Assessment 1 – Professional Task

Table of contents:

Justification……………………………………………………………………………………………….. 2

Reference list………………………………………………………………………………………………5

Scope and sequence …………………………………………………………………………………...6

Concept Map ………………………………………………………………………………………………7

Assessment schedule………………………………………………………………………………….8

Assessment Task………………………………………………………………………………………...9

Teacher note on assessment task execution……………………………………………..11

Assessment Marking criteria…………………………………………………………………….12

Feedback sheet…………………………………………………………………………………………13

Unit Outline………………………………………………………………………………………………14

Pre-Lesson plan………………………………………………………………………………………..31

Post-Lesson plan……………………………………………………………………………………….41

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 Justification

The information provided represents the Modern History stage 6 preliminary core unit of

work ‘The world at the beginning of the twentieth century’ (Board of studies). The pre/post

lessons, unit outline and assessment where all strategically planned incorporating supported

pedagogical approaches to lesson structure. One of the key underpinning documents is the

Understanding by design (UbD) framework which was used throughout the entire design

process applying the backwards design process for creating the unit of work (Wiggins and

Mctighe, 2012). The information provided throughout the documents has been supported and

constructed based of the Modern History syllabus along with other research articles and

pedagogical theories. Each step in the design process was considered an integral part of the

whole, to move students in a direction of learning. The importance of the activities presented

within this task allow students to build on their personal engagement with learning and allow

then to create a personal approach to feedback. This is helpful with student learning and can

help with source analysis which is key when considering the Syllabus because this unit of

work is source based.

Each lesson of the unit outline provided along with the lesson plan and assessment

provide the students with specific goals and lesson progression. Learning goals are important

for students to have a clear understanding of what the lesson will entail (Wiggins and

Mctighe, 2012) and helps provide a starting area for student feedback which Hattie presents

as the question ‘Where am I going?’ (Hattie and Helen, 2007). The explicit instruction and

goals help students to have a purpose this can also lead to students becoming more engaged

with the work as they aim to further improve their skill with clear direction (Nicol and

Macfarlane-Dick, 2007). By setting learning goals and expectations at the start of the lesson

build on student responsibility for their own learning, it also allows the teach to show the

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students that they have high expectations for their learning which is linked to higher

performance among students (Education & communities, 2014). To create the lesson plans

and unit outline I had to address this area of explicit goals as being key to the start of the

lesson and providing students with a clear approach and importance of the lesson ahead.

To create appropriate learning goals, I had to consider what goals should be set. To

establish what goals to work with I would need to undertake an assessment of current

knowledge of students and use this level of understanding to create learning goals for the

future lessons, bringing the gap between what students know and what I aim to teach (Hattie

and Helen, 2007). Clear learning goals make it more likely for students to increase effort

(Hattie and Helen, 2007) and to create a clear goal it should be student orientated, focused on

what students are going to learn not what teacher is going to do, they should also be

measurable (Ramirez, 2016). For the class to progress we must also consider the activities

that come after introducing learning goals to the students. Blooms taxonomy presents us with

a structured approach to a lesson/unit progression incorporating - knowledge, comprehension,

application, analysis, synthesis and evaluation (Ramirez, 2016). Both lessons and unit outline

where designed in this manner, the progression from introduction of knowledge and building

on knowledge from previous experiences, to tasks such as the analysis of a source used in

both lesson approaches. The source analysis allows students to progress through the blooms

taxonomy approach applying the different processes to improve on work and identify the

usefulness of the sources (Ramirez, 2016).

The tasks chosen incorporate collaborative learning activities which is a learning

process where students work together to achieve a common goal (Ruys, Van Keer &

Aelterman, 2012). Collaborative learning has been a key part of the lessons I have developed

as it helps to promote the cognitive learning process, social emotional function and

psychological development but the key remains in the teacher’s pedagogical approach whilst

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implementing collaborative learning (Ruys, Van Keer & Aelterman, 2012). By clearly

outlining the learning processes, students can engage more with work seeing the value and

importance of the work towards their learning which can also allow students to feel as though

they are empowered and creating a sense of personal responsibility (Jafar, 2016).

Another key feature that is key to approaching the lesson plans and assessment task

provided is the feedback and formative assessment. Formative assessment is an assessment

that is created to generate feedback for students to further develop their skills empowering

students whilst promoting their self-regulated learning (Nicol and Macfarlane-Dick,2007).

The use of formative assessment is key in my post lesson plan, the activities undertaken of

addressing exemplars with their feedback from the assignment allow students to identify

errors that may have been present in their own work, this allows students to self-regulate their

feedback and apply this throughout the activity to improve students learning process (Hattie

and Helen, 2007). The use of exemplars throughout the activities also allow students to have

an external reference point which helps create and monitor goals for performance to be

measured (Nicol and Macfarlane-Dick, 2007).

In conclusion, through the application of the UbD framework of backwards design being used

to structure lessons and assessments students get a clear understanding of the progression of

the lesson improving their engagement and participation. By ensuring these learning goals are

formed to be specific to the learning needs of students and what they will learn more so than

what the teacher will do will improve student engagement and self-regulation form

appropriate learning goals. With the use of goal setting and collaborative work focused on

addressing feedback, all help to improve student participation and self-reflection of work.

The feedback provided is key to improving student engagement, the lessons being structured

around addressing feedback help to improve learning of the students which is why I applied

this approach.

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 References:

APST, (2011). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Board of Studies. (2005). Support Material for Modern History Stage 6 Syllabus. BOSTES

Board of Studies. (2009). Modern History Stage 6 Syllabus. BOSTES

Hattie, J. (2013). Calibration and confidence: Where to next? Learning and Instruction, 24,
62-66. doi: http://dx.doi.org/10.1016/j.learninstruc.2012.05.009

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
Research, 77(1), 81-112. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/214113991?accountid=36155

Jafar, A. (2016). Student Engagement, Accountability, and Empowerment. Teaching

Sociology, 44(3), 221-232. doi: 10.1177/0092055X16644489
Mctighe, J.,Wiggins, G. (2012). Understanding by Design Framework. Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated

learning: a model and seven principles of good feedback practice. Studies in Higher
Education, 31(2), 199-218. doi: 10.1080/03075070600572090
NSW Government. (2014). What works best: Evidence-based practices to help improve NSW
student performance. Centre for education statistics and evaluation. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-
22644863_1/courses/102090_102091_102092_2017_1h_modernhistory/what_works_best.pd
f

Quality teaching in NSW public schools: A classroom practice guide. (2003). Retrieved from
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-
Quality_Teaching_Guide.pdf

Ramirez, T. V. (2017). On Pedagogy of Personality Assessment: Application of Bloom's

Taxonomy of Educational Objectives. Journal of Personality Assessment, 99(2), 146-
152. doi: 10.1080/00223891.2016.1167059

Ruys, I., Keer, H. V., & Aelterman, A. (2012). Examining pre-service teacher competence in
lesson planning pertaining to collaborative learning. Journal of Curriculum Studies,
44(3), 349-379. doi: 10.1080/00220272.2012.675355
Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd ed. Alexandria,
VA: Association for Supervision and Curriculum Development. Retrieved from
http://ezproxy.uws.edu.au/login?url=http://go.galegroup.com/ps/i.do?p=GVRL&sw=
w&u=uwsydney&v=2.1&it=aboutBook&id=GALE|2MWK

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Sample Scope and Sequence 1
Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: The Reign of Terror in Topic: The Chinese Topic: The World at the Students start the HSC
France 1792–95 Government and Tiananmen Beginning of the Twentieth course in this term.
Square Century

Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:

1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 1.1, 1.2, 2.1, 3.1, 3.2, 3.3,
3.4, 3.5, 4.1, 4.2 3.4, 3.5, 4.1, 4.2 3.2, 3.5, 4.1, 4.2

