18593655

Emily Willett
102090 Secondary Curriculum 2A: Modern History

Contents Page
ASSESSMENT TASK NOTIFICATION2
ASSESSMENT TASK..4
TEACHERS NOTES EXECUTION AND MARKING NOTES..........13
UNIT OUTLINE..15
LESSON 1.28
LESSON 2..34
JUSTIFICATION..46
APPENDIX A: SCOPE AND SEQUENCE...51
APPENDIX B: CONCEPT MAP52
APPENDIX C: ASSESSMENT SCHEDULE53

1
 Year 11 History Assessment Task Notification
Stage 6
Unit: Core Study: The World at the Beginning of the Twentieth Century
Date Issued: Term 3, Week 2
Due Date: Outcomes Assessed:
Term 3, Week 6 P1.2: investigate and explain the key features and issues of
selected studies from the 18th Century to present.
Weighting: 30% of year 11 assessment for history P2.1: identify forces and ideas and explain their significance
in contributing to change and continuity from the 18 th
Century to present.
Marks: 30 P3.3: comprehend and analyse sources for their usefulness
and reliability
P3.4: identify and account for differing perspectives and
interpretations of the past
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.

Task Type
In class task- Source Analysis Assessment

Specific Task Details

Source analysis is an essential skill for all historians. The World at the Beginning of the Twentieth Century unit has a
heavy emphasis on source analysis. In this assessment you will be presented with three sources and you are to answer five
multiple choice questions and one extended response.

You will have forty minutes to complete this task.

While you should refresh your knowledge on everything we have covered in class in this unit so far, specific topics that
could be assessed include:

- Industrialisation
- Social change
- Forms of Government
- Imperialism
- Colonial Rivalries

This will be a closed book exam and therefore no notes or textbooks can be open on your desk. Phones will not be allowed
on desks and will be confiscated if seen.

Please refer to the school handbook for other details of our assessment policy.

2
Marking Criteria
A (Outstanding) 20-25 Student comprehensively explains the key features and issues
presented in the sources.
Student identifies forces and ideas and comprehensively explains
their significance to the world at the beginning of the twentieth
century.
Student demonstrates a comprehensive understanding of the sources
and demonstrates a thorough analysis of them for their usefulness
and reliability.
Student shows a deep understanding of differing perspectives and
interpretations of the past.
Student frequently uses historical terms and shows thorough
understanding of historical concepts.
Student shows a high level of knowledge and understanding
demonstrated through sophisticated responses to questions.
B (High) 15-20 Student explains the key features and issues of selected studies from
this unit.
Student identifies forces and ideas and explains their significance to the world
at the beginning of the twentieth century.
Student demonstrates understanding and analysis of sources for their
usefulness and reliability.
Student shows an understanding of differing perspectives and interpretations
of the past.
Student often uses historical terms and shows understanding of
historical concepts.
Student demonstrates knowledge and understanding of historical
features through clearly communicated responses to questions.
C (Sound) 10-15 Student attempts explanation of the key features and issues presented in the
sources.
Student can identify some of the forces and ideas and explains their
significance to the world at the beginning of the twentieth century.
Student shows some understanding and analysis of sources for their
usefulness and reliability.
Student recognises differing perspectives and interpretations of the past.
Student sometimes uses historical terms and historical concepts.
Student shows some of knowledge and understanding demonstrated
through sound responses to questions.
D (Basic) 5-10 Student shows limited attempt at explanation of the key features and issues
presented in the sources.
Student may have identified some of the forces and ideas and explains their
significance to the world at the beginning of the twentieth century, however
some may be missing and/or are historically inaccurate.
Student shows limited understanding and analysis of sources for their
usefulness and reliability.
Student does not refer to differing perspectives and interpretations of the past.
Student writes with limited use of historical terms and concepts.
Student shows limited knowledge and understanding through basic
response to the questions.
E (Limited) 0-5 Student fails to address any of the issues as set out in the assessment
requirements.
Student does not refer to the sources presented in the task.
Writing is incomprehensible/ incomplete

3
 Year 11 History Assessment Task
Stage 6
Unit: Core Study: The World at the Beginning of the Twentieth Century

Date: Outcomes Assessed:

Term 3, Week 6 P1.2: investigate and explain the key features and issues of
selected studies from the 18th Century to present.
Weighting: 30% of year 11 assessment for history P2.1: identify forces and ideas and explain their significance
in contributing to change and continuity from the 18 th
Century to present.
Marks: 30 P3.3: comprehend and analyse sources for their usefulness
and reliability
P3.4: identify and account for differing perspectives and
interpretations of the past
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.

Task Type
In class task- Source Analysis Assessment

Specific Task Details

Please read through the sources and questions carefully.

