is put up on the
board. Students are given 5 minutes to
individually analyse the source and write notes
before class discussion. Students are reminded to
assist their analysis they can use ADAMANT.
30 - Teacher introduces the second source WW2 and Teacher: Introducing the second
35 asks students to individually analyse the source. source.
Students are given 5 minutes to individually
analyse the source and write notes before class Student: individually analysing
discussion. Students are reminded to assist their the source and writing notes.
analysis they can use ADAMANT.
S
Resources: Smart board to view
sources, student devices,
writing books.
45- Students are now given a worksheet with 4 more Teacher: Handing out source
55 sources in it for them to start and complete at worksheets (refer below
home to help further assist their source analysis document) and introducing this
skills. Students are given the rest of the lesson to next activity.
work in pairs to complete these 4 sources.
Student: At their desk, receiving S
source handout
Students pack up and wait for the bell. Student: At their desks, packing
up. T
Resources: N/A.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Students can be overwhelmed with assessments, especially when it is coming up to the end of their
schooling career. From this lesson plan I have learnt the importance of teachers being flexible in
their teaching approaches to allow for lessons to be incorporated which help to further scaffold the
learning of their students.
This lesson provides students the opportunity to further develop their skills, and work with
classmates to help their confidence going into their upcoming source analysis examination.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
2.2 This lesson is created to strategically help students progress through tasks
to build upon their knowledge in order to be competent for their upcoming
exam.
2.3 Students have the ability to utilise this lesson to help clarify the
requirements for the upcoming exam.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
WALKWAY:
Ensure no bags or loose items are on the floor that could pose a tripping hazard.
INTERNET:
Ensure a block is placed on all websites that should not be visited during school hours.
Teacher to be diligent that students only access appropriate websites.
CORRECT POSTURE:
Reinforce to students the importance that they are seated correctly, to ensure they are not
straining their backs and eyes.
References
You must list all references that you have used for the content and resources of this lesson in this
space.
University of Western Sydney. (2017). Learning Guide Week 5, 102090 Secondary Curriculum 2
Modern History, Kingswood Campus NSW.
Author
Date
Audience
Message
Agenda
Nature
Techniques
SOURCE 1: Civil Rights Movement
SOURCE 2: World War II
Now attempt these by yourself! Dont forget to use
ADAMANT as a guiding tool in analysing the
sources below
Source 3:
Source 4:
Source 5:
Source 6:
Answer here:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Topic area: The world at the beginning of the 20th Century Stage of Learner: Stage 6
How the quality teaching elements you have identified are achieved within the lesson.
Substantive Students receive explicit feedback in their source analysis exam. Students are to take notes
communication from teacher dialogue for students to address moving forward into their HSC course.
Engagement Students engagement is essential in this lesson s the feedback provides student assistance
in moving forward (higher order thinking) to develop their skills when it comes to
accurately analysing sources.
Student Self In this lesson students must show autonomy in completing the source analysis task.
Regulation Through active student participation they receive valuable information regarding source
analysis for their HSC Course.
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher welcomes in students and asks them to Teacher: Front of class marking
take a seat. roll and introducing todays lesson.
5-25 Teacher hands back the MARKED source analysis Teacher: Hands out MARKED
exam to the students. exam, provides whole class
feedback and goes over the exam.
Teacher spends this time going over the exam in
detail by providing feedback to the students and Student: looking at their individual
mentioning areas where students thrived, and comments, listening to teacher
areas that require some more work. Students feedback and taking notes.
follow along with this and ask questions as T
Resources: MARKED source
required.
analysis exam, student book to
Students are also required to look at their take notes.
individual comments and ask questions if
necessary before the teacher moves on to activity
2.
25- Teacher introduces Activity 2 CREATIVE TASK Teacher: Introducing activity 2 and
55 (refer below document). Teacher provides explicit grouping the class into pairs,
information on what the students need to achieve handing out creative task
for the rest of todays lesson. This activity is a document.
PARIED activity (Mixed Ability Grouping) is used
to ensure all students can connect with the task. Student: moving into their teacher
appointed group and commencing
**Additional scaffolding is provided for EALD creative task. S
and Low SES students (please refer below) they
receive an example-writing task to help promote Resources: Creative task handout,
a connection with what they need to achieve in student devises, workbooks.
this lesson.
55- Last minute questions before class dismissed. Teacher: Thanks students for their
60 efforts in today's lesson and
congratulates them on their
efforts with the exam. T
Student: listening to teacher and
packing up.