Duration in weeks and Duration in weeks and Duration in weeks and

hours: 10 weeks/ 30 hours hours: 10 weeks/ 30 hours hours: 10 weeks/ 30 hours

Course Term 4 (year 11) Term 1 Term 2 Term 3

HSC Topic: CORE - World War I Topic: National study – Topic: Personality - Leni Topic: International peace
1914–1919: A Source-based Germany 1919-1939 Riefenstahl 1902–2003 and conflict - Conflict in
Study Europe 1935–1945

Syllabus outcomes: Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:

H1.1, 1.2, 3.2, 3.3, 3.4, 3.5, 1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 1.1, 1.2, 2.1, 3.1, 3.2, 3.3,
4.1, 4.2 3.4, 3.5, 4.1, 4.2 3.4, 3.5, 4.1, 4.2 3.4, 3.5, 4.1, 4.2

Duration in weeks and Duration in weeks and Duration in weeks and Duration in weeks and
hours: 10 weeks/ 30 hours hours: 10 weeks/ 30 hours hours: 10 weeks/ 30 hours hours: 10 weeks/ 30 hours

1NESA specify what a scope and sequence must contain according to the Registered and Accredited Individual Non-government Schools (NSW) Manual (the manual). It must include an
overview of the school’s educational program indicating:  the scope and sequence of learning/units of work in relation to the outcomes of the Board of Studies syllabus for each course for
each Year and documentation to indicate the total number of hours allocated to each Preliminary/HSC course.

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 Concept Map

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 Assessment Schedule
Component Task 1 Task 2 Task 3 Task 4 Weighting
The Reign of The Chinese The World at the Examination
Terror in France Government and Beginning of the
1792–95 Tiananmen Square 20th Century

Research and in- Historical investigation Source analysis

class essay

Term 1 Term 2 Term 3 Term 3

P1.1, P2.1, P3.2, P1.2, P3.1, P3.2, P3.5, P1.1, P2.1, P3.2, P1.1, P1.2, P2.1,
P3.5, P4.2 P4.2 P3.3, P3.4, P3.5 P3.3, P3.4, P4.1,
P4.2

Knowledge and 10 5 30 45
understanding of content

Source-based skills 10 5 15

Historical inquiry and 10 10 5 25

research

Communication of historical 5 5 5 15
understanding in
appropriate forms

Marks 15 25 25 35 100

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 Assessment Task
The world at the beginning of the Twentieth century

Assessment task 1: Source analysis

Components: 3 written source analysis and one in class presentation.

Weighting: 25%

Outcomes to be assessed:

P1.2 investigate and explain the key features and issues of the study
P3.1 ask relevant historical questions
P3.2 locate, select and organise relevant information from different types of sources
P3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
P4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms

Task:
Choose one of the topics below and find three sources that represent this topic. With these three
sources, you should analyse how useful the source is through a source analysis. The task involves
you to complete 3 x 300-word source analysis and one 3-minute presentation.
Topics:
1. Rich and poor
2. Industrialisation
3. Urbanisation
4. Forms of government
5. Imperialism
6. Colonial rivalries
7. Socialism
8. Nationalism

Source analysis:
 The source analysis requires you to find and analyse THREE relevant sources to your
chosen topic from the list above.
 Write one 300-word source analysis for EACH source.
 Use a variety of different sources (pictures, diary entries, newspaper articles, propaganda,
advertisements etc.…)
 Present information in a clear logical sequence.
 Provide a bibliography for sources used.

Remember when analysing sources to ask yourself the following questions:

Type, Origin, Motive, Audience, Content, Perspective, Reliability and Usefulness.

Presentation:
Your presentation is to be 3-minutes long and be both visual and oral.
The presentation should contain:
 Brief overview of your topic chosen.

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  Information about your three sources chose.
 Your Analysis of the three sources.
 An image of the sources in the presentation.
 A Justification for why these three sources where chosen.

Assessment criteria:

You will be assessed on how well you:

 Ask appropriate source based questions to form an analysis and represent an opinion.
 Evaluate the usefulness of the chosen sources with evidence provided from chosen
source.
 Locate, select and present your sources.
 Choosing appropriate sources relevant to the topic chosen for the assignment.
 How well you communicate your information, both verbally and written.
 Presentation is clear, well-spoken and presents all relevant source information.

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 Teacher notes on assessment execution:
Assessment running Task sheet. Date: Week 7 Lesson 14
Assessment Weight: 25%
Assessment type: Source based analysis.

What is due:
 One written source analysis.
 One 3-minute presentation to be completed in class.
Resources needed:
 ICT for presentations
 Marking criteria
 Roll
Procedure: Teacher: Mark roll, Call
students up to present. Take
Teacher is to make sure prior to start of lesson ICT is set up and notes on marking criteria for
ready to be used for presentations. each student as they present.
Give some oral feedback for
Have students enter class and take a seat. students at the end of lesson.
Mark the roll.

Teacher is to then call upon students to start their presentation,

assisting with set up of ICT if needed. Student: Listen quietly to other
student’s presentations, hand
Written component of assessment is to be collected before in written component of
each presentation. presentation.
Present to class.
Teacher should refer to marking criteria whilst listening to
presentation making notes for each student.
Resources:
Once all students have presented give overall feedback on ICT for Presentations.
presentations. Marking criteria.
Roll.

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 Marking Criteria
CRITERIA Standards of achievement
1-5 6-10 11-15 16-20 21-25
Ask appropriate source No appropriate Minimum questions Some appropriate Good use of source Great use of
based questions to questions asked, no asked, minimum questions asked, with questions asked, appropriate source
form an analysis and analysis of source or analysis and some analysis and good analysis, questions, great
represent an opinion. presentation of presentation of opinion presentation of present opinion analysis of source
opinion. opinion clearly and presentation of
opinion.
Evaluate the Does not address Minimal usefulness Addresses usefulness Clear analysis of Clear analysis of
usefulness of the usefulness of presented with limited of sources. Evidence source usefulness. usefulness of source
chosen sources with sources. evidence. provided to support. Evidence provided is with consideration of
evidence provided No evidence good. use by Historian.
from chosen source. provided. Evidence is clear and
precise and relevant
Locate, select and Under three sources Three sources chosen Three sources Three sources from Three sources from
present your sources chosen. With no but not relevant to relevant to chosen different sources different sources that
appropriate to topic bibliography. topic chosen. topic. Clear relevant to topic. address the topic and
chosen. Bibliography has bibliography allow for further
errors comparisons.
How well you No presentation. Presentation is hard to Presentation is clear, Presentation is clear Presentation is
communicate your Does not address the understand with no literacy is at an and provides engaging and thought
information, both questions required. flow. Poor literacy. appropriate level. engagement for provoking. Written
verbally and written. Poor literacy. students. Written work is clear, well
work is clear flows written with no
and good use of literacy errors.
literacy with minimal
errors.
Presentation is clear, Presentation does not Presentation does not Presentation shows Presentation shows Presentation shows
well-spoken and provide information provide relevant sources clearly. all three sources all source
presents all relevant on sources. information about clearly with all information clearly
source information. chosen sources. information with analysis of the
provided. sources.

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 Year 11 Assessment task 1 Feedback
The task required students to find and analyse THREE sources in written form, then present in class a
presentation.

Strong Responses showed:

Good selection of source material from a wide range of sources.

Correct use of source analysis questions, structure and evidence.

Ensured they read the task and presented the required information.

Extended Responses:
Students with stronger responses showed a deeper understanding of source analysis and the correct
questions to ask and how to find the answers.

The information was presented correctly clearly presenting the key ideas.