You are required to answer all of the questions- there are five multiple choice questions (worth one mark each) and one
extended response question (worth twenty-five marks).

You will have forty minutes to complete this task.

This will be a closed book exam and therefore no notes or textbooks can be open on your desk. Phones will not be allowed
on desks and will be confiscated if seen.

Please refer to the school handbook for other details of our assessment policy.

4
SOURCE A (from Anderson (2009)).

5
SOURCE B (Anderson, 2009)

6
SOURCE C (Anderson, 2009).

7
MULTIPLE CHOICE QUESTIONS
(Please circle the correct answer. Note: there is only one right answer for each question)

1. Which two countries had the most influence in Africa according to Source B?
a. Britain and France
b. Britain and Germany
c. Germany and France
d. France and Belgian

2. What type of source is Source A?

a. Secondary
b. Dont know
c. Primary
d. A fake source

3. According to Source B, what other country had Belgium colonised?

a. Ethiopia
b. Congo Free State
c. Egypt
d. Fiji

4. According to Source C, what was one reason that Ferry believed France should
colonise other countries?
a. To become the strongest power in the world.
b. To conquer Germany and Britain
c. To create a large army
d. So that France can export goods because other European countries have set up
protectionist policies.

5. How many years was it between Ferrys speech and 1901, the year the map in
source B represents?
a. 32
b. 27
c. 12
d. 17

8
Extended Response Question:

Using the sources and your own knowledge, how useful would the three sources be for a
historian studying imperialism as a reason for tension in Europe? In your answer, consider
the perspectives provided by the sources and the reliability of each source.
(More paper is available if necessary)

(wording for extended response question taken from previous HSC exams. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers)

9
10
11
Assessment Task Reference List:

All sources taken from:

Anderson, M., Low, A., & Keese, I. (2009). Retrospective: Year 11 Modern History. Milton,
Queensland: John Wiley & Sons Australia

Wording for Extended Response Question taken from:

NSW Education Standards Authority. (2016). HSC Exams. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers

12
TEACHERS NOTES AND MARKING NOTES

Once students are in the classroom mark the roll. Ensure that students only have pens and a
blank sheet of paper on the desk- all textbooks and workbooks and any other objects are to
be placed on the floor underneath their desks. Ideally all students should be sitting with at
least one space between them on the desk. If this is not possible, make sure you ensure
students are not copying each other.

Provide students with the assessment tasks and place them face down on the desks.
Students are not to touch the assessment tasks until instructed by the teacher.

Once all students have an assessment task in front of them, advise students they cannot
speak to each other or look at each others work- if they do they could risk losing marks or
receiving a zero mark. If students need to speak to the teacher, they are to raise their
hands.
If students finish early they are to sit quietly, they are not to move around or talk to anyone
else. Set up the timer on the IWB for forty minutes and advise students that they may begin
the assessment. The timer is to be large and clear so that all students can see it.

Supervise students as they complete the exam and make sure there is no talking and
provide assistance to any students who may raise their hand. Provide extra blank paper to
students who may require it.

Warn students when they have ten minutes left and provide another warning at five
minutes.

When the forty minutes is up, advise all students to place pens down on the desk and to
turn over their assessment tasks. Advise them that there is to be no speaking until all the
assessment tasks are collected. Collect all the assessment tasks and then students can talk
and the teacher is to continue on with the lesson- probably with a debrief of the assessment
task.

13
ANSWERS

1. A
2. C
3. B
4. D
5. D

Extended Response:

Please refer to marking criteria for specific criteria however content of the answer could
include the following:

Source A: British perspective, cartoon, shows the way the British were feeling about
Germanys conquest for power in 1890. Demonstrates that Germany was not only rocking
Britain but the other European nations as well.

Source B: A secondary source, however taken from a textbook so demonstrates that

historians research would have been used and mostly reliable. Demonstrates the imperial
powers and the conquests in 1901. Demonstrates the scramble for territories and the
tensions that may occur as the different European nations try to claim area, particularly in
Africa.

Source C: French perspective. Translated. Speech to parliament. Most likely highly emotive
from a politician and trying to influence the rest of the government. Demonstrates the
economic need of imperialism and the protectionist policies which occurred once nations
started to build their empires. Therefore, a need to colonise to remain the greatest.

