Modern History 2a Seconday Curricullum - Assessment

2A Modern History Diana Kulevski 18218969
102090 Secondary Curriculum 2A Modern History
18218969 Diana Kulevski
Assessment 1
Scope and Sequence Pages 2-3
Concept Map Page 4
Assessment Schedule Page 5-7
Assessment Notification Page 8
Assessment Examination Page 9-16
Unit Outline Page 17-31
Classroom Task Pages 32-33
Pre Assessment Lesson plan Page 34-41
Post Assessment Lesson plan Pagers 42-49
Justification Pages 50-53
Reference List Pages 54-55
1
Sample Scope and Sequence 1

Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Case Studies- Topic: Historical Topic: Core study- 40% Students start the HSC
30% The Reign of Terror Investigation- 30% course in this term.
in France 1792- 1795 The world at the beginning
The origins of the Arab- of the Twentieth century
Napoleon Israeli conflict 1800s-1947
Source based
Syllabus outcomes: Ayatollah Khomeini
Syllabus outcomes:
P1.1, P1.2, P2.1. P3.1, Syllabus outcomes:
P3.2, P3.4, P3.5, P4.1. P1.1, P1.2, P2.1, P3.1,
P1.2, P2.1, P3.3, P3.4, P3.2, P3.3, P3.4, P3.5,
Duration in weeks and P3.5, P4.1, P3.2
hours: Weeks1-7 Case
Study Duration in weeks and Duration in weeks and
hours: hours:
Weeks-8 Assessments
1-8 weeks 1-8 weeks
Weeks 9-10 Personality-
Napoleon 9-10 Ayatollah Khomeini 9-10 exam period
60 minutes / 120 hours 60 minutes / 120 hours 60minitues /120 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 schools 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.
2
Course Term 4 (year 11) Term 1 Term 2 Term 3
HSC Topic: Core study 25% Topic: National Study- Topic: Personalities and Topic: International
50% the Twentieth Century- Studies in Peace Conflict
World War 1 1914-1919: a
25% 25%
source-based study Russia and the Soviet
Union 1917-1941 Leon Trotsky Conflict in Europe 1935-
The Weimar Republic 1945
The Soviet foreign policy Red Army
Syllabus outcomes: Syllabus outcomes:
Syllabus outcomes: Syllabus outcomes:
H1.1, H1.2, H3.2, H3.3,
H1.1, H1.2, H3.2, H3.3, H1.1, H1.2, H3.2, H3.3, H3.4, H3.5, H4.2, H4.2
H1.1, H1.2, H3.2, H3.3, H3.4, H3.5, H4.2, H4.2 H3.4, H3.5, H4.2, H4.2
H3.4, H3.5, H4.2, H4.2
Duration in weeks and
Duration in weeks and Duration in weeks and hours:
Duration in weeks and hours: hours:
hours: Weeks 2-8 Peace in
Weeks 1-8 National Study Weeks 1-7 Personalities Europe
Weeks 1-7- Core study
Weeks 9-10 Investigation Weeks 7-10 Red Army Weeks 8-10 Revision
Weeks 7-10
60 minutes per lesson 60 minutes per lesson 60 minutes per lesson.
60 minutes per lesson
3
4
Assessments Items and Weighting

Assessments for Year 11 Modern History - 2017
Assessment Item and Length or Learning Weighting

Due Date Duration Outcomes
Assessed
1. Speech 8 Minutes P.1.1, P2.1, P.3.4, 30%

Term 1, Week 8. P3.5
2. Historical 2000 words P3.2, P3.3, P3.4, 30%

investigations essay P4.1
Term 2, Week 7.
3. Coordinated Exam
1 Hour P.1.2, P2.1, P4.1, 40%
Term 3, Week 9. P4.2
WORLD AT THE BEGINNING OF THE TWENIETH CENTURY
Assessment 3- Exam: Multiple Choice, Source Analysis and Extended response.
Part 1- Multiple choice. Student will have five multiple-choice questions. 4 Marks
Part 1- Source Analysis. Students will examine 4 sources and write a short response
articulating the meaning behind each source. Students need to ground the source to a
particular account that was studied during the semester. 16 MARKS
Part 2- Short response. Students will have an option of two questions. Selecting one
QUESTION. Students will write an extended response of KEY IDEAS that were
DISSCUSSED throughout the semester. 20 MARKS
5
STUDENTS NAME: Date Returned:
ASSESSMENT CRITIRA FOR THE MULTIPLE

CHOICE QUESTIONS- PART 1.
ANSWERS MARKS AVALIBLE
1. C
2. B
3. C
4. B
/4
ASSESSMENT CRITIRA FOR THE SOURCE ANALYSIS- PART 1
Exceptional ability in making a well structured analysis of the sources.

Outstanding identification in placing the source within a specific
14-16
content of events. Outstanding identification in the usefulness of the
source. Builds an argument in articulating whether the source is
biased. Clear establishment of the intention of the source.
Excellent ability in making a structured analysis of the source.

Admirable identification in placing the sources within a specific
12-14
content. Establishes the usefulness of the source and intention.
Good attempt in making a structured analysis of the source. Attempts

to place the source within a specific content. Attempts to identify the
10-14
usefulness of the source.
Unclear examination of the source. No attempt in articulating the 1-10

source. No attempt in evaluating the usefulness of the source.
Teachers feedback /16
6
STUDENTS NAME: DATE RETURENED:
ASSESSMENT CRITERIA FOR THE SHORT ANSWER QUESTIONS- PART 3
Exceptionally well structured and written response. Makes reference to

at least six or more key events. Outstanding ability in using correct
historiography and terminology. Uses historical debate to builds a strong 17-20
response and argument.
Excellent structured written response. Makes reference of at least four or

more key events. Excellent ability in using acceptable historiography
and terminology. Good attempts to use historical debate to build on an 14-17
argument and response.
Well-structured response. Uses basic language and historical

terminology. Makes reference to at least 2 key events. Attempts to build
on an argument using historical debate. 10-14
Unclear response. Makes no attempting at building an argument and

makes no reference to any sources or correct historical terminology.
1-10
Teachers Feedback /20
7
Students Name.Class..Date Received
WORLD AT THE BEGINNING OF THE TWEENITH CENTURY.
STAGE 6 YEAR 11- MODERN HISTORY EXAMINATION
Assessment Task Date of Task Weighting Total Marks
3 In class- WK-9 40% 40
Illness and inability to complete Examination
Inability to complete the examination due to illness or unforseen circumstance-

students must complete a special considerations form. Teachers, consolers, students
scurvies and the office team all have access to this form.
Failure to submit this form with the correct documentations can result in a zero
mark.
SYLLABIS OUTCOMES BEING ASSESSED
P1.1 Investigate and explain the key features and issues of selected
studies from the eighteen century to 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
P.3.5 Plan and present the findings of historical investigations,

analysing and synthesising information from different types of
sources.
P4.1 Use historical terms and concept appropriately
P4.2 Communicate a knowledge and understanding of historical

features and issues using appropriate and well-structured oral
and written forms.
8
TASK DETAILS
Topic: Core Study- The world at the beginning of the Twentieth century.
EXAMINATION FORMAT EQUIPMENT REQUIRED
DURATION: 1 hour EQUIPMENT NOT PREMITTED

REQUIRED:
NUMBER OF SECTIONS: 3 Pencils
BLUE OR Dictionary
SECTION 3: Multiple BLACK PEN Mobile
choices.
Water in a clear phones
SECTION 2: Source- Based bottle is Text Books
Analysis allowed on the Coloured
SECTION 2: Extended table. pens
response
NOTES TO STUDNETS:
Be sure to arrive early with pens in hand.