Post- Assessment Activity – Complete the following activity:

1. Go through your assessment response highlighting information that was present.
2. Highlight examples provided to support analysis in different colour.
3. Make a list of any information that was missing from the list below
- Type (diary, image etc...)
- Origin (Date/time/event)
- Motive (why was the source written/produced?)
- Audience (who was it written/produced for?)
- Content (what is the source about?)
- Perspective (who’s view point is the source from?)
- Reliability (right time line/know info from another source/ seen elsewhere)
- Usefulness (what can be written about in the source? How can this information be used?)
4. Re write one of your responses ensuring to follow source analysis scaffold worksheet and
provide all missing information.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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 UNIT OUTLINE
Subject: Modern History Course: Core Number of Weeks:
10weeks
Unit title: The World at the
beginning of the 20th
century.
Key Concepts/ Big Ideas (learn about) The importance of this learning (learn to)
The nature of European Society • ask relevant historical questions about the world at the beginning of the twentieth century
- Rich and poor • locate, select and organise information from different types of sources, including ICT, to
- Urbanisation and industrialisation describe and analyse relevant features and issues of the world at the beginning of the
- Social change twentieth century
- Forms of government • analyse the major events and issues relevant at the turn of the century
Imperialism • assess the forces for change and continuity at the turn of the century
- Reasons for the growth of imperialism • describe and evaluate the role of key individuals and groups at the turn of the century
- Impact of imperialism on Africa and/or Asia • evaluate the usefulness and reliability of sources
and/or Middle East and/or the Pacific • account for and assess differing perspectives and interpretations of significant events,
- Colonial rivalries
people and issues at the beginning of the twentieth century
Emerging Forces and Ideas
• present the findings of investigations on aspects of the period, analysing and synthesising
- Politics of the working class: socialism, trade
unionism, Marxism information from different types of sources
- Anarchism • communicate an understanding of relevant concepts, features and issues using appropriate
- Nationalism and well-structured oral and/or written and/or multimedia forms including ICT.
- Internationalism, globalisation
- Democracy, liberalism
Causes of World War I
- Long-term and short-term causes
Unit context within Scope and Sequence Syllabus Outcomes
P1.1 describe the role of key individuals, groups and events of selected studies from the
This unit will be completed over 10 weeks with a eighteenth century to the present.
total of 20 lessons, it will be conducted in term 3 of P1.2 investigate and explain the key features and issues of selected studies from the
the preliminary course. eighteenth century to the present.

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Literacy Focus
The key competencies of
collecting, analysing and
organising information and
communicating ideas and
information reflect core
processes of historical
inquiry and are
explicit in the objectives and
outcomes of the syllabus.
Literacy is also present in
essays and assignments.
Week/ Syllabus Content
Sequence
Week 1 Introduction to the world at
Lesson 1 the beginning of the 20th
century.
Trevor Rothery
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 organize 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.
P3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources.
P4.1 use historical terms and concepts appropriately.
P4.2 communicate a knowledge and understanding of historical features and issues
using appropriate and well-structured oral and written forms
Numeracy Focus ICT Focus Differentiation
When students construct During investigations,  Provide Further worksheets and extension work for
timelines or analyse students will need to use talented and gifted students.
statistical evidence, they are appropriate information  Incorporate opinions and experiences of EAL/D
developing the technologies and students in class discussions, to help build on
key competency using so develop the key cultural perspectives and interpretations of
mathematical ideas and competency using historical events.
techniques technology.
 Recognise language used in task and accommodate
it or provide explanations that enable EAL/D
students to comprehend the requirements of the
task.
Teaching and Learning Strategies including assessment for learning. Resources
Lesson 1: Introduction – timeline Lesson one Power-
Present on board class progression sequence and learning goals of class. (EAL/D). point slides, the slides
Teacher explains the unit outline, rules, introduction to assessment schedule and will introduce the
progression of unit. topics covered briefly.
Teacher presents an introduction to the world at the beginning of the 20th century, Lesson one
this will be done with power point slides. They will cover: date/timeline
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 Introduction to key topic that will be covered including: worksheet that is to be
 The nature of European society used to match dates to
 Imperialism events that happened
 Emerging forces and ideas throughout the 20th
 Causes of World War I. century.
Will also cover key words used throughout History classrooms including but not Unit overview.
limited to: collecting, analysing organising information, Historical inquiry, bias, Glossary of terms
sources, liberalism, nationalism, racism, socialism, democracy etc... (Literacy Focus, sheets.
EAL/D) Provide glossary of terms to all students

Students will be given date/timeline worksheet to complete in pairs. The

worksheet will focus on key dates and their progression throughout the 20th
century.

Teacher will then ask students from the pairs to come to the board to put the date
and event on the board in the correct order.

There will then be a class discussion to sum up the lesson, engaging students
asking them about the lesson, telling each pair a date and asking which event took
place then. (assessment for learning)

Extension work.
Provide the opportunity for students to not only organise dateline in correct order
of events but ask them to write a small bit about what happened in each of these
events.

The nature of European Lesson 2: The rich the poor and class power Power point slide
Week 1 Society Present on board class progression sequence and learning goals of class. (EAL/D). providing a brief
Lesson 2 - Rich and poor Introduce class to Europe in the 20th century, focus on aspects of society, changes overview of Europe
- Class and power to industry and power structures. during the 20th century
(lifestyle, industrial
Ensure all students have glossary, draw their attention to the definitions of revolution, Politics,
industrialisation, urbanisation and class. Ensure all children have an appropriate classes)

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 understanding of these three concepts before moving on to the video (literacy
focus, EAL/D). Glossary terms

Students are to watch a brief video presenting the lifestyle of people in the early Video depicting the
20th century in Europe. rich and poor in 20th
century Europe, video
Throughout this video students are to answer the following questions in their shows interaction and
worksheet: What are the differences between the rich and poor? How do the rich lifestyles of the rich
and poor interact with each other? What evidence is there about these middle and working
relationships? classes along with how
they interact with each
Class is to come together to discuss the answers students had. In the discussion other.
explore upper middle and working class. Analyse as a class the interaction of these
roles and how they were presented in the video, drawing on background Questions written on
knowledge to come to an understanding of the power structure. (assessment for board for video.
learning) Extension questions for
video.
Extension work.
Add another question to the board for anyone who wants to explore further
during the video asking: How does the power relationships brought on by class
influence the way of life of the poor in European society?

The nature of European Lesson 3: Industrialisation and Urbanisation Sources depicting

Week 2 Society Present on board class progression sequence and learning goals of class. (EAL/D). industrial revolution,
Lesson 3 - Urbanisation and (these sources are
industrialisation Explore industrialisation and urbanisation and how this has changed the workforce mostly pictures or diary
in Europe. How has this changed the way of life in Europe? entries showing
Provide an explanation of historical inquiry, this can be by asking students what it progress, change and
is along with providing a definition. (literacy focus, EAL/D). work conditions)
Divide class into groups to undertake historical inquiry of sources.
Provide 2 sources to each group, asking them to choose one (finding their Historical inquiry
meaning, how they may present the different perspectives of change). worksheet.

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 The groups are to
 Pose questions
 Analyse information
 Evaluate their ideas
 Develop and argument and make interpretations

Regroup as a class to present findings of each group.

Ask students to write a small paragraph outlining how industrialisation and
urbanisation has influences European society.
Students are to show this to teacher before leaving (assessment of learning).

Extension work.
Tell students that if they finish they may choose to work on the extension question
on the worksheet that askes students to compare and analyse the two sources and
how they inform each other.