14

Subject: History Course: Stage 6- Preliminary
Unit title:
The World at the Beginning of
the Twentieth Century
Key Concepts/ Big Ideas
Emerging forces and ideas: Industrialisation,
Imperialism, Colonialism, Nationalism,
Internationalism/Globalisation, Democracy,
Liberalism.
Setting the scene for outbreak of World War 1.
Sources: source analysis
Historical Inquiry
Unit context within Scope and Sequence
This is the third and final unit in the Year 11
Preliminary course for Modern History. This unit will
be taught during Term 3 of Year 11 and will take
approximately 10 weeks/ 40 hours of class time.
UNIT OUTLINE
Number of Weeks: 10
The importance of this learning
Students have the opportunity to learn about some of the key events, groups, individuals and historical
issues that were present and at force during the beginning of the Twentieth Century. This unit of work
will provide a strong background for students as they transition to the HSC course where students will
have gained a better understanding of the forces at play prior to the outbreak of WW1 thus shaping
the world today as we know it.
This unit has a strong emphasis on the use of historical sources for inquiry and students will further
strengthen their historical skills by analysing sources for their usefulness and reliability as well as
interpreting them for deeper understanding.
Students will be developing the key competencies of the stage 6 history syllabus as they undertake this
unit as they work both independently and collaboratively to solve problems as well as undertake
historical inquiries. They will also be using and strengthening their literacy, numeracy and
technological skills throughout this unit of work.
Syllabus Outcomes
P1.1: describe the role of key individuals, groups and events of selected studies from the 18th Century to
present.
P1.2: investigate and explain the key features and issues of selected studies from the 18th Century to
present.
P2.1: identify forces and ideas and explain their significance in contributing to change and continuity
from the 18th Century to 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
15

Literacy Focus
As students undertake
historical inquiries, students
will have to gather, collect and
interpret sources and
information as well as
communicate effectively using
historical terms.
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
Students will construct timelines In this inquiry based unit, Collaborative learning: students are able to contribute to
using mathematical knowledge. students will use ICT to be the class in an inclusive setting however they are able to
able to search for and work at a level which is appropriate to them.
Students will use and interpret collect geographical Scaffolding
statistics in order to understand information as well as use Inquiry based learning
societies of the past and this will technology to present their Improving the Academic Achievement of Low SES
strengthen their numeracy skills. findings. students: It is important that all students are provided
with an opportunity to access the content of the
curriculum. However, differentiation is not about
providing simpler work. It is important to ensure that
there are high expectations for all students to achieve.
Low SES students are engaged with effective and
meaningful ICT use.
Using technology for meaningful learning experiences:
using inquiry based learning students are provided with
several opportunities to use ICT to investigate and source
their own knowledge and then use ICT creatively to share
this knowledge with their peers.
16
Week/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequence learning.
Nature of European Lesson 1: Rich and Poor Lesson 1:
Society: Provide students with an advanced organiser demonstrating what will Advanced organiser for the unit.
One - Rich and poor be involved in this unit of work. Understanding Source Analysis worksheet
- Urbanisation and Pre-testing activity for source work.
industrialisation Pre-testing activity: the whole class participates in producing a mind
map demonstrating what students know about the world before the Lesson 2:
20th Century. Students are to copy this mind map into their workbooks Computers for students to work on group presentations
and continue to add to it throughout the course of the unit.
Lesson 3:
As this is a source based topic, students will be reintroduced to source Computers for students to present their research
analysis and provided with a worksheet demonstrating the key presentation
features of source analysis. YouTube video : Coal Steam and the Industrial
Students will then be provided with a pre-testing activity for source Revolution (11 mins)
analysis which will be based on European society at the beginning of https://www.youtube.com/watch?v=zhL5DCizj5c
the 20th century so that the teacher can gain an understanding of each
individual students capacity to analyse and interpret sources.

Lesson 2: Urbanisation & Industrialisation

Vocabulary list: have students begin a vocabulary list in their books
for this unit of work. Students will add to this list throughout the unit.

Class discussion: what is industrialisation and what is urbanisation?

How would these things impact society? Have students take notes
during this process.

Following the class discussion provide students with the NESA

definitions of these two words and have them add the words to their
vocabulary lists.

Student research task- students will work in groups of 3-4 people to

prepare a 3-minute presentation for the next lesson. Students are to
discuss the positive and negative effects that this had for European
society at the beginning of the 20th Century. Students are to use at
least three sources and provide a brief analysis of each to validate
their presentations.

17
 Lesson 3: Urbanisation & Industrialisation
Students are to present their research tasks to the class. The teacher is
to facilitate class discussion after each presentation and students are to
take notes in their workbooks throughout each presentation. The
teacher should also make notes to provide feedback to the students.

YouTube video: Coal, Steam and the Industrial Revolution (11

minutes). Have students take notes during the video.

Think/pair/share activity: How did industrialisation change the

distribution of wealth within European society?