Student ID cards are to by placed on desks.
Leave School Bags at the front of the classroom.
Mobile phones are to be switched off and placed in the top right hand corner
of the table facing up.
If you need to go to the bathroom, raise your hand and a supervisor will walk
you to the bathrooms.
Raise you hand if you would like more paper
NOTES TO SUPERVISORS:
Make sure exam dividers are in place before students enter the classroom.
Mark attendance as students enter
No books, notes electronic devices are to be taken out of the students bags.
Ensure mobile phones are switched off and facing upright on the on the right
hand side of the table.
One supervisor escorts a student to the bathroom
Always ensure there is at least one supervisor in the classroom at all times.
Allow a five-minute reading time.
Give a ten-minute warning time and then a five-minute warning when
time is nearly up.
9
TERM 3 WEEK 9
STAGE 6
YEAR-11
MODERN HISTORY
EXAMINATION
1 HOUR
Total Marks- 40
General Instructions
SECTION 1: MULTIPLE CHOICES: pager 1
Reading time- 5 minutes
4 MARKS Working time- 55 minutes
Allow about 5 minutes for this section. Write in blue or pack pen
SECTION 2: SOURCE ANALSIS: Pagers 2-5
16 MARKS
Allow about 15 minutes for this section.
SECTION 3: EXTENED RESPONSE: Pagers 6-8
20 MARKS
Allow about 30 minutes for this section.
10
PART 1: Multiple choices: 4 Marks
QUESTION 1: A movement from country towns of the city is a form of?
A. Industrialisation
B. Democracy
C. Urbanisation
QUESTION 2 Anarchism is a political movement that can be defined as?
A. Increasing the power of the middle class
B. A movement aiming to replace government power with terrorism
C. Promoting ownership of a nations resources
QUESTION 3: Which countries was part of the Triple Entente?
A. France Germany Great Britain
B. Germany Austria/Hungary - Russia
C. Russia Great Britain - France
QUESTION 4: Was the Treaty of Versailles a?
A. Long term effect of WW1
B. A Short term effect of WWII
C. Signed as a treaty before any war took place
Page 1
11
Part 2: Source Analysis
Source 1. 4 marks
Using the picture and the caption, how does this source represent urbanisation?
Page 2
12
Source 2. 4 marks
Looking at the two imagers and the caption below, what was the sate of Africa at the
beginning of the twentieth century?
Page 3
13
Source 3. 4 marks
Looking at this drawing, what do YOU think was the illustrators intention?
Page 4
14
Source 4. 4 marks
Using the animation captions and content below, how would YOU describe the current
state of the world this source is representing?
Page 5
15
Section 3: Extended Response. 20 Marks
Answer ONE of the following questions
The Sun Never Sets on the British Empire The Scramble for Africa
Using the two quotes above, explain Great Britains Imperil position at the beginning of
the twentieth century?
Or
How did the events of the early twentieth century bring on new forms of ideas and
social change?
Page 6
16
Unit Outline
Week? Syllabus Teaching and Learning Strategies including assessment for Resources
Sequence content learning.
Core Study: The World at the Beginning of the Twentieth -A source book
Century. of readings
WK.1 P1.1, will be handed
Introduction to the core unit. out. This book
The whole unit outline is on a power point display. Every will be the
Lesson 1 lesson, a power point will be used in navigating the students point of
through the lesson. This ICT element allows for students to reference
60
refer to the power point as a point of reference. Utilizing the throughout the
Minutes smart board in this way assists students with their whole
understanding throughout the semester. semester.
Using the concept map, lay out the foundations of the semester -A timeline of
ahead. Outline the themes, concepts and outcomes that will be major events.
taught and later assessment in accordance with the preliminary Starting at the
syllabus. beginning at
the League of
Prime focus Three
Emperors
Describe the key features, groups and events that will be
otherwise
covered during the course of the semester through the use of:
known as the
Source Analysis Three
Historical debate Caesars
Student investigation Alliance.
Case studies -Students will
Historical Analysis have a detailed
timeline up
until 1918.
Load up the slide presentation on the smart board. Using both
secondary and primary sources, students will be analysing a Differentiation
map of Europe between 1900-1914.
ELAD
The second half of the lesson introduces students to specific
groups and events from the late nineteenth century to the Students will
beginning of the twentieth century. Using the smart board, work off
bring up the timeline of events and highlight crucial dates. worksheets in
an extended
Finally, highlight the 5-point method that will be used mapping
throughout the semester. exercise. This
will familiarise
Reading- Creating a readings booklet as the prime
theme with the
source of reference
current state of
17
Observing it- Introducing the topic of the week through affairs in

a primary source. Europe.
Doing it The weekly speaking classroom activity
G&T
Advice- Giving constructive feedback and comments
throughout the lesson Students will
Talking about it- Encouraging classroom discussion. write a
summary of
Class activity
what they
Discuss the assessments. already know
about Europe
Allocate at least 2 students each week to the weekly coming into
investigation task, beginning in lesson 3. Each student is the first lesson.
to present to the class for 3 minutes each. Students can This allows for
collaborate if they wish. Otherwise individual he teacher to
presentations are acceptable. Students can use any ICT gain a
elements they wish. complete
understanding
Presentation suggestion
of the students
Speeches ability.
Videos Low SES
Power point presentations
Plickers, Prezzi, Animations etc. A supplies
cupboard is
Hand out the classroom tasks questions and allow the student a filled with
few minutes to read through them. Ask for any volunteers to pens papers
begin in lesson 3 and slowly go around the room-allocating and source
students to a lesson. books. All
available to the
Presentation will Commence in lesson 3 up until lesson 16.
students.
The Nature of European Society Resources
P1.2 Historical knowledge Power point
WK.1 This lesson will analyse the growing tension amongst the * Worksheets
European powers of Germany, Britain, Russia and Austria- of Primary
Lesson 2 Hungary. accounts of
60 European life
A short introduction highlighting the emerging force of will be handed
Minuets Germany under Chancellor Otto Von Bismarck and Germanys out to students.
growing economy will be analysed through statics and data
documenting its economic and military growth. * Readings,
Prime Focus Germany and