The nature of European Lesson 4 – Social and governmental forms and changes.
Week 2 Society Present on board class progression sequence and learning goals of class. (EAL/D). Glossary terms
Lesson 4 - Social change
- Forms of Social change? What is it? How can it be presented? Power point slide (this
government Key terms to define for glossary: Democracy, suffrage, feminism, sectarianism, power-point will show
anti-Semitic, secularisation and liberalism. (literacy focus, EAL/D) the different
governmental rulers
In pairs show images (sources) of women protests from both the suffragettes and such as imperial
those commenting on them, explore the idea of female suffrage and ask the class powers, how there was
how democracy may have influenced this? (extension question: how can this a change from dynastic
approach to women’s suffrage in the 20th century be presented today? Provide authority to
examples) constitutional
monarchy).
Use worksheet – forms of government alongside power point slides.
Get students to redefine the different forms of government into their own words.
Share this with the class afterwards (Literacy focus, EAL/D).

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 Sources of suffragettes
Have a class discussion addressing: what forms of government have the people in and worksheets with
mind? How has social change and forms of government affected the class and questions
power structure in 20th century Europe?
Forms of government
Extension Work: worksheet.
Provide an additional question on worksheet asking how can this approach to
women’s suffrage in the 20th century be presented today? Provide examples.

Imperialism Lesson 5 – Imperialism, the growth and progress of imperialism.

Week 3 - Reasons for the List of board the learning outcomes expected of the lesson (EAL/D). Map from late 19th
Lesson 5 growth of Show map from the late 19th century indicating the ‘empires’ at the time. century empires.
imperialism
Explore the concepts Empire, imperialism including definitions (EAL/D). Glossary definitions.

Bring up the term ‘new imperialism’ explain it and discuss with the class why Power point slides with
would historians define this period as new imperialism instead of just imperialism? information about
imperialism.
Divide class into groups, allow each group to research a colony that was establish
at the beginning of the 20th century. Worksheet.
Work through a worksheet asking:
 Why was the colony established?
 How did it benefit the colonising nation?
 Would it benefit the colonised nation? Why/why not?
Students will be asked to present their findings to the class as a speech/
presentation (learning assessment).

Extension work:
Ask students who are completing their work early or want more to find sources
that show the justifications for colonisation and an imperialist approach.

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 Imperialism Lesson 6 – Annotating Impacts of imperialism on other nations Handbook for
Week 3 - Impact of Annotating and paraphrasing sources annotating and
Lesson 6 imperialism on Asia Introduce and give a definition of annotating and paraphrasing explain the paraphrasing sources
and colonial powers importance of this “a careful reading is integral to powerful writing and thinking” booklet this contains
guide on annotation
Use “handbook for annotating and paraphrasing sources booklet”. and paraphrasing,
In the handbook first go through the provided examples of annotations, allow including examples of
students to complete their own annotations on the sources provided. (EAL/D) both and sources and
scaffold for both
Provide a source about the impacts of imperialism in Asia, and get students to annotating and
apply their annotation to the source provided. (for extension work you can ask paraphrasing on their
students to further research other sources and annotate and paraphrase the own.
source).
Power point slide presenting impacts of imperialism on colonial powers, this Additional sources of
includes exploring the costs involved for the colonisers such as military and French imperialism in
financial expenditure. Vietnam.
At the end of the power point provide an explanation of the impacts of imperialism
on Asia and colonial powers and get the students to paraphrase this and show it to Power point slides of
you before leaving (assessment of learning). imperialism and its
impacts on Asia and
Extension work: colonial powers
Provide additional sources and opportunities for students to do their own research including an
on sources that explore the impacts of imperialism in Asia and explanation that
annotate/paraphrase them. students need to
paraphrase.

Imperialism Lesson 7 – Colonial Rivalries Power point slides

Week 4 - Colonial rivalries List on board learning outcomes and structure of the lesson (EAL/D)
Lesson 7 Source material

Retrospective source

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 Power point slide showing reasons for rivalries amongst colonists, where they
were fighting for Africa, Asia, Pacific. Provide information of the Moroccan crisis
and how this created struggles between Britain and France.

Divide class into groups, give sources out to class showing the struggles of Britain,
France, Germany and Russia in the Moroccan crisis. Ask students to identify the
roles of each of these nations, how they interpreted the actions of the others.

Provide map source 10.18 from retrospective asking: what does the map show
would have been a reason for the British to feel threatened by the Kaiser’s
actions?

Ask students to write a paragraph explaining the events that took place. (learning
assessment)

Extension work.
Ask students in their paragraph to provide evidence for the events that took place
to support their explanation.
Lesson 8 – Emerging forces and ideas, finding sources.
Week 4 Emerging forces and ideas Outline on board learning outcomes of the lesson and progression schedule. Glossary terms
Lesson 8 - Politics of the
working class: Provide glossary terms for socialism, trade unionism and Marxism. (EAL/D) Power point slides
socialism, trade
unionism, Marxism Power point slides exploring the working class, links back to rich and poor, social ‘Structed approach to
class and industrialisation from week 2-4. interpreting sources as
a guide’ workbook
Finding and using sources: use workbook: structed approach to interpreting
sources as a guide (this will include how to interpret sources, help in finding a Computers.
viable source, how to validate if a source if appropriate, whether it contains bias
or is a primary/secondary source) (EAL/D).

Divide class into groups.

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 Work together in the groups through the workbook, research on computers to find
a source, apply workbook approach to find if source is valid, contains bias, evaluate
source, annotate and paraphrase if applicable. Write a conclusion outlining the
source and all required info from workbook.

After completing workbook get students to show you the conclusion. (assessment
of learning).

Extension work.
Students may approach multiple sources and compare how each of these sources
present a different perspective of the same event, looking at whether bias, source
type and other information effects the outcome.

Emerging forces and ideas Lesson 9- Politics of the working class, socialism, trade unionism and Marxism. Sample source
Week 5 - Politics of the Have outline of lesson progression on board (EAL/D). examples.
Lesson 9 working class:
socialism, trade Divide class into same groups as lesson 8 Computers.
unionism, Marxism
Show source examples of the European working class with one example from Workbook ‘Structed
socialism, trade unionism and Marxism. approach to
interpreting sources as
Ask students to find another source using computers, from one of these areas a guide’
(confirm with you if the sources are useable, have sources available to help if
students need assistance, refer to workbook ‘Structed approach to interpreting
sources as a guide’) (EAL/D).
Source should address:
Research how trade unionism, socialism or Marxism influenced the political
approach of the working class.
Research how the governments approached the rise in power of the working class.

As a group create a power point presentation showing this information with the
sources found included, present this to the class. (assessment of learning).

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Source analysis assessment
Week 5 introduction and information
Lesson 10 provided and explored to
help prepare for assessment
task
P3.1 ask relevant historical
questions
P3.2 locate, select and
organise relevant
information from different
types of sources
P3.3 comprehend and
analyse sources
for their usefulness and
reliability
P3.5 plan and present the
findings of
historical investigations,
analysing and
synthesising
information from different
types of
sources
P4.1 use historical terms and
concepts
appropriately
Trevor Rothery
Extension work.
Students can research specific events which may have occurred regarding trade
unions and the working class, exploring influences of the events and results.
LESSON PLAN Assessment outline
Lesson 10 – assessment introduction and source analysis.
Give assessment outline to each student including marking criteria Video of presentation.
Go over assessment outline, step by step allowing students to ask questions if they
are unsure of the requirements at each step. Exemplar with source
Show video of a presentation that a student performed as an example to students. for source analysis.
Provide exemplar to each student of the written source analysis. (viewable online, Source questions
or printed copies for those without access to ICT) worksheet
Go through the exemplar as a class identifying good points, areas to focus on. Source examples
Apply the following questions from worksheet:
- Type (diary, image etc...) Scaffold structure
- Origin (Date/time/event) worksheet.
- Motive (why was the source written/produced?)
- Audience (who was it written/produced for?) Fail exemplar with
- Content (what is the source about?) source
- Perspective (who’s view point is the source from?)
- Reliability (right time line/know info from another source/ seen elsewhere)
- Usefulness (what can be written about in the source? How can this
information be used?)
Provide students with scaffold worksheet, go over how to structure a source
analysis,
Divide class into groups to address a source with bad exemplar.
Students are to use source analysis questions and scaffold worksheet to, scaffold a
new answer as a group. (EAL/D).
Show the end results to teacher (assessment of learning).
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 Summaries lesson and link lesson to importance of assignment.
Extension work.
Students who feel confident in the work can move away from the scaffold with
addressing the original source of the failed exemplar.
Emerging forces and ideas Lesson 11 – Anarchism Glossary terms
Week 6 - Anarchism
Lesson 11 Learning outcomes outlines for students on board Detailed presentation
of anarchism and the
Glossary term – anarchism Russian revolution.