Nature of European
Society: Lesson 4: Social change Lesson Four:
Two - Social change Teacher PowerPoint: show students the PowerPoint on social change Teacher PowerPoint presentation
in Europe during the twentieth century. This PowerPoint will have Access to computers for group research tasks.
particular focus on: new living conditions, life in the city, life for Assessment task notifications
women and children.
Lesson Five:
Group Research Task: students are to work in groups to produce a Four Resources Model Worksheets for article and
Prezi which focuses on one of the key factors of social change that sources
they are interested in. Students will email these to the teacher at the Historians article
end of the lesson for the teacher to provide feedback. Students will Source analysis task worksheets & the sources.
also upload these presentations to the class google share drive and for
homework students are to read through these presentations and make
questions for the next lesson.

Provide students with their assessment task notification for the

assessment task in week 6.

Lesson 5: Social change

Begin the class with a discussion of the homework activity and the
group prezis. Discuss any questions as a class and clarify any issues
that may come up. Having already looked through the presentations
the teacher can provide further depth on some areas if necessary.

18
 Literacy Activity: Provide students with the four resources model
worksheet and with the journal article written by a historian about
social changes at the beginning of the twentieth century.

Students are to complete the four resources work sheet and read the
article and take note of the key points in their workbooks.

Source analysis task: provide students with a four resources model

worksheet to complete for both of the sources used for this task.
Provide students with both a visual and written primary source about
women in the beginning of the twentieth century and have students
answer the following questions:
What do these sources show?
What are the purpose of each of these sources?
Which of these sources is more reliable? Why?
Based on these sources, discuss societies view of women at the
beginning of the twentieth century.
Assess the usefulness of each of these sources for historians.
Compare and contrast the two sources and their perspective on the
role of women at the beginning of the twentieth century.

Social change Lesson 6: Forms of Government Lesson Six:

Three Forms of government Game: Students are to work in pairs and are given 2 minutes to come Computers for research task
up with as many forms and types of government that they can. Maps for Country Profile Task
Discuss answers with the class and students should write these Glue
government types in their vocabulary list and find the definitions Four Resources Model Worksheet
according to the Stage 6 syllabus. Historians article for homework activity.

Country profile task: Provide students with a map of Europe at the Lesson Seven:
beginning of the twentieth century. Have students collaborate in Computers for student research tasks.
groups and determine what countries in Europe had which type of
government. Students are to write this on their maps and glue their Lesson Eight:
maps into their workbooks. Video: European Imperialism: Characteristics, Motives
and Effects (6 minutes)

19
Literacy Activity and Homework: Provide students with a historians
work on forms of government at the beginning of the 20 th century.
Have students complete the Four Resources Model worksheet prior to
beginning the article and then have students finish reading the article
for homework.
http://study.com/academy/lesson/european-imperialism-
characteristics-motives-effects.html
Four Resources Model Worksheet
Historians Perspective on Imperialism in Europe

Lesson 7: Forms of government

Class discussion: What is the role of the government within society?

How does this change depending on the type of government in
power?

Independent research task: students are to select one of the forms of

government mentioned from the last lesson and are to look at where
this governing style existed in the 20th century and what this meant for
the country and the citizens of that country. Students are to write a
one-page response outlining this form of government and whether
they believe this is a good type of government style (using sources to
validate their claims). Students are to submit these at the end of the
lesson for teacher feedback.

Lesson 8: Reasons for growth of imperialism

Group discussion: What is imperialism?
Students are to take notes on the answers in their workbook. Provide
students with the definition from the syllabus and have students write
this definition in their vocabulary list.

Video: Show students European Imperialism: Characteristics,

Motives and Effects (6 mins). Students are to discuss the nature of
European Imperialism in small groups and then report back to the
whole class.

Historians Article Literacy Task: Provide students with the four

resources model worksheet to complete before they read the
Historians perspective on Imperialism in Europe at the beginning of
the twentieth century. Have students take notes while reading and

20
 they are to finish the task for homework if they do not finish it in
class.

Imperialism Lesson 9: Impact of Imperialism on Africa Lesson 9:

Four Video: The colonisation of Africa and the Berlin
Conference: Definition and Purpose:
Video: The colonisation of Africa and the Berlin Conference:
http://study.com/academy/lesson/the-colonization-of-
Definition and Purpose ( 4 mins). Show students this video and then
africa-the-berlin-conference-definition-purpose.html
have the following class discussion.
Pictures of Africa for class discussion.
Class discussion: Provide students with some pictures of Africa today Four Resources Model
on the Interactive Whiteboard and ask students the following
Newspaper Article detailing the Rwandan Genocide
question:
What effects of imperialism are still evident in Africa today?
Lesson 10:
Map of Africa for mapping activity
Literacy Activity: students are to complete the four resources model
before reading the newspaper article. Students will read the article on YouTube: History Comes Alive: Imperialism in Africa
the Rwandan Genocide and discuss as a class the following question: https://www.youtube.com/watch?v=fBx4aeHzd-A
To what extent did this occur as a result of Europes imperialism
within Africa?