economic
This lesson will builds students ability to investigate and later
18
discuses key features in Germanys growth and how it shaped growth in the
European society. early
Twentieth
Class Activity Century.
As a class, students will mind map key events and ideas Differentiation
discussed over the last two lessons. Key ideas include- the
current state of Germany and its economic growth. How did EALD
this growth contribute in shaping European society?
A teachers aid
Investigation question for lesson 3 to be presented at the will ask
beginning of the lesson. participate in a
quite
What was Germany current state of living standards like in the discussion
early Twentieth Century? with students
about what
they have
learnt over the
last two
lessons.
G&T
Students will
write a short
reviews the
reading.
Begin the lesson with the student presenters. Spend no more Resources
then 10mintues on this task. These tasks are in place to begin
the lesson with a student centred focused. The goal of this
P2.1 activity is to flash out any misgivings and understanding *Students will
students may have surround the historical content thus far. read through
WK.2 P3.1 diary entries of
The Nature of European Society
Lesson 3 written
Historical Knowledge accounts of
60 factory
Minutes This lesson will focus on the class difference emerging in workers during
European society. More specifically the people. this time.
The living standard between the rich and the poor saw the https://sourceb
emergence of the middle class and the working class. Most of ooks.fordham.
which stem from the aristocrats, landowners, industrialists edu/mod/mods
revolution and urbanisation. book.asp
Prime focus Differentiation
As a class, select a range of primary sources to analyse. This
19
builds students ability to interpret the value of primary sources. EALD
Evaluate the usefulness of the source? Students will

Is the source biased? work with a
teachers aid and
Is the intention of the source clear?
in a small group
****This activity will also help them with their second analysis the
assessment**** sources
together.
This lesson will further dive into the social and economic
G&T
structures being challenged. Points of reference include
Will learn to
Women entering the workforce link sources
The development of democracy. together,
compare them
Class Activity and even raise
issues with
Students will write a diary entry as a factory worker detailing a
them.
daily life. Students need to make reference to the current
hierarchy they are working under.
Investigation question to be presented at the beginning

of lesson week 4.
What impact did the industrial revolution have towards the

living standards in the early twentieth century?
Begin the lesson with the student presenters. Spend no more Recourses
WK.2 the lesson with a student centred focused. The goal of this Student will
activity is to flash out any misgivings and understanding look and
Lesson 4 P2.1 analyse
students may have surround the historical content thus far.
60 P3.2 economic
Urbanisation and Industrialisation statics, the
Minutes number of
Historical knowledge people
Industrialization of the eighteenth century culmination at the working and
beginning of the twentieth century. We saw a change in moving into
economic growth population growth and the move from rural urban areas.
areas to urban. The life during the beginning of the twentieth Differentiation
century saw the ramifications of the effects of the industrial
revolution and the development of technology and education EALD
was beginning to reach a wider population.
Students will
Prime Focus work as a
small group
Industrialisation saw the increase of urbanisation, with more and write a
people living in the cities especially in western Europe. This letter to their
20
increases trade value; evidently lead to the need for trade families using
dominance. the sources
provided.
Students will look at these changers and examine they
contributed to the European society in early twentieth G&T
century.
Students are
Class activity required to
write a 200-
Students will write a letter back to their families as word response
young works living during this time. Student must to the class
explain how urbanisation has effected their living presenter. This
situations, can be good or bad. assessment is
not marked but
Investigation question to be presented at the beginning of
rather in
week 5:
placed as a
How did urbanisation contribute towards the social changes in listening and
Europe? responding
task.
the lesson with a student centred focused. The goal of this A booklet of
activity is to flash out any misgivings and understanding readings.
WK.3 P3.2
students may have surround the historical content thus far. Read pagers
Lesson 5 44-45 and 46-
Social Change
6o 47.
Historical knowledge
Minutes Differentiation
The growth of industry and cities challenged the traditional
family life. This led to the female suffragettism and the second ELAD
wave of feminism. Students will
The social divide was beginning to manifest and more people have a short
were enjoying social pleasures. question and
answer
Prime Focus worksheet to
use in
This lesson will look at primary accounts of the suffrages and summarising
the rise in feminism. The second half of the lesson will be the readings.
primary sourced based looking at the different social structures This helps
of women and how they challenged the social structure. them break
Class activity down the
article.
Students will begin to consider historical debate when writing a
21
response. As a class, hold a discussion on the two different G&F

arguments made in the readings.
Students will
Investigation question presented at the beginning of week 6: begin to
consider
What forms of government had the biggest impact in European historical
society? debate.
Students will
outline two
different
arguments
made in the
readings and
hypothesise a
response.
P3.2 Power point
P4.1 activity is to flash out any misgivings and understanding Readings
students may have surround the historical content thus far.
WK.3 P4.2
Challenging Forms of Government
Lesson 6 Differentiation
60 EALD
The beginning of the twentieth century saw the ramifications of
Students will
Minutes the French revolution influences that led to the dramatic change
work through a
in other governing bodies. Autocrats, dynastic authority and timeline of
constitutional monarchy authority over the people were being events and high
challenged in Austria, Germany and Russia. light turning
points.
Prime Focus
G&T
This lesson will look at and how the people powers were
challenging forms of governing. The second half of the lesson Student will also
will cover The Romanov family rule of Russia since 1613 and focus on the
how it differed from the British monarchy. A case study will corollary
be used in discussing; connection
between the
Tsar Nicholas II industrial
revolution and
Classroom activities. how it
influenced
Using the sources in there booklets, students will outline the changing forms
different ruling systems in Russia and Britain. of government.
22

week 7:
What events lead to the collapse of dynastic ruling? Make

reference to Tsar Nicolas II
P1.1 The booklet
P2.1 activity is to flash out any misgivings and understanding
students may have surround the historical content thus far
WK.4 Differentiation
The Emergence of Imperialism
Lesson 7 ELAD
60 Students will
During late nineteenth century and early twentieth centuries, compare a map
Minutes the dominance of Empire and powerful rulers led to from the early
Imperialism. The Austria-Hungary Empire, The French Empire twentieth
and the German, British Russian Empires were in tight battle in century and a
the colonisation race. map of today.
This activity
Prime Focus
allows students
The focus of the lesson will be the British Empire. Primary to familiarise
Source, mainly imagery will use in teaching students how to themselves
analyse and synthesis sources. These skills are required for the with empires
students during exam time. building.
Class activity G&T
Mapping exercise: students will analyse a map of the Students will

dominance of empires during the early twentieth century. write a letter to
as a youth and
Investigation question to be presented at the beginning of their feelings
week 8: on the current
How did the British empire dominate colonisation during the state of affairs.
early twentieth century?
23
P3.4 the lesson with a student centred focused. The goal of this The Readings
activity is to flash out any misgivings and understanding booklet.
WK.4 P4.2 students may have surround the historical content thus far
Differentiation
Lesson 8 The Growth of Imperialism
60 Historical knowledge
EALD
Minutes The fundamental motivation behind the growth of imperialism
Students will
was in essences who ever could control The Resources, The
draw different
Ocean and Raw Materials had the power. Smaller colonies types of food
provided the resources such as food, materials and labour. and materials
that were being
Prime Focus
traded.
This lesson will focus on numbers and statistics surrounding G&T
imperialism growth.
Students outline
A map of the world will be used that documents the crucial trade
land mass of the great empires items that led to
The human population within each empire imperialism.
The percentage of other nations within the empire.
Class activity
Students will watch the following clip and dot point main
points they will discuss in small groups.
https://youtu.be/mtvvM09cGy4
Investigation question to presented at the beginning of week