Present to the class anarchists and the Russian revolution, provide information Worksheet outlining
handout detailing all the information. the Russian revolution.
Ask the class to get into pairs, as a pair you need to work together to form an
argument supporting or going against (breakup the class for one or the other) Building an argument
anarchism. scaffold printout.
They should address, cause and effect and provide evidence from the provided
material.
Supply structured scaffold for building an argument to each pair. (EAL/D)
Once pairs have completed forming their argument come back together as a class
and debate the two different sides. (assessment of learning).

Extension work.
For stronger classes, you can ask them to find outside sources as evidence to
support their argument through research.

Emerging forces and ideas Lesson 12 – Nationalism. Internationalism and globalisation Video showing
Week 6 - Nationalism Outline learning outcomes on board. nationalism.
Lesson 12 - Internationalism
Introduce nationalism, definition “based on a shared culture, a shared language, Power point slides with
the notion of ‘race’ and a common territory” definitions,
Compare this to internationalism, and the idea of a global cooperation, rather than comparisons.
national rivalry.

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 Show video depicting nationalism. Poem or short story
examples.
Ask students to identify their own nationalism, can be either Australia, Parents
country, or through a historical perspective. (EAL/D)

Once students have chosen, ask them to write a poem, or short story exploring
their nationalism. (EAL/D).
Give students the opportunity to share their stories or poems.
(assessment of learning)

Extension work.
Ask students to look at a historical even or person and write a poem/story from
their perspective of nationalism.
Emerging forces and ideas Lesson 13 – Democracy and liberalism
Week 7 - Democracy, Structure lesson on board. Glossary terms.
Lesson 13 liberalism Ask students to research the meaning of democracy and liberalism. (EAL/D)
Display definition on board of both. (EAL/D) Chocolates (moltesers
work great)
Activity:
Divide class into groups, upper, middle and working classes,
Give upper class 3 chocolates each (or some other object) middle 2 and working 1
Have the middle-class group explain why they should not be given chocolates
based of class but that people have equal rights.
The upper class may respond to the middle class but the working class may not
respond.
Explain an example of this in terms of the French revolution and it being an
uprising of the middle class but showed hostility towards working class.
Now hold all the chocolates and let everyone vote on who should divide and give
out all the chocolates, whoever has the most votes from the class gets to decide
who gets how many chocolates.
Explain this is democracy, each person has a vote and it determines who speak for
them.

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Source analysis presentation
Week 7
Lesson 14
Review of source analysis
Week 8 P3.1 ask relevant historical
Lesson 15 questions
P3.2 locate, select and
organise relevant
information from different
types of sources
P3.3 comprehend and
analyse sources
for their usefulness and
reliability
P3.5 plan and present the
findings of
historical investigations,
analysing and
synthesising
information from different
types of
Trevor Rothery
Discuss the results as a class and get them to input how they felt being each of the
class and reflect upon the power structure. (assessment of learning)
Extension work.
Students may research exact situation where liberalism and/or democracy has
played a part within the 20th century.
Lesson 14- Assessment presentations. Marking criteria.
Structure plan on board, explain how the assessment process with run, tell Computer with
students who will be presenting in which order. projector for
presentations.
Collect written component as students come up to present. USB in case students
need to transfer from
Listen to presentations as a class their computer.
Mark assessments as each person presents.
LESSON PLAN
Lesson 15- Review of assignment Source revision
Structure lesson on board worksheet.
Provide feedback to students from assignment.
Review areas that students overall struggled and excelled in. Multiple sources for
analysis.
Source revision –
Divide class into groups. White board markers
Provide students with two sources.
Slide with questions
Address the following questions:
 Origin - when and where? Feedback for students
 Usefulness – can a historian use this?
 Reliability – can it be trusted?
 Motive – why was it created?
 Audience – who was it for?
 Perspective – what viewpoint does the source take?
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 sources Analyse this information regarding with the use of multiple sources.
P4.1 use historical terms and
concepts As a group come up with question to fill in the Question development worksheet.
appropriately Who, where, when, why, how, is, was, can, will, might, are.

Together or individually write two source analysis based on the two sources
provided, use the source analysis scaffold as a guide for students to analyse the
sources provided. (EAL/D).

Extension work.
Students may choose to approach the source analysis whilst moving away from the
scaffold or finding addition sources.
Causes of WWI Lesson 16 – Alliances and rivalries Glossary terms
Week 8 Alliances and rivalries Structure lesson on board.
Lesson 16 Definition of alliance – “a union or association formed for mutual benefit, Timeline worksheet
especially between countries or organizations” ‘timeline of alliances
Map out timeline of alliances leading up to WWI leading up to WW1’
Refer to worksheet ‘timeline of alliances leading up to WW1’
Ask students to research what mutual benefits some of these alliances may have Rivalries worksheet
been formed for.
Students are to refer to rivalries worksheet to identify conflict that has occurred
between different alliances and how this may lead to further conflicts.

Write a paragraph about the alliances or rivalries identifying how these may have
impacted or helped cause WW1.

Extension work.
Students can explore how these alliances where formed and for how long they
lasted or if they provided the mutual benefit they aimed for.

Causes of WWI Lesson 17 – The Naval race

Week 9 The naval race Present on board class structure (EAL/D) Grand Admiral Alfred
Lesson 17 von profile slides.

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 As a class look at ‘Grand Admiral Alfred von Tirpitz’ and his influence of Germanys
naval growth. Chapter 3 ‘Armaments
Answer Chapter 3 questions regarding Alfred von Tirpitz. and the origins of the
first world war’ 37 – 55
Students to read through the armaments and the origins of the first world war.
They are to discuss in groups to present to the class, the interactions between
Germany and Britain, the growth of armies and Naval power and their
causes/effects.

Students present this information to the class (assessment of learning).

Extension work.
Students can find sources that highlight the differences between the German and
British Naval might, and what lead to this. They then write a paragraph exploring
these differences using the source as a primary resource.
Causes of WWI Lesson 18 – The Balkans Crisis
Week 9 The Balkans Map or Balkans and
Lesson 18 Structure lesson on board surrounding nations

Show map outlining where the Balkans is in Europe and surrounding Nations. Timeline worksheet
Address the questions – what is the Balkan crisis?

Provide timeline worksheet

Students are to complete timeline worksheet from when it begun in 1874 till it
ended in 1914 including what happened at those dates.
Discuss as a class how this event effected the alliances and how this may have
been a cause of WW1, make sure to address the political structure at the start of
the 20th century including Liberalism.
Discuss as a class these impacts and how these aspects may have helped spark
WW1. (assessment of learning)

Extension work.

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 Ask students to identify the key alliances and rivalries within the crisis, explore
those within the context of Europe at the time and how this conflict of many
nations and their political agendas at the time could influence the outcome. Write
a paragraph exploring this.
Causes of WWI Lesson 19- Short and long term causes.
Week 10 Short and long term causes Structure lesson on board Power point slides
Lesson 19 identifying causes of
Power point slide identifying the causes of WW1 WW1
Get students to place these events on a timeline expressing start and finish dates
of each of the causes/events. Timeline worksheet.
Discuss as a class which events may be classified as short or long term.
Ask students to find sources that justify their standing on one long term and one Access to computers to
short term. find sources.
Using the source analysis scaffold, students are to analyse these two sources
writing one paragraph for each. Show these paragraphs to teacher before leaving. Source analysis
(assessment of learning) scaffold.