Lesson 10: Impact of Imperialism on Africa

Mapping Activity: Provide students with a blank map of Africa and in

pairs students are to find out which imperial powers colonised Africa
and in what particular areas. They are to mark this on their maps.

YouTube: History Comes Alive: Imperialism in Africa (16 minutes)

https://www.youtube.com/watch?v=fBx4aeHzd-A

Have students take notes during this video.

Think/Pair/Share: Create a table showing the positive and negative

effects that Imperialism has had on Africa throughout history.

21
Five Imperialism
Lesson 11: Colonial Rivalries Lesson 11:
& Pre- Assessment lesson Cartoon Sources and worksheet.
Cartoon Source Analysis task: Students are to look at a collection of
Lesson 12:
cartoons collected about colonial rivalries at the beginning of the 20 th
Statistics and worksheet about the Arms Race
century and complete the attached worksheet. After about thirty
Source Activity: Dreadnaught sources and worksheet
minutes, come together for a class discussion where students should
discuss their answers as a group and the teacher should facilitate
discussion and provide assistance where necessary.
Lesson 13:
White Board/White board markers
Lesson 12: Colonial Rivalries Analysing Sources Tip Sheet
Introduction to the arms race: Ask students if any of them know about Computers for group research and IWB for presentations
the Arms Race and discuss as a class.

Numeracy Activity: Students are provided with statistics about the

European army and navy information including expenditure, no. of
naval ships and are to answer the worksheet provided. This will help
students develop their numeracy skills.

Source Task: HMS Dreadnaught. Students are to answer the

worksheet about the sources provided for this activity.

Think/Pair Share Activity: How did colonial rivalries lead to the

Arms Race? Assess the importance of this in the lead up to World
War 1?

Lesson 13: Pre assessment lesson

Class Mind Map- What are the key things to look for when analysing
sources?

Provide students with the analysing sources tip sheet.

22
 Group Presentation Task: In groups, students are to pick one of the
key components of analysing sources and they are to spend some time
researching this and working out a way to teach this concept to the
class. Students are to produce a presentation and also create an
activity for the class which will help teach the class this concept. The
presentation and activity should go for no longer than five minutes in
total. Students then present their findings to the class.

Six Lesson 14:

Assessment Task Lesson 14: Assessment Task in Class assessment tasks
Students are provided with the assessment for them to complete in
Imperialism this lesson. Please refer to the teachers notes as to how to run this Lesson 15:
assessment. Marked Assessment Tasks
YouTube: Dead Poets Society- Perspective
https://www.youtube.com/watch?v=d6vCq6YcLeU
HSC Sample Answer & Marking Criteria
Lesson 15: Post- assessment lesson
This lesson allows for students to receive feedback for their
assessment task in order to learn for future examinations including the
upcoming year 11 final examinations.

Provide students with general class feedback.

Improving Perspective:
Show students the YouTube Video- Dead Poets Society

Class mind map: What shapes your world view?

Think/pair/share: students are to imagine that they were to write an

article or draw a picture of what the world will be like in ten years.
How is this shaped by your world view? Therefore, how is it different
to the person sitting next to you. Discuss this with the person sitting
next to you and then as a class.

Ensure that students understand that peoples perspectives are

different:

23
 a) What someone else considers important may not be
important to you
b) What you consider to be important will usually be the focus
of what you say and sometimes other details may be left out.
c) Therefore, your perspective can influence the reliability and
usefulness of your story for someone.

Class discussion: what events from the unit of work we have studied
would seem to be to people with different perspectives?

Group Marking: In small groups of three or four, provide students

with a copy of the marking criteria for a previous HSC task and have
students mark two different student responses paying particular
attention to looking at the students ability to recognise the
perspective of sources and how this shapes their usefulness and
reliability.

Once students have done this, compare the marks as a class and
provide teacher feedback on the marking.

Student Self Reflection

Seven Lesson Sixteen:

Teacher PowerPoint presentation
Emerging Forces/Ideas Four Resources Model Worksheet
Lesson 16: Politics of the working class: socialism,
Sources: Excerpts from Marx and Engels
trade unionism, Marxism Computers for class research tasks
Teacher PowerPoint: Discuss the slides with students as they take
Lesson Seventeen:
notes.
Student debates- no resources needed
Source task: Students are to use the Four Resources Model Worksheet
to begin this activity for each source they are using. Students are to
look at some of Marx and Engels work and are to determine the key
ideas from these sources. Students are to write these ideas up on the
whiteboard and everyone is to copy this into their workbooks.