9:
What impact did Imperialism have on smaller colonies?
the lesson with a student centred focused. The goal of this Power point
WK.5 activity is to flash out any misgivings and understanding Readings and
students may have surround the historical content thus far statistical data
Lesson 9 highlighting
Growth of Imperialism in Africa.
60 the materials
Historical Knowledge and resources
Minutes that are
European empires believed that imperialism would bring social available in
structure and order to the colonies. Britain was leading the way colonised
and focused largely on Africa, Asia and the Pacific.
24
Colonisation of Africa would increase Britains strong hold on nations and not
becoming the biggest and greatest empire. Europe.
Prime Focus Differentiation
The lesson will factor Africas worth to Europe. Using statics EALD
and primary sources, students will dive into the social, political
and cultural factors that saw the race within Europe to colonise
Africa. The second half of the lesson will focus on the people Students will
of Africa. participate in
the kahoot
The impact colonisation had on the Indigenous people game
and their cultures.
Class activity
G&T
https://youtu.be/cAMTB-DRRfE
Students will
write responses
to letters they
Students will participate in a Kahoot Game. Kahoot read in class.
questions will consists of the reason behind imperialism
and why Britain so greatly wanted to colonise Africa.
Students will look at letters written during this time and

will write a response
Investigation question to be presented in lesson 10:
What materials and resources did Africa have that was great
value to the European Empires?
WK.5 P3.2 activity is to flash out any misgivings and understanding Readings
Lesson Differentiation
10 Colonial Rivalries
EALD
60 Historical Knowledge
Students will
Minutes The control of Africa brought about new tension amongst the work off
European Powers. The Scrabble for Africa 18701914 worksheets.
brought about conflictive standpoints amongst the great powers.
G&T
The British saw great profit in building a railroad from Using ICT,
its colonised territories in east Africa to south Africa students will use
France saw profit in linking its territories in west Africa
25
to east Africa websites
Prime Focus
https://sourcebo
Historical debate- Students will read articulate the growing oks.fordham.edu
tension between Britain and France over territories in Africa /mod/modsbook
.asp
The second half of the lesson will have students analyses two
different readings and highlight different perspectives. Students http://gale.cen
will learn to understand different perspectives of the European gage.co.uk/pro
powers and the colonised nations. duct-
highlights/hist
ory/eighteenth-
Class activity
century-
Students will work through sources and write a mock proposal collections-
why Britain should build the railways and why France should online.aspx
build a railway.

lesson 11:
Why was tension building amongst the European powers?
WK.6 activity is to flash out any misgivings and understanding Readings

Lesson 11 P1.1 Differentiation
The Emerging forces
60 P3.1 EALD
Historical Knowledge
Minutes Students will
The first decade of the twentieth century saw the emergence of work with a
great imperial powers. The race to colonise Africa, Asia and the teachers aid and
pacific led to growing tensions in Europe over status,
G&T
domination and power. Therefore, within that realm, the
Emergence of Forces and peace treaties served to prevent Students will
tension boiling over. timeline events
using maps and
Prime Focus: dot point events
that lead to the
The prime focus of this lesson will examine the Emerging emerging forces.
forces in the second decade of the twentieth century. Topic of
discussion are:
Triple Entente- Britain, Russia and France.

Triple Alliance- Germany, Austria- Hungary and Italy.
26
Class activity:
Storyboard and mapping exercise. Students are to story board a

timeline of events that led to the formation of the Emerging
forces.
The second half of the lesson- students will focus on a mapping

exercise. Mapping the growing territories of imperialism and
inspecting the zone of proximity amongst the nations will be
explored.

lesson 12:
How did imperialism lead European nation to emergence

forces?
the lesson with a student centred focused. The goal of this The Source
activity is to flash out any misgivings and understanding Booklet
WK.6 P3.4
students may have surround the historical content thus far. Readings
Lesson 12 P3.5
Emerging ideas
60
Historical Knowledge Differentiation
Minutes
As more people began entering the workforce and education EALD G&T
already reaching the masses, the middle class, working class work together
and the lower class were beginning to influence the social and explore
structure. As discussed in pervious lessons, new forms of these websites.
political ideals were emerging. More people began to questions
https://sourcebo
there rights and began seeking out new doctrines.
oks.fordham.edu
Prime Focus: /mod/modsbook
.asp
The prime focus of this lesson will be new forms of politics.
http://gale.cen
The majority of the lesson will be unpacking;
gage.co.uk/pro
Socialism duct-
Marxism highlights/hist
Trade unionism ory/eighteenth-
century-
collections-
online.aspx
Class activity
27
https://youtu.be/B3u4EFTwprM
As a class, watch this clip and ask students to dot point main
ideas.
Investigation question to be presented in lesson 13:
How are Socialism and Marxism challenge ideals challenge

political leaders?
the lesson with a student centred focused. The goal of this The Readings
students may have surround the historical content thus far. Differentiation
WK.7 P3.4
Anarchism and Nationalism EALD
Lesson 13 P3.5
Historical Knowledge In a group
60 students will
People uprising against unjust governments are phenomenon analyse sources
Minutes we explored earlier in the semester. The emergence of together.
Anarchism in the twentieth century can correlate with impact
the French revolution had in the late eighteenth century. People G&T
demanding a role in the nations governing body saw a rise in Students will
nationalism as well as individual right. compare and
contrast the
Prime Focus
sources in the
Sourced based exercises. booklet.
Students will utilise the skills they have been learning all
semester in analysing primary sources.
Class activity
Students will work in small groups using various

methods in analysing sources.
The second half of the lesson will require
students to present their findings to the class.