Extension work.
Once students find the two sources they can compare their original classification
of short or long term cause using both sources as justification.
Or students may find additional sources that may suggest differently and take a
stand for one side or the other.
Lesson 20 – Review
Week 10 Overview of Unit to lead into Introduce lesson structure on board. Power point slides
Lesson 20 HSC core. Have class discussion with worksheets alongside discussion to be filled out. showing overview of
Worksheets and discussion address class, social structure, key historical terms and unit.
definitions such as liberalism, nationalism democracy. Talk about causes of world Worksheet with
war 1. questions from all
Make sure everyone has completed glossary terms with all their definitions, show areas of unit.
to teacher prior to leaving to ensure it is completed. Glossary terms – full
Students are to write two paragraphs outlining how the nature of European list.
society, imperialism, emerging forces and ideas influenced the causes of world war
1. (assessment of learning).

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Assessment Details
Assessment task to be completed by
week 8 lesson 15. Consists of 1000 words
written component and 3-minute
presentation to be done in class.
Evaluation of the Learning and Teaching
Learning activities where appropriate.
Time given for each activity could have
been improved slightly.
All required content is covered.
Enough preparation and source analysis
was completed for students to be
prepared for assessments.
Trevor Rothery
Extension work.
Students may also find a supporting source for some or all their argument, analysis
the quality of the source with or without the source analysis structure.
Outcomes
P1.1 describe the role of key individuals, groups and events of selected studies from the
eighteenth century to the present
P1.2 investigate and explain the key features and issues of selected studies from the
eighteenth century to the present
P2.1 identify forces and ideas and explain their significance in contributing to change and
continuity from the eighteenth century to the present
P3.1 ask relevant historical questions
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
P3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues using
appropriate and well-structured oral and written forms
Indicators of Learning
Written paragraphs at the end of lessons.
Worksheets completed.
Contribution to class discussions.
Timelines completed.
Glossary terms filled in.
Student presentations.
Class reflections.
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 Lesson plan 1

Pre-Assessment Lesson Plan

Topic area: Core Study: The Stage of Learner: Year 11 Syllabus Pages: 24-25
World at the Beginning of the
Twentieth Century
Date: week 5 Location Booked: Classroom Lesson Number: 10/20

Time: 60 minutes Total Number of students: 25 Printing/preparation

30x Assessment outlines
20x Printed source material (for
those without access to ICT)
30x Scaffold worksheets.
30x Source worksheets
Containing Exemplars

Outcomes Assessment Students learn about Students learn to

Lesson assessment Source analysis. Ask appropriate questions of

Syllabus outcomes sources.
P3.1 ask relevant historical questions Identifying appropriate
P3.2 locate, select and organise sources. Analyse a source.
relevant information from different
types of sources Developing questions that Research and find appropriate
P3.3 comprehend and analyse sources address sources. sources.
for their usefulness and reliability
P3.5 plan and present the findings of How to approach sources. How to write a source analysis.
historical investigations, analysing and
synthesising Understanding bias,
information from different types of
reliability, usefulness of
sources
P4.1 use historical terms and concepts sources.
appropriately

Life Skills outcomes

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

N/A Source analysis.

Question development.

Historical terminology.

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 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

1.2 Deep Students are required to develop questions that address information contained in source
Knowledge. material. This create a deep understanding of the sources they are learning about.

2.1 Explicit Students are provided with scaffold and exemplar work demonstrating the level of work that
quality criteria is required. Lesson will also be outlined on board explicitly listing the activities that will be
undertaken by students.

3.1 Students are to analyse sources, to do this at an appropriate level, background knowledge
Background regarding the topic of the sources is required to interpret the information presented by the
knowledge. sources.

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 Time Teaching and learning actions Organisation Centred
(mins)
T/S

5 -(Pre-lesson) ensure all printing is completed, have Teacher: Have materials

assessment outlines, make sure video presentation prepared, mark roll, go
works. through lesson
goals/structure

-As students enter the classroom have them sit

down. Student: Sit down, take T
notes of lesson
-Once students are seated Mark the roll and go goals/structure
through Structure of lesson (goals) on board.

Resources: Roll, whiteboard

-Goals/structure of lesson of board can be referred marker.
to by both students and teacher to monitor class
progression ensure to present the importance of
today’s lesson to completing the assignment.

10 - Students will be given Assessment outline. Teacher: Give out

assessment and explain
-Teacher will go over details of assessment details.
including Task, expectations and the marking
criteria. How presentation from last
year. Answer any questions
-Teacher will show video of a presentations regarding assignment.
example.

-Students will be given the opportunity to ask

questions about anything they are unsure about Student: Listen to
before moving on. assessment details. Ask any
questions that they feel
unsure about. T/S

Resources: Assessment
outline, Video presentation.

15 -Students will be told to open source analysis Teacher: Provide

exemplar on ICT device or printed copy will be worksheets, source analysis
given by teacher. exemplar for students
without ICT device.
-As a class, students will apply the following
questions identifying where the exemplar has

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 identified these areas (information is provided on Assist students and lead
worksheet for students both online and printed): discussion answering the
worksheet.
- Type (diary, image etc...)
- Origin (Date/time/event)
- Motive (why was the source
written/produced?) Student: Open source
- Audience (who was it written/produced analysis exemplar on device.
for?)
- Content (what is the source about?) Go through worksheet S
- Perspective (who’s view point is the answering the questions.
source from?)
- Reliability (right time line/know info from
another source/ seen elsewhere)
- Usefulness (what can be written about in Resources:
the source? How can this information be
used?) Source analysis exemplar.

Source questions worksheet.

5 -Students will be given source analysis scaffold Teacher: Give out source
worksheet. analysis scaffold worksheet.

-Teach is to explain how the scaffold works, Explain how the scaffold
briefly going over the different sections of the works.
scaffold and answering any questions students T
may have about the scaffold. Answer questions students
may have about scaffold.

Student: Read over scaffold.

Listen to teacher’s
explanation of scaffold.

Resources: Scaffold
worksheet.

20 -Divide class into groups into 5 groups of 5 (based Teacher: Divide class into
of 25 students, you can do less or more groups groups, monitor and assist
based on number of students in class on day). groups as they need
assistance.
-Groups will be given a source with a bad source
analysis response.

-Students are to identify source information from Student: Move to groups,

source question worksheet. identify source questions,
apply this information and
-Students are to identify where information was
missing from source analysis provided. Identify missing information
from provided example.
S

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 -Students are to then apply source analysis answer Students are to use source
scaffold to this information to write a two- analysis scaffold to re-write a
paragraph response using the scaffold worksheet. two-paragraph source
analysis on source.

Resources: Source question

worksheets, source scaffold
worksheets.

5 -Groups show two paragraphs to teacher. Teacher: View groups work.

-Teacher then summarises lesson and how this will Summaries lesson, link
be useful in the upcoming assessment. lesson back to assignment.
T/S
-Ask students if they have any questions or Answer student’s questions.
thoughts about the assessment after having
completed these tasks.
Student: Show work to
teacher from groups, Ask any
questions about assignment
or today’s class work.

Resources: Group work.

Assessment outline.

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Reflection

What have I learned about the teaching and learning process when preparing this lesson?