24
 Research Task & Preparation for class debates: students are to get into
debating teams for a debate about whether they believe the changes in
European society were for the betterment of society or not.
Students will debate against another team in front of the class who
will do a majority vote of which team they believe wins in out of each
pair of groups.

Lesson 17: Politics of the working class: socialism,

trade unionism, Marxism

Provide students with some time to finalise their preparations for the
class debates.

Class debates

Class discussion: Why do you think these new ideas emerged in

society?

Eight Causes of World War 1 Lesson 18: Long term causes of World War 1 Lesson Eighteen:
YouTube Video: World History Causes of World War 1:
Show students the following documentary: World History-Causes of https://www.youtube.com/watch?v=qq8A_8gUc3Y
World War 1 (35 minutes) and have students take notes and write
down two historical questions that they would like to know the Computers for student research.
answer to after watching the video.
Lesson 19:
Using the computers and working in pairs students are to find the Teacher PowerPoint
answer to one question each. Students will share what they have White Board Markers
found with the class and students will take notes about the
information that others have gathered. Lesson 20:
No Resources Needed

Lesson 19: Long term causes of World War 1

25

Assessment Details
In Class Source Analysis Task:
5 Multiple Choice and One Extended
Response Question.
Evaluation of the Learning and
Teaching
Class mind map: Causes of World War 1: students are to participate
in making a class mind map of the causes of World War 1 and they
are to copy the mind map into their workbooks.
Teacher PowerPoint: this will provide students with a brief outline of
the long term causes of World War 1.
Lesson 20: Long Term Causes of World War 1
Practice Exam:
Extended response question: have students choose one of the
following questions to write an extended response:
Compare two of the long term causes of World War 1. Evaluate
which of these you believe to be the most influential?
OR
To what extent was colonialism the key reason for the outbreak of
World War 1.
Outcomes
P1.2: investigate and explain the key features and issues of selected studies from the 18 th Century to present.
P2.1: identify forces and ideas and explain their significance in contributing to change and continuity from the 18th Century to present.
P3.3: comprehend and analyse sources for their usefulness and reliability
P3.4: identify and account for differing perspectives and interpretations of the past
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
26
Keeping a reflective journal throughout the
unit of work will allow me to reflect on my
teaching and recognise the areas that went
well as well as need further improvement.
Informal assessment of :
class participation, collaborative work, class discussions, debates,
Formal assessment: Source based task.
Reflections on student achievements:
27
 Lesson Plan

Topic area: The World at the Stage of Learner: Six Syllabus Pages: 24-25
Beginning of the Twentieth
Century

Date: Week 6 Location Booked: J4 Lesson Number: 13 /30

With computers also booked
Time: 60 minutes Total Number of students:30 Printing/preparation:
Source Analysis Tip Sheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment:
P3.3 comprehend and analyse sources Informal assessment The upcoming assessment Evaluate the usefulness and
for their usefulness and reliability. of student task reliability of sources
P3.4 identify and account for differing participation in class
perspectives and interpretations of the discussion and of Analysing sources about the Account for and assess differing
past group presentations World at the beginning of the perspectives and
P4.2 communicate a knowledge and and activities. twentieth century. interpretations of significant
understanding of historical features events, people and issues at
and issues using appropriate and well- the beginning of the twentieth
structured oral and written forms. century.

Communicate an
understanding of relevant
concepts, features and issues
using appropriate and well-
structured oral and/or written
and/or multimedia forms
including ICT.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Source Analysis: students learn about the necessary

features of source analysis and gain a deep understanding
of what source analysis is actually about.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
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 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

28
 Teaching Indicators of presence in the lesson
element
1.6 Substantive Students are to work collaboratively in groups in order to produce a presentation and an
Communication activity for other students to complete. Students have to communicate clearly for this
group work to be effective. However, this lesson also requires students to demonstrate
and communicate their knowledge through a presentation to the class.
2.6 Student This lesson aims to scaffold instruction for students prior to their assessment task. As the
self-regulation task is a source analysis task, this lesson aims to ensure that all students feel confident to
recognise the purpose of source analysis as well as the necessary things to consider. This
lesson allows for students to direct their own learning and requires a high level of student
regulation as they work in groups to both present to students on their concept so that
other students may understand but they also must produce an activity for students to do
to help them understand the concept better. Students have the opportunity to do this in
whatever medium they choose. This is all done in a relatively tight timeframe and as a
result each student will need to be highly focused and disciplined in order to ensure that
they can complete the task in time.
Collaborative work allows for all students to participate in the class. Group work allows for
3.4 Inclusivity students who may struggle normally to not necessarily take the lead role of the group but
still feel like they are able to achieve something and accomplish something within the
group. As all students are involved and are taking control of their own learning, all students
have the opportunity to help share their knowledge with the rest of the class.