lesson 14:
What to primary sources tell us about the impact anarchism and

nationalism was having on the people?
28
the lesson with a student centred focused. The goal of this The Source
WK.7 P4.2
students may have surround the historical content thus far. Readings
Lesson 14 P3.5
Emerging ideas-
60
Minutes
Modern Globalisation was shaped by imperialism. The effects Differentiation
were emerging internationally through the movement of people,
materials and the need for empires to strengthen their power. EALD
Prime Focus Students will

discuss how
This lesson will focus on the impact globalisation was having globalisation
on the Imperialist nations. came about.
Internationalism G&T
Globalisation Students will
write a short
summary on
Class activity globalisation.
Dot point major events that lead to globalisation using the video
below.
https://youtu.be/5SnR-e0S6Ic

lesson 15
How did globalisation contribute to tensions in Europe?
WK.8 P.3.2 The Source
Lesson 15 P3.3
students may have surround the historical content thus far Readings
60
Minutes
World War 1- the short term effects
Tensions in Europe finally boiled over at the beginning of
29
World War 1 began in August 1914. With the assassination of Differentiation

Franz Ferdinand, heir to the Austro-Hungarian throne, the great
EALD
powers were at war until 1918.
Students will
Prime Focus
work with a
teachers aid and
Enormous cost in money
outline short
Treaty of Versailles
term effects of
League of Nations WW1
Classroom Activity
https://youtu.be/PbwH1ZBnYds G&T
As a class, discuss the short-term effects of World War 1. Using the maps,
highlight
Investigation question to be presented at the beginning of territories lost
lesson 16: and gained after
WW1
What lead to the formation of the league of Nations?
WK.8 P3.3 The Source
Lesson 16
students may have surround the historical content thus far Readings
60
Prime Focus Differentiation
Minutes
World War 1- the Long term effects EALD
The long term effects of WW1 saw starvation, great economic Students will
loss and casualties. dot point long
term effects on
Class activity WW1
As a class, discuss the Long Term effects of World War 1. G&T
https://youtu.be/WD7rWPqfEy4 Consider
historical debate
NO INVESTIGATION QUESTIONS. in writing a
summary of the
long term
effects of WW1
Resources
WK.9 P3.5 Prime Focus Students will

be given
Lesson 17 PRE ASSESSMNET LESSON. revision
30
60 This lesson will focus on revision of the past semester and the sheets,
upcoming examination
Minutes
Class activity
Differentiation
A khaoot Game will be played in summarising the
EALD
semesters content.
Students will
work with a
teachers aid
through the
division sheets
WK.9 Prime Focus No Resources
Lesson 18
60 Final Examination
Minutes
WK.10 Prime Focus Resources
Lesson 19 This lesson will focus on post assessment feedback. All

assessments and marks will be returned. Assessments
60
Areas of focus include, understanding how to best handed back.
Minutes utilize the primary source in supporting your argument.
WK.10 Prime Focus Resources
Lesson 20 Recap the unit and play the film Gallipoli. This will help Play the film on
students next semester when WW1 is the area of study. the Smart Board
60
Minutes https://youtu.be/ojFxlULdEQo
Evaluation of the learning and teaching Indications of learning
Classroom Task
Students are required to present a 3-minute presentation in their allocated week over
the course of the semester. Students will lead off each lesson by answering a specific
question as outlined in the learning guide. Each question will be based on the weeks
31
readings.
Lesson 3 What was Germany current state of living standards like in

the early Twentieth Century?
Lesson 4 What impact did the industrial revolution have towards the
living standards in the early twentieth century?
Lesson 5 How did urbanisation contribute towards the social changes

in Europe
Lesson 6
What forms of government had the biggest impact in

European society?
Lesson 7 What events lead to the collapse of dynastic ruling? Make

reference to Tsar Nicolas II
Lesson 8 How did the British empire dominate colonisation during the
early twentieth century?
Lesson 9 What impact did Imperialism have on smaller colonies?
Lesson 10 What materials and resources did Africa have that was great
value to the European Empires?
Lesson 11 Why was tension building amongst the European powers?
Lesson 12 How did imperialism lead European nation to emergence

forces?
Lesson 13 How did imperialism lead European nation to emergence

forces?
32
Lesson 14 What to primary sources tell us about the impact anarchism

and nationalism was having on the people?
Lesson 15 How did globalisation contribute to tensions in Europe?
Lesson 16 What lead to the formation of the league of Nations?
Pre Assessment Lesson Plan
33
Topic area: World at the Stage of Learner: Year 11- Syllabus Pages:
beginning of the twentieth Stage -6 14/25
century.
Date: 25/5/7017 Location Booked: L-90 Lesson Number: 16/20
Time: 60 minutes Total Number of students: 20 Printing/preparation

Timeline and Readings
Outcomes Assessment Students learn about Students learn to
Lesson assessment Analyse the major Evaluate the

events and issues usefulness and
Syllabus outcomes Kahhot.com.au relevant at the reliability of
turn of the sources.
P1.1, Source analysis
century Describe and
P3.3,
P4.1, Present the evaluate the role ok
findings of key individuals and
Life Skills outcomes investigations on groups at the turn
aspects of the of the century
period, analysing
and synthesising
information from
different types of
sources.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Source Analysis
Historical Inquiry
Historical debate
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
34
1.1 Deep 1.4 Higher-order

Intellectual Quality knowledge thinking
This refers to pedagogy focused on producing deep understanding
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding
requires students to engage in higher-order thinking and to 1.6 Substantive
communicate substantively about what they are learning. 1.3 Problematic communication
knowledge
2.1 Explicit quality 2.4 Social Support

Quality Learning Environment criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and 2.3 High 2.6 Student direction
among students. Expectations
3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural
with students prior knowledge and identities, with contexts outside knowledge 3.6 Narrative
of the classroom, and with multiple ways of knowing all 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 will gain a deep understanding of the concepts, themes, key features,
understanding individuals and groups that have been examined over the course of semester.
2.2 Student will actively engage with source material in groups and individually.
Engagement
35
Time Teaching and learning actions Organisation Centred
T/S
Teacher:
5 General house keeping and jump straight into the Marks roll and hands out
lesson. sources.
Minutes T
Load up the Prezzie and handout the revision work Student:
sheets.
Take out any pre-exam
The lesson will be split into two halves. The first 30 questions students they
minutes will cover the historical material covered have prepared.
over throughout the semester and the second half will
cover source analysis and historical debate. Resources:
********* Teachers Note********* Revision work sheets.
When going through the slides, be sure to link all the

key ideas together. Revise the semesters content by
using maps, timelines to articulate the world at the
beginning of the twentieth century. Note the students
body language and ask if you need to cover any
specific details they are unsure of.
Be sure to leave 5 minutes at the end for question

time.
Teacher:
10 The first slide on the power point will revise: Use the power point and T/S
outline important areas
Minutes The Nature of European Society of study.
Within that framework, highlight the time line of Student:
events that began with industrialisation linking it to
urbanisation and the impact it had on social change. Students are to work off
the revision sheet and
note take key ideas
As a classroom discussion ask student how these discussed.
events led to Challenging Forms of Government. Resources:
Differentiation Revision work sheets.
EALD Students will work as a group with a
teachers aid through the work sheet.
36
10 The second slide on the power point will revise: Teacher: T/S
Minutes The Emergence of Imperialism Use the power point and

Recap key ideals the brought about the growth of of study.
Imperialism in Africa and how imperialism
enlightened colonial rivalries. Student:
Students will work off

the revision sheet and
note take key ideas
discussed.
Resources:
Revision work sheets.
10 The third slide of the power point will revise: Teacher:
Minutes The Emerging forces. Use the power point and

Highlight the key features during the emergence of of study. T/S
imperialism that led to.
Student:
Triple Entente- Britain, Russia and France.
Triple Alliance- Germany, Austria- Students will work off
Hungary and Italy the revision sheet and
note take key ideas
discussed.
The fourth slide will revise the emerging ideas of the
early twentieth century with special attention to: Resources:
Socialism Revision work sheets.