The main thing I learn throughout the process of creating this lesson plan was the division of time
and creating activities that took up an appropriate amount of time. Though I originally had more
planned for this lesson I had to re adjust as there would have been insufficient time to complete all
the tasks.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.2 locate, select and
organise relevant information
from different types of
sources
P3.5 plan and present the
findings of historical
investigations, analysing and
synthesising information
from different types of
sources.
By students applying the source analysis questions
worksheet students select and organise the relevant
information from the sources provided.
Students apply the source analysis questions worksheet
and the source analysis scaffold worksheet to correctly
analyse and synthesise appropriate source analysis.

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.

Graduate Standards Evidence within this lesson

1.2 Understand how Tasks within the lesson are created so that is incorporates
students learn different activities from individual analysis to group participation
and discussions.

1.5 Differentiate Throughout the lesson, explicit instruction where given to

teaching to meet the provide a direct path for students to follow. Students were also
specific learning needs provided different learning and support material from questions
of students across the
to scaffold which accommodate to students who may not be as
full range of abilities
confident with the work.

2.2 Content selection The information in the lesson was structured in a way that first
and organisation introduced the topic, advanced through a process that allowed
students to identify the task, ask questions before and during
then complete the task before summarising the task and their
importance.

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 3.3 Use teaching This lesson incorporates class discussions, individual reflection
strategies and group work which is a wide range of teaching strategies.

3.5 Use effective Students where provided with a clear structure of the lesson,
classroom with learning goals set, they were asked questions and directed
communication through ques in discussions students were also provided
opportunities to ask questions and seek help throughout the
whole lesson.

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?

Make sure chairs are not blocking entrances.

Ensure power cables are out of the way to avoid tripping.
Make sure all exits are free and unobstructed.
Ensure power-points are turned off when not in use.
Make sure fire emergency plans are on display and clearly visible.
When moving around for group work avoid blocking off entrances.
If moving tables or chairs, ensure it is done safely with proper lifting procedures.

References (In APA)

Board of Studies. (2005). Support Material for Modern History Stage 6 Syllabus. BOSTES

Board of Studies. (2009). Modern History Stage 6 Syllabus. BOSTES

Resources Attached:

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 Source Work book:
Source A: Bill Gammage Historians response to Letters and Diaries

Gammage, B 2010, The broken years: Australian soldiers in the Great War, Melbourne University
Publishing, Carlton, Vic.

Soldiers […] wrote for varying purposes. Some were writing home, others deliberately recording the
climax of their lives. Some hardly mentioned the war, others rarely ignored it. Some minimised their
discomforts, a few exaggerated them. Many, when it came to the point, described just what they
saw and felt, because the tumult of the hour denied them an alternative, because they wanted an
exact account for themselves if they lived or for their relatives if they died, or sometimes because
they realised that the thoughts they wrote down might be their last on earth.

Exemplar 1:

Source A, a Historians opinion on letters and diaries from world war 1, is a useful source to an
historian studying the experiences of men in the army. This source is a secondary source written by
a historian in 2010, addressing the experiences presented in diaries and letters by soldiers at war.
The source was written as a reflection of a combination of sources. The source writes this to express
his representation of the experiences of men at war. This source being a secondary source can
cause some problems with reliability though it does represent information that is present in primary
sources so can be considered reliable in a way. As a result of factors such as time period, authors
intentions and content this source can be considered fairly reliable.

The fairly reliable nature of the source renders the information obtained rather useful for a
historian studying personal responses from men at war. The source provides information about,
why soldiers wrote home as can be seen with the perspectives of why soldiers wrote letters. Due to
the limitations of the source such as no direct quotes and being a secondary source the usefulness
of the source is slightly diminished.

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Source B: Women immersing bouchon assemblies for hand grenades in Vatudrip to prevent rust,
Gorham Manufacturing Co., Providence, Rhode Island, during World War I

https://www.loc.gov/item/96510723/

Exemplar 2: Poor response.

Source B looks at women working in a factory. It’s a pretty good source because it shows how things
where then. Women in war had to work and this shows that. Could be good to look at why people
have to work during war.

What is it missing?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

How can this be improved?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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 Source Analysis scaffold:
Questions to consider initially:

- Type (diary, image etc...)

- Origin (Date/time/event)
- Motive (why was the source written/produced?)
- Audience (who was it written/produced for?)
- Content (what is the source about?)
- Perspective (who’s view point is the source from?)
- Reliability (right time line/know info from another source/ seen elsewhere)
- Usefulness (what can be written about in the source? How can this information be used?)

Introduction Refer to source (A, B, C, D), identify the type of source, identify how useful
sentence. it is for historians studying a specific question.

First Paragraph Identify TYPE, ORIGIN and one sentence discussing CONTENT.

Present the PERSPECTIVE including AUTHOR, MOTIVE and AUDIENCE.

(does this effect the reliability of the source?)

Identify CONTENT and FEATURE of source that impact the reliability with
EXAMPLES/EVIDENCE

Link all the above information to the RELIABILITY of the source.

Conclude about reliability (highly reliable, fairly reliable, Fairly unreliable,

unreliable, highly unreliable)
Second Paragraph Address one of the following:

Usefulness of source If source is unreliable – acknowledge unreliability but present usefulness

addressing the of source for addressing ‘QUESTION’.
question.
OR

If source is reliable – acknowledge reliability, how does this effects the

usefulness of a historian studying ‘QUESTION’

THEN

Address what information the source presents with providing examples

Support and for each. (should do this THREE times). For E.g. The source provides
evidence information about ________ as seen in EVIDENCE

Limitations Identify LIMITATIONS of source how does this effect the usefulness.

Conclude Conclude – despite LIMITATIONS Source (A, B ,C ,D) is USEFULNES to the

study of TOPIC/QUESTION

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 Lesson Plan 2

Post-Assessment Lesson Plan

Topic area: Core Study: The Stage of Learner: Year 11 Syllabus Pages: 24-25
World at the Beginning of the
Twentieth Century
Date: week 8 Location Booked: Classroom Lesson Number: 15/20

Time: 60 minutes Total Number of students 25 Printing/preparation

10x source material 1
10x source material 2
15x scaffold worksheet

Outcomes Assessment Students learn about Students learn to

Lesson assessment Source analysis. Ask appropriate questions of

Syllabus outcomes sources.
P3.1 ask relevant historical questions Identifying appropriate
P3.2 locate, select and organise sources. Analyse a source.
relevant information from different
types of sources Developing questions that Research and find appropriate
P3.3 comprehend and analyse sources address sources. sources.
for their usefulness and reliability
P3.5 plan and present the findings of How to approach sources. How to write a source analysis.
historical investigations, analysing and
synthesising information from Understanding bias, Reflect on completed work.
different types of sources.
reliability, usefulness of
P4.1 use historical terms and concepts Adjust work.
appropriately sources.

Life Skills outcomes

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

N/A Source analysis.

Question development.

Historical terminology.

Reflection

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 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

1.2 Deep Students are required to develop questions that address information contained in source
Knowledge. material. This create a deep understanding of the sources they are learning about.

2.1 Explicit Students are provided with scaffold and exemplar work demonstrating the level of work
quality criteria that is required. Lesson will also be outlined on board explicitly listing the activities that will
be undertaken by students.

3.1 Students are to analyse sources, to do this at an appropriate level, background knowledge
Background regarding the topic of the sources is required to interpret the information presented by the
knowlege. sources.