29
Time Teaching and learning actions
5 Students enter the classroom and prepare for the lesson and
the teacher marks the roll.
Although students will have received the assessment
notification prior to this lesson, provide students with
another copy for them to look over. Have students read
through the assessment task notification and highlight any
words they do not understand. Have students discuss these
words with the person next to them and then with the class.
Ensure the teacher clarifies any issues with the vocabulary of
the task.
15 Class Mind map: Ask students, what are the key things you
need to look at when analysing sources?
Write student answers on the board and have students copy
this mind map into their workbooks. Answers would include
things like: origin, motive, perspective, usefulness,
reliability
Provide students with the Source Analysis Tip Sheet and
have students add to their mind map if some of these factors
were not mentioned.
15-60 Group Presentation Task:
Divide students in to seven groups and provide each group
with a computer.
Give each group one of the concepts from the Source
Analysis Tip sheet. Students are to spend 15 minutes
discussing their concept and researching different ways of
presenting this concept to the class. Students are also to
come up with a practical exercise/activity that the other
students can do to help students get a better understanding
of this concept in order to succeed in the upcoming
assessment task. Students must use sources relating to this
unit of work for their activity. Advise students that their
presentation and the time they give for students to complete
the activity should take no more than five minutes in total
per group.
As students work, supervise the class and ensure that all
groups are on the right track. Make sure that the teacher
provides extra assistance to groups where some students
may require additional assistance.
Once students have had their 15 minutes (or if it seems
students have finished earlier) have students present their
concepts to the class and have all students participate in the
activities. Make sure the teacher discusses and clarifies any
issues with the class and have students take notes during the
presentations.
Organisation Centred
T/S
Teacher: Mark the roll. Hand out T&S
notification tasks and supervise
students as they read through the task.
Student: Enter classroom and get
workbook and pens ready. Read
through assessment task notification
and highlight any unknown words.
Resources: The roll, student
workbook/pens and assessment task
notification.
Teacher: Facilitate class discussion and S
write down class answers on the white
board. Give students the source
analysis tip sheet.
Student: Participate in class discussion,
copy mind map into workbook and
read through the Source Analysis Tip
Sheet.
Resources:
Student workbook/pens
Source Analysis Tip Sheet
Teacher: Divide students in to groups S
and give each group a concept to
present on. As students work,
supervise all groups and make sure all
are on track as well as provide extra
assistance to any students who may
require it. Ensure time management
and make sure students remain on
track. Organise group presentations
and facilitate class discussion.
Student: Work in groups to develop a
way to present the concept assigned as
well as an activity for other students to
complete. As other students present
their concepts, students take notes and
participate in the activity and class
discussion.
Resources: Computers for student
research & Student workbook/pens
30
Reflection
It is difficult to determine how much time to allocate to a task. I wanted students to have
the opportunity to really think critically in this lesson and gain a deep understanding about
the different concepts involved in source analysis. I also wanted students to be creative and
think of activities that would be beneficial for the other students. However, in allowing for
this, the activity took up most of the lesson and it is difficult to know whether in reality it
would actually take longer than this. Consequently, although I may plan as a pre-service
teacher, much of the initial stages of teaching are going to be adapting the plans until I
really get to know my class and the individual students as well as become more adept at
time management.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.3 comprehend and analyse
sources for their usefulness and
reliability.
P3.4 identify and account for
differing perspectives and
interpretations of the past
P4.2 communicate a knowledge and
understanding of historical features
and issues using appropriate and
well-structured oral and written
forms.
In class discussions, students will recognise the importance of exploring
the usefulness and reliability of sources. In groups, students are required
to develop an activity for the other students to teach them about a
particular aspect of source analysis that involves a source related to the
unit of work. Consequently, students will have to analyse sources for
their reliability and usefulness.
As stated above, class discussions allow for students to recognise
different perspectives often explored by analysing sources. The group
task activities that students create will allow for students to identify
these different perspectives of past events during the world at the
beginning of the twentieth century.
Students work in groups to produce a presentation to present orally
(with visual aids potentially) to the rest of the class which demonstrates
their knowledge and understanding about a particular concept in
relation to source analysis, a key historical skill.
In class discussions, students will have to communicate their knowledge
to participate in the class activities.