Marxism
Trade unionism
The final slide will highlight how everything we have

learnt over the last few weeks led to World War 1.
Short-term effects
Long-term effects
37
Teacher:
Load up the kahoot T/S

game on the smart board
5 Load up the Kahoot game. This Kahoot is designed and hand out ipads and
with basic revision questions students can answer in a laptops.
Minutes fun and interactive manner.
After the game calm the excitement and students

down by hosting a question and answer time in Student:
regards to the first half of the lesson.
Play kahoot and ask
relevant questions in
regards to the theory
base part of the lesson.
Resources:
ipads and laptops.
The second half of the lesson will focus on sources Teacher:

analysis and historical debate. As a class investigate
the first source together. Recap all the key features we Hand out the source T/S
have been using all semester in analysing sources revision sheets
10
such as: Student:
Minutes
Evaluate the usefulness of the source? Students will work first
Is the source biased? work individually and
Is the intention of the source clear? then in groups analysing
sources.
Class Activity
Resources:
In small groups of 5 ask students to analyse the source
by answering the following questions: Revision work sheets.
Source analysis section.
Who produced the source?
What is the purpose of the source?
Where is the source taking place
What is the source saying?
What is missing from the source
When was the source produced?
How is the source presenting a specific
timeframe?
38
Final source note- remind students to
Look at the reliability of the sources and the

perspective the source is telling
Talk about the limitation of the source, clear
understanding of perspective
Differentiation
EALD Students will work as a group with a

teachers aid and answer the following questions in the
work sheet.
The final 10 minutes of the lesson will be in a class Teacher:

discussion emphasising the importance of historical
10 debate when answering historical questions. Recap the lesson and ask T/S
minutes students if the have any
Remind students about the correct HISTORICAL final questions.
TERMINOLOGY to use in the exam. Such as
Key words when describing a certain social

Student:
change,
Contrasting, identifying, evaluating and most Final opportunity for
importantly, showing the ability that you questions.
understand the sources.
Establish a historical inquiry Resources:
Allow time at the end for final questions and concerns Revision work sheets.
about the exam. Source analysis section.
******** Teachers Note*******
Remember to tell students to not stress and to look

over their worksheets and readings. Inform students to
have a good nights rest and that you have faith in
them that they will do just fine.
Final note is to wish them the best of luck.
39
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
This lesson was designed to assist students with the upcoming exam. Preparing the lesson
content on a power point allowed students to look at the past semester chronology and build
on ideas. This lesson is designed as a flow on effect in grouping all key events, groups and
concepts together.
Splitting the lesson in half theory and source based- is a secret hint for students in what to
expect in the exam. Working through sources together is an effective way students can
verbally explain their knowledge. Leaving the last 5 minutes for question time is important
to clear any misgivings students may have.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
P1.1 Designing revision sheets that describe a timeline of

events of key individual, groups and events.
P3.3 Revise the techniques used in source analysis
P4.1 Highlight appropriate terminology to use when

analysing sources and in the extended response.
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.
40
Graduate Evidence within this lesson

Standards
1.2 Creating a revisions sheets suitable for EALD G&T students
3.2 Planned and structured the learning materials to build and flow on
from one another. This sequence allows students to follow a timeline
of events.
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?
This lesson only requires the use of the smart board, work sheets and notepads.
School rules and general safety measures should be followed in case of an emergence.
Students are not at any physical risk during this lesson.
Resources Attached:
Revision work sheets and Power point presentation.
41
Post Assessment Lesson Plan
Topic area: World at the Stage of Learner: Syllabus Pages:

Beginning of the Twentieth Stage 6 - Year 11 14/25
Century.
Date: 28/5/2017 Location Booked: L-90 Lesson Number: 18 /20
Time: 60 minutes Total Number of students: 20 Printing/preparation:

Feedback Sheets
Outcomes Assessment Students learn about Students learn to
Lesson
assessment
Syllabus outcomes Improving on How to identify
P4.2 Assessment their skills and areas that need
P3.4 feedback assessment improving in
results. their
understanding
Life Skills outcomes of historical
events
How to analyse
a source.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Self reflection
Self evaluation
Source analysis
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
42
1.1 Deep 1.4 Higher-order

Intellectual Quality knowledge thinking
This refers to pedagogy focused on producing deep understanding
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding
requires students to engage in higher-order thinking and to 1.6 Substantive
communicate substantively about what they are learning. 1.3 Problematic communication
knowledge
2.1 Explicit quality 2.4 Social Support

Quality Learning Environment criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and 2.3 High 2.6 Student direction
among students. Expectations
3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural
with students prior knowledge and identities, with contexts outside knowledge 3.6 Narrative
of the classroom, and with multiple ways of knowing all 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
Higher order Students will exercise ideas on how to engage with higher order thinking.
thinking
Students will learn how to better engage with source material, key events, groups and
individuals.
Engagement
43
Time Teaching and learning actions Organisation Centred
T/S
5 General house keeping and jump straight into the Teacher:

lesson.
Minutes Marks roll T
Load up the Power point display and handout the
assessment backs to the correct student. Student:
Take there seats
Resources:
First half of the lesson will cover the source Teacher:

analysis covered in the exam.
20 Go through the T
Dive right into source analysis. Bring up the 3 key key feedback
Minutes elements to think about when evaluating a source. elements and
areas students
Evaluate the usefulness of the source? need to improve.
Is the source biased?
Is the intention of the source clear? Show exams of
passed HSC
So many avoidable marks were lost by not using papers.
this mythology. Students were spending too much
focus on describing what the source picture, Student:
drawing or animation contained and not what was
missing.
Resources:
Placing the source within a particular context and
would have pushed marks one bracket higher.
Using appropriate historical terminology and

higher order thinking can assist students in
digging deeper into what the source is presenting.
This can be improved by exercising the mind in
looking for what is not being presented.
As a class
Use old HSC papers and go through the sources.