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 Time Teaching and learning actions
(mins)
5 -(Pre-lesson) ensure all printing is completed,
have assessment outlines, make sure video
presentation works.
- As students enter the classroom have them sit
down.
-Once students are seated mark the roll and go
through learning goals/structure of the lesson on
board.
- Give Assessment results with feedback
provided to all students.
- goals should identify what it is that will be
taught/learnt in this lesson.
5 -Briefly go over the assessment, including strong
point and areas that students overall struggled
with (do not mention any student’s names or
marks).
- Allow students to ask any questions regarding
feedback or if there are any problems.
10 - Divide students into groups.
- Provide each group with two sources.
- Ask students as a group to answer the following
questions:
 Origin - when and where?
 Usefulness – can a historian use this?
 Reliability – can it be trusted?
 Motive – why was it created?
 Audience – who was it for?
Trevor Rothery
Organisation Centred
T/S
Teacher: Have materials
prepared before class, mark roll,
go through learning goals of
lesson and give assessment
feedback to students.
Student: Sit down in seats,
receive and read feedback from
assessment. T
Resources: Roll, whiteboard
marker, assessment feedback.
Teacher: Go over assessment
strong/weak points that
students did well/bad in
overall.
Student: Listen to overall
feedback, take notes of general
areas that need improving. T
Resources: Teachers feedback
sheet. (with overall notes of
how the students performed as
a group).
Teacher: Divide class into
groups of roughly 3-4. Provide
each group with source
material. Provide questions on
slide for students to view. Draw
question development table on
the board for next activity.
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  Perspective – what viewpoint does the Student: Move into groups.
source take? Answer the question on board
- As students are completing this task teach will S
for both sources provided.
draw question development table on the board.

Resources: Slide with

questions, access to ICT for
slides. Source material for
groups.

10 - Teacher is to explain to groups how to address Teacher: Explain the question

question development table.
- Teach will ask groups to create questions using
the table as a guide and come up to the front
and write your question in the corresponding
box.
The questions will be through a combination of:
Who, what, where, when, why, how and is, did,
can, would, will, might, are.
For e.g. Who is, who did, what might, why are
etc.
development table to class.
Monitor and assist groups with
questions.
Student: Listen to explanation
of activity, brainstorm as
groups questions that may be S
asked. Go and write these
questions in the corresponding
space.

-some example answers may be: why was this Resources: White board
picture taken, when was this diary written, how markers.
might we use this source to explore the life of ….

-once students have completed this teacher can

overview the usefulness of these question when
analysing a source.

25 -Teacher introduces next activity (source Teacher: Introduce activity,

analysis). Reminds students of areas that can be review feedback from
focused on and improved (based off assessment assessment task again,
feedback). reminding of areas that are
lacking to focus on. Have
-Source analysis is based of the two sources source analysis scaffold ready
provided to students in the groups. in case anyone needs one.
Students may work together or individually to
write their own source analysis of the two S
sources. Student: Review the two
sources provided, analyse both

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 -Teacher will have source analysis scaffold sources with two paragraphs
available to students who may have for each source.
forgotten/lost their copy.

Resources: Source material,

source analysis scaffold
worksheet. Student overall
feedback sheet.

5 -Students will show teacher their source analysis
before leaving class.
-Teacher provides opportunities for students to
reflect on today’s lesson and how this experience
may be useful for reflection of their assessment
task and useful for future work.
Teacher: check work has been
completed, provide
opportunities for questions.
Review how todays class is T/S
useful for revision/reflection
and for future work.

Student: show work to teacher.

Ask any questions regarding
lesson or assessment.

Resources: Students work.

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Reflection

What have I learned about the teaching and learning process when preparing this lesson?

What I learnt through the creation of this lesson plan is that I need to incorporate feedback
and reflection as part of the activities, providing opportunities for students to work on areas
that they may be struggling in.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.4 identify and account for
differing perspectives and
interpretations of the past
Students need to consider different perspectives of sources
through the question development activity. It required
them to think and apply different perspectives throughout
the group to generate new questions and ways of
approaching a source.

P3.5 plan and present the
findings of historical
investigations, analysing and
synthesising information from
different types of sources.
Students apply the source analysis questions worksheet
and the source analysis scaffold worksheet to correctly
analyse and synthesise appropriate source analysis.

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.

Graduate Standards Evidence within this lesson

1.2 Understand how Tasks within the lesson are created so that is incorporates
students learn different activities from individual analysis to group participation
and discussions.

1.5 Differentiate Throughout the lesson, explicit instruction where given to

teaching to meet the provide a direct path for students to follow. Students were also
specific learning needs provided different learning and support material from questions
of students across the
to scaffold which accommodate to students who may not be as
full range of abilities
confident with the work.

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 2.2 Content selection The information in the lesson was structured in a way that first
and organisation introduced the topic, advanced through a process that allowed
students to identify the task, ask questions before and during
then complete the task before summarising the task and their
importance.

3.3 Use teaching This lesson incorporates class discussions, individual reflection
strategies and group work which is a wide range of teaching strategies.

3.5 Use effective Students where provided with a clear structure of the lesson,
classroom with learning goals set, they were asked questions and directed
communication through ques in discussions students were also provided
opportunities to ask questions and seek help throughout the
whole lesson.

5.2 Provide feedback to Students where provided feedback on their assessment task. This
students on their learning feedback was given as written feedback and oral feedback. The
activities in the class were created to generate a focus on the
improvement in the required areas to improve student learning.

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?

Make sure chairs are not blocking entrances.

Ensure power cables are out of the way to avoid tripping.
Make sure all exits are free and unobstructed.
Ensure power-points are turned off when not in use.
Make sure fire emergency plans are on display and clearly visible.
When moving around for group work avoid blocking off entrances.
If moving tables or chairs, ensure it is done safely with proper lifting procedures.

References (In APA)

Board of Studies. (2005). Support Material for Modern History Stage 6 Syllabus.
BOSTES

Board of Studies. (2009). Modern History Stage 6 Syllabus. BOSTES

Resources Attached:

You must list all the resources that you have created or found in this space.

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British imperialism in Africa Source A

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Source D: "Over the top" - American soldiers answering the bugle call to "charge"

https://www.loc.gov/item/96505415/

Source E: http://www.express.co.uk/news/world-war-1/489831/Charlie-May-s-War-
Secret-diary-WWI-officer The secret diaries of a First World War British Army officer tell
of life in the trenches, of rats and death and a longing to return home

November 28, 1915

I see that last evening I boasted that it would take more than rats to disturb us. I was
badly mistaken. They ran over my legs, body, chest and feet.

But when they started on my face I must own that I slavishly surrendered, fell to cursing
horribly and finally changed my lying place. I can tell you they are some rats, these.

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 Source Analysis scaffold:
Questions to consider initially:

- Type (diary, image etc...)

- Origin (Date/time/event)
- Motive (why was the source written/produced?)
- Audience (who was it written/produced for?)
- Content (what is the source about?)
- Perspective (who’s view point is the source from?)
- Reliability (right time line/know info from another source/ seen elsewhere)
- Usefulness (what can be written about in the source? How can this information be
used?)

Introduction Refer to source (A, B, C, D), identify the type of source, identify how
sentence. useful it is for historians studying a specific question.

First Paragraph Identify TYPE, ORIGIN and one sentence discussing CONTENT.

Present the PERSPECTIVE including AUTHOR, MOTIVE and

AUDIENCE. (does this effect the reliability of the source?)

Identify CONTENT and FEATURE of source that impact the reliability

with EXAMPLES/EVIDENCE

Link all the above information to the RELIABILITY of the source.

Conclude about reliability (highly reliable, fairly reliable, Fairly

unreliable, unreliable, highly unreliable)
Second Paragraph Address one of the following:

Usefulness of If source is unreliable – acknowledge unreliability but present

source addressing usefulness of source for addressing ‘QUESTION’.
the question.
OR

If source is reliable – acknowledge reliability, how does this effects

the usefulness of a historian studying ‘QUESTION’

THEN

Address what information the source presents with providing

Support and examples for each. (should do this THREE times). For E.g. The
evidence source provides information about ________ as seen in EVIDENCE

Limitations Identify LIMITATIONS of source how does this effect the usefulness.

Conclude Conclude – despite LIMITATIONS Source (A, B ,C ,D) is USEFULNES

to the study of TOPIC/QUESTION

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