Resources: N/A.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Reflection and feedback are important aspects of a students educational learning and
growth. This lesson draws on the importance of feedback as a way to encourage students to
critically analyse their own work, reflect on ways to improve their future tasks and look at
ways to adapt and/ or adjust their learning strategies. This lesson plan has also made me
aware of the importance of utilising different tasks for assessment throughout the year. This
task is a great example of a black and white task with no room for risk taking,
experimentation or creativity which may be areas where some of my students are more
confident in expressing themselves and their historical knowledge. Eg. Design a poster, short
video, create a poem etc.
P3.5 Plan and present the findings of Looking at the sources in the feedback lessons
historical investigations, analysing and and analysing the sources usability, perspective
synthesising information from different and reliability.
types of sources
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
2.5 Literacy Students are provided with feedback on how they can develop and / or
and Numeracy improve their historical skills. This involves receiving feedback on literacy
Strategies and numeracy strategies that need to be focused on.
3.5 Use This standard is evident in the class discussion about the source analysis
effective exam. Students and teacher use effective classroom communication to
classroom discuss the exam and address any required areas.
communication
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?
Ensure there is no tripping hazards on the floor and students follow correct protocol
regarding where to place bags.
Ensue students sit correctly to eliminate injury and bad posture / eyesight issues.
References
You must list all references that you have used for the content and resources of this lesson
in this space.
Example Soldiers Letter: Retrieved From: Judkins, K and Judkins, D,. (2014). Dearest Kitty,
Letters from a World War II sailor to his girl back home. iUniverse, IN.
Resources Attached:
Creativity Task
To successfully undertake this task you need to image that you are alive during
WWI, and that you are a British Soldier.
You MUST include information about your experiences of war, your job and daily
activities, what you are witnessing. Call upon your historical knowledge to help
provide you dates and details.
You need to demonstrate your understanding and knowledge that you have learnt
throughout this topic.
The produced unit outline acts as a guide of educational goals that are required to
be met through the successful and effective teaching of the unit, the world at the beginning
of the twentieth century. It is imperative that when creating a unit outline, to successfully
scaffold the learning to be relative to the needs of the students as well as scaffolding to the
requirements stipulated by NESA. To successfully achieve both, it is important to provide
differentiation. Differentiation is a fundamental component of teaching competency and
also a requirement of the Australian Teaching standards as stipulated by NESA especially,
Teaching Standard 1.5 Differentiate teaching to meet the specific learning needs of students
across the full range of abilities (Board of Studies, Teaching and Educational Standards NSW
[BOSTES]. 2012). To differ the learning of students, Tomlinson (2014) notes the importance
of devising strategies for maximum student growth and individual success.
Within this assessment unit outline, differentiation methods have been targeted at EALD
(English as a language Dialect) and catering to the needs of students from low socio
economic background (low SES). The reasoning these two categories for differentiation are
focused on was established due to the area of which SAMPLE HIGH SCHOOL is located, and
also the Backgrounds of students of this area. In order to be an effective teacher, the
created documents for this assessment have been created to not segregate students from
an EALD or low SES background but to focus on inclusivity. Inclusivity is highlighted
throughout the unit outline with numerous group and pair tasks (including mixed ability),
PowerPoint activates, movies and written tasks to help increase inclusivity within the
classroom. Folioing on from this, the differentiation column established that should there be
times where the categorised students of EALD or low SES backgrounds were feeling
pressure; there were activities that they could undertake to alleviate the pressure. The need
to differentiate for students is concluded discussed by Darling-Hammond (2006) as an
important characteristic of teachers as they must understand a wide array of learning, social
and cultural contexts of teaching to be able to serve the increasingly growing number of
students from EALD and Low SES backgrounds. Providing differentiation for students his
successfully noted within the source analysis examination. The examination includes a
glossary of terms for students, which can assist them if they need when looking at the
written sources. This helps provide a bridge for students to actively connect with the exam.
The emphasis on the post lesson lies within providing students feedback on their
assessment, which is described as the most powerful single moderator that enhances
achievement (Hattie, 2007). This is followed by Nicol (2010) who establishes feedback as a
way to identify and reward students quality of work, develop and motivate them, and guide
them in improvements. As such, the post lesson takes shape by going over the assessment
task, highlighting areas of student excellence and educating students on where
improvements can be made. Utilizing a lesson to go over the assessment allows students the
ability to discuss and act on feedback, which Nicols highlights is just as important as the
quality of feedback itself.
Reference List:
Okada, A., Buckingham Shum, S., & Sherborne, T. (2014). Knowledge cartography (1st
ed.). London: Springer-Verlag.