Map out ideas that are represented in the sources
and ideas that may lead the sources to a biased
opinion. Remembering to emprises what is
44
missing from the source is essential in evaluating

the reliability of the source presented.
20 The second half of the lesson will cover Teacher:

historical content.
Minutes Go through key
Answering an extended question in an exam areas that
allows students to build on an argument. students missed T
Throughout the semester students had a readings during the exam.
booklet that was used for the weekly
investigations questions. Different readings and Student:
historical debates were discussed in allowing
students to gain a secular understanding of the
historical content being taught. This was done so Resources:
students do not represent a liner response.
The unit is designed in a formation that builds on

one big idea after the other.
The first question in the examination offered two

quotes. The students that performed better utilized
the quotes in developing an argument. For
example:
The sun never sets on the British Empire

The Scramble for Africa
Using the two quotes above, explain Great

Britains Imperil position at the beginning of
the twentieth century?
The first quote indicates that the British Empire

was so extensive that;
Industrialization
Colonisation,
Trade,
Military economy
Saw Great Britain as the biggest Empire during

this time. The second quotation indicated to
students that they should expand on this debate
and evaluate the importance of Africa to the
British Empire and the tension it was causing
other European nations such as France.
45
The second question:
How did the events of the early twentieth

century bring on new forms of ideas and social
change?
Allowed students who grasped the social changes

and emerging ideas and more interesting to build
on the social change that emerged at the beginning
of the twentieth century.
Highlight key ideas and events that took place

such as:
Socialism
Marxism
Urbanization
Anarchism
These ideals challenged the traditional forms of

government such as:
Dynastic rulers
Autocrats
Monarchy
As a class students will
Students will mind map ideas and link them to

ideals that led to social change. The Concept map
showed in the first lesson and that is in the second
page of the students booklets can be used as a
point of reference.
10 Teacher:
Minutes General assessment feedback Gives feedback T
The avoidable mistakes students were making was Student:

simply brushing over the key ideas and not liking
them to an example.
Students not understanding the nature of the task Resources:

and making small errors by looking what the
question is asking.
46
Reflective thinking.
Higher order thinking
Reminding students to read back on their work

and to take a moment to really consider what the
question is asking,
******Teachers Note******
Do take this time do congratulate students on

effort and grasping the key ideas learnt over the
semester. Encouraging students to stay on the
right track and to continue to working on
obtaining the skills in source analysis will benefit
them during there HSC year.
Teacher:
5 Use the final five minutes of the lesson to answer Answers final T/S
any questions students may have about their exam. questions
Minutes If students wish to speak to you privately then
arrange a time. Right after the lesson should Student:
normally be fine or during the break time if that is Asks final
more suitable. questions
Resources:
Reflection
What have I learned about the teaching and learning process when preparing
this lesson?
This lesson has taught me how to give students constructive feedback. Ensuring that
the feedback is verbalised as areas students can build on and not mistakes, encourages
students to build on existing ideas. It is imperative beginning the lesson on a positive
note and not negatively because some students may be feeling dishearten with their
assessment mark.
47
However, it is crucial to articulate areas of concern. If this is not flushed out then
students will continue to make the same mistakes. Instead of telling students that they
are wrong, direct them to the correct way of thinking.
Running through the source analysis formula as a class and again in small groups
allows students to practice the key formula used in source analysis. As for the
extended response section, breaking down the questions into small parts and telling
students about key ideas they could have added builds on their high order thinking
and that the answers always lie within the question. Inform students that by simply
adding a point out process approach to their skill set, will be extremely beneficial for
their next semester in the HSC.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
Higher order thinking Building on the students skill set by outlining the need
for students to use specific formulas when approaching
source analysis
Engagement Engaging with the sources, texts, and concepts that are
available to them in the exam and use the knowledge
they have gained throughout the semester to better
answer the question.
48
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 Evidence within this lesson

Standards
3.3 Using appropriate teaching strategies that can equip students with the
right skill set to take in the exam.
5.2 Provide constructive feedback that students can take away and learn
from. Ensure that your approach is not negative and discouraging.
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?
This lesson only requires the use of the smart board, work sheets and notepads.
School rules and general safety measures should be followed in case of an emergence.
Students are not at any physical risk during this lesson.
Resources Attached:
You must list all the resources that you have created or found in this space.
Students assessments and feedback information
49
Justification
Designing a unit outline that embodies the foundations of the syllabus outcomes is
achieved through an inquiry approach. The inquiry approach is framing course and
content around meaningful questions that employ disciplinary habits of mind
(Neumann, 2012). Research shows that by taking an inquiry approach, students are
more likely to take thinking seriously. Additionally, implementing the inquiring
method requires effective teaching practices that can be executed effortlessly every
lesson and in essences safeguards the unit from running out of steam come end of
semester.
Using the inquiry framework, the unit outline is carefully designed with specific
elements in mind that prepare students for assessment. Each lesson is scaffolded to
develop key skills in building students strengths in the study of historiography. The
unit outline is set up to cover five specific methods of learning. The five methods in
place are:
Reading- Creating a reading booklet as the prime source of reference
Observing it- Introducing the topic of the week through a primary source.
Doing it The weekly speaking classroom activity
Advice- Giving constructive feedback and comments throughout the lesson
Talking about it- Encouraging classroom discussion.
These methods are orchestrated to ingrain a continuation of the same symphony that
builds students skills in developing the right techniques essential to source analysis.
Beginning the lessons with a student centred approach and rephrasing the weekly
discussion questions to investigation question gives students the autonomy to
construct and design their own philosophy when approaching modern history studies.
50
Using design as a key word is a mythology used in teaching students to bridge theory
into practice (Beetham & Sharpe). Additionally this method has been used to
develop reflective thinking strategies that allow students to build on their existing
knowledge whilst achieving the syllabus outcomes.
When it comes to constructing assessments, preparing students during the preliminary
stages is core to HSC success. Designing a weekly classroom presentation ensures
that students are engaging with the reading, verbally articulating their findings and
later discussing areas of concern. Areas of concern need to be discussed every lesson
in ensuring students are learning the necessary features of the lesson and not
overwhelmed with content. This engagement further develops students ability in how
they interact with the past. Giving students investigation hats allows them to develop
a historical consciousness about the historical past. Haydn, Stephen, Arthur and Hunt
(2013), write, pupils engage with their own historical thinking, and how they
formulate ideas about ways of finding out about the past are most trustworthy (p.46)
are key characteristics used to acquire a coherent framework of knowledge that links
past, present and future (p.46) together.
Moreover, classroom discussions are sublime in learning reflective thinking practices.
A reflective thinking strategy illuminates what students have learnt and familiarises
students with historical rhetoric. Discipline specific terminology gives students the
right tools and knowledge to engage with a higher order thinking, particularly when it
comes to source analysis. The five-method approach embodies the notion of teaching
students to exercise critical thinking as a discipline-specific skill (Neumann. 385).
Critical thinking when approaching primary and secondary sources equips students
with the tools to identify certain terms, events, themes and phenomena (Neumann,
2012.p.386) when approaching source material.
51
Throughout the semester, a historical debate is used to hypothesis a secular
understanding of historical events when interpreting sources and discontinues a linear
approach students may take. Wineburg, Martin & Monte-Sano outline a specific skills
set used to look for when approaching sources. This skill set of evidence-based
thinking requires students to questioning sources, Contextualize sources, and
synthesizing multiple accounts (p.201) empowers the source from a simple
annotation to placing the source within a particular timeframe.
Placing a source within a particular timeframe is best done when students are familiar
with specific elements such as dress, historical artefacts, leaders and monuments
specific to the time. Creating classroom activities where students can navigate around
source based websites like Modern History Sourcebook, ECCO, Eighteenth century
source collection and YouTube links add a modern ICT element to the classroom.
Beetham and Sharpe (2013) write, learners independent access to network
technologies has allowed an intermixing of personal, social and academic practices
(p.13) that students can further develop at home. Brining a modern technological
advancement into a history classroom makes learning about the past more realistic
and applicable.
Constructing revision questions using Kahoot assess students ability in exercising
their higher order thinking in a fun and interactive manner. Kahoot gives students a
small timeframe to answer questions. The music builds students anticipation and
usually raises stress levels. Once the time is up, most students let out a relaxed glee
and state that it was not that bad. This is a great way teachers can remind students to
not stress out too much during the exam because it can cloud their judgment and
affect their answers.
52
Establishing the correct formula when designing a lesson plan that functionally gives
students feedback is just as difficult as designing assessments in testing students
ability. If majority of the students do not respond well in an assessment, investigating
elements of the unit outlined that did not transport information to the students well
enough needs to be evaluated. In essence, the results are a reflection of the students
ability as well as the unit outline and teacher pedagogy. Evans (2013) writes that the
conceptualization of feedback as part of an ongoing process to support learning both
in the immediate context (p.71) and later in the final result enhances students ability
to build their skills sets. The five-method approach discussed earlier and utilized
throughout the unit outline is in place to do just that. Giving students constructive
feedback every lesson scaffolds their ability to develop into a sophisticated result.
Finally the concept map, assessments, unit outline and lesson plans are all designed to
generate the best possible results for the students in achieving the syllabus outcomes.
Unpacking The World at the Beginning of the Twentieth Century is done through
sources analysis. Entwined in each lesson is historical debate, historical inquiry and
historical terminology used to enhance the students preliminary results and ready
them for the up and coming High School Certificate.
53
Reference list
Beetham. H., Sharpe. R., (2013) Rethinking Pedagogy for a Digital Age: Designing
For 21st Century Learning. Routledge Education.
Evans, C., (2013) Making sense of Assessment Feedback in higher Education: Review
of Educational Research. 83(1) 70-120. University of Exeter and Institute of
Education, London.
Haydn, T., Stephen, A. Arthur. J., Hunt. M.(2014) Leaning to Teach History in the
Secondary School: A Companion To School Experience. Routledge.
Neumann, D. (2012) Training Teachers to Think Historically: Applying recent

Research To Professional Development. The History Teacher. 45(3). 383-403.
Wineburg. S,. Martin. D,. Monte-Sano. C. (2015) Reading like a historian: Teaching
Literacy in Middle and High School History Classrooms. Teachers College
Press.
Board of Studies Stage 6 Modern History Syllabus. Retrieved from:

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf
Sources used in the assessment reference list
Source 1: Looking North Along Mulberry St. (1900) Retrieved from:

https://www.google.com.au/search?q=the+emerging+forces+of+ww1&espv=2&source
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iw=1223&bih=731#tbm=isch&q=urbanisation+1900&*&imgdii=s51ZMkYkqyUGrM:&i
mgrc=1Y72-0uaZHwNkM:
54
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M:
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20Causes%20of%20Tension%20Among%20European%20Nations
55

Modern History 2a Seconday Curricullum - Assessment

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2A Modern History Diana Kulevski 18218969

102090 Secondary Curriculum 2A Modern History

18218969 Diana Kulevski

Scope and Sequence Pages 2-3

Concept Map Page 4

Assessment Schedule Page 5-7

Assessment Notification Page 8

Assessment Examination Page 9-16

Unit Outline Page 17-31

Classroom Task Pages 32-33

Pre Assessment Lesson plan Page 34-41

Post Assessment Lesson plan Pagers 42-49

Justification Pages 50-53

Reference List Pages 54-55

Sample Scope and Sequence 1

60 minutes / 120 hours 60 minutes / 120 hours 60minitues /120 hours

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

Assessments Items and Weighting

Assessment Item and Length or Learning Weighting

1. Speech 8 Minutes P.1.1, P2.1, P.3.4, 30%

2. Historical 2000 words P3.2, P3.3, P3.4, 30%

WORLD AT THE BEGINNING OF THE TWENIETH CENTURY

Assessment 3- Exam: Multiple Choice, Source Analysis and Extended response.

STUDENTS NAME: Date Returned:

ASSESSMENT CRITIRA FOR THE MULTIPLE

ANSWERS MARKS AVALIBLE

Exceptional ability in making a well structured analysis of the sources.

Excellent ability in making a structured analysis of the source.

Good attempt in making a structured analysis of the source. Attempts

Unclear examination of the source. No attempt in articulating the 1-10

Teachers feedback /16

STUDENTS NAME: DATE RETURENED:

ASSESSMENT CRITERIA FOR THE SHORT ANSWER QUESTIONS- PART 3

Exceptionally well structured and written response. Makes reference to

Excellent structured written response. Makes reference of at least four or

Well-structured response. Uses basic language and historical

Unclear response. Makes no attempting at building an argument and

Teachers Feedback /20

Students Name.Class..Date Received

WORLD AT THE BEGINNING OF THE TWEENITH CENTURY.

STAGE 6 YEAR 11- MODERN HISTORY EXAMINATION

Assessment Task Date of Task Weighting Total Marks

3 In class- WK-9 40% 40

Illness and inability to complete Examination

Inability to complete the examination due to illness or unforseen circumstance-

SYLLABIS OUTCOMES BEING ASSESSED

P3.2 Locate, select and organise relevant information from different

P3.3 Comprehend and analyse sources for their usefulness and

P.3.5 Plan and present the findings of historical investigations,

P4.1 Use historical terms and concept appropriately

P4.2 Communicate a knowledge and understanding of historical

EXAMINATION FORMAT EQUIPMENT REQUIRED

DURATION: 1 hour EQUIPMENT NOT PREMITTED

Be sure to arrive early with pens in hand.

SECTION 2: SOURCE ANALSIS: Pagers 2-5

Allow about 15 minutes for this section.

SECTION 3: EXTENED RESPONSE: Pagers 6-8

Allow about 30 minutes for this section.

PART 1: Multiple choices: 4 Marks

QUESTION 1: A movement from country towns of the city is a form of?

QUESTION 2 Anarchism is a political movement that can be defined as?

A. Increasing the power of the middle class

B. A movement aiming to replace government power with terrorism