Other considerations

Graduate Evidence within this lesson

Standards
1.2 Understand This lesson demonstrates significant knowledge and research in to the way
how students that students learn best. Pedagogy includes, collaborative learning, inquiry
learn based learning as well as scaffolded instruction prior to the assessment task
to ensure that all students achieve the necessary outcomes.
2.3 Curriculum, This lesson is prior to an assessment task and is an attempt to scaffold
Assessment students to prepare them for the assessment which is essential for
and Reporting students. Furthermore, this lesson continues to develop historical skills
which are essential for students studying history and will be particularly
beneficial for the HSC examinations.
2.6 Information Students use ICT with inquiry based learning to be able to learn in an
and engaging way and at a deeper level. Students use the computers to
Communication research and produce a presentation to report back to the class to
Technology demonstrate their knowledge on one of the concepts necessary for source
analysis.

WHS

31
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?
It is important that student bags are stored either in their lockers or neatly in the classroom as per
school policy. Students should not be moving around the classroom unless they have permission to do
so and this should be done without running and in an orderly fashion.

Students using the computers must follow the school policy and will have already signed user
agreements.

References (In APA)

BOSTES. (2015). Australian Professional Standards for Teachers. Retrieved from

http://www.nswteachers.nsw.edu.au/publications-policies-
resources/publications/australian-professional-standards-for-teachers/

BOSTES. (2009). History Stage 6 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf

Source Analysis. (n.d). Retrieved from http://yr11modernhistory.weebly.com/history-

skills.html

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

32
 SOURCE ANALYSIS TIP SHEET

Origin- Who? Where? When?

O
Motive- Why have they said this? What potential bias might
M exist?
Content- What have they said? Does this stack up to what you
C know of events? Can you detect bias in the language?
Limitation- What are the limits of this source? What doesnt it tell
L us? What is it limited to giving evidence for?
Audience- To whom was it sent? How might this impact what is
A said?
Perspective- What point of view might this person be coming
P from? Are they a learned secondary scholar with years of
research behind them writing 200 years after the events with
little bias- or a soldier on the front line with little knowledge and
much bias due to the pain they are suffering?
Usefulness- What is the source useful for?
U

Table taken from:

Source Analysis. (n.d). Retrieved from http://yr11modernhistory.weebly.com/history-

skills.html

33
Lesson Plan

Topic area: The World at the Stage of Learner: Syllabus Pages: 24-25
Beginning of the Twentieth Six
Century

Date: Week 6 Location Booked: J4 Lesson Number: 15 /30

Time: 60 minutes Total Number of students: 30 Printing/preparation:

Marked student assessment tasks
Sample HSC work for group
marking

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment:
P3.3 Comprehend and analyse sources Providing students Feedback from Assessment Assess student work and
for their usefulness and reliability. with formal Task account for differing
P3.4 Identify and account for differing assessment feedback perspectives and
perspectives and interpretations of the and then informal Perspectives and interpretations of the past.
past. assessment of: Interpretations of the past
P4.1 use historical terms and concepts - Students Use Historical terms and
appropriately participation in concepts appropriately.
group discussion
activity
- Student marking
of the sample
work
- Student self-
reflections
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Perspective: students spend a great deal of time in this

lesson gaining a deep knowledge and understanding of
this historical concept.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
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 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

34
 Teaching Indicators of presence in the lesson
element
1.2 Deep This lesson draws on students knowledge about perspective and continues to provide
knowledge students with opportunities to further strengthen their knowledge. Students are provided
with scaffolded learning about perspective so even students who may not have achieved
this level of knowledge yet will have the opportunity to reach a deeper level in this lesson.
However, this concept also requires higher order thinking as it requires students to
recognise ideas other than their own and this is an opportunity for students to think
critically. There is a heavy emphasis on perspective in the lesson with a large portion of the
lesson dedicated to ensuring students have a complete understanding of this concept in the
study of history.
2.3 High Students would have received various marks for the assessment task, however a lesson of
Expectations feedback is ensuring that all students have the opportunity to use assessment for their
learning and improve on their skills for future tasks. This is evidence of the teachers high
expectations for each and every student in the class. The assessment task required skills
that will be necessary for students during their HSC therefore this task is setting students up
to ensure that all students believe in themselves, have confidence and have high
expectations for what they can achieve in the HSC exams.
All students have the opportunity to participate in this lesson and learn something that is
3.4 Inclusivity valuable for their future assessment tasks. This lesson is about feedback from the
assessment task so all students have the opportunity to use this time to take on the
feedback provided by the teacher to improve their work. Furthermore, this lesson scaffolds
the highly complex concept of perspective and teaches it through a variety of mediums so
that students from a variety of different backgrounds and abilities have the opportunity to
learn and improve. This lesson also uses collaborative work which helps promote an
inclusive classroom as all students can participate in the activities and help produce a piece
of work- in this case a marked sample assessment.

35
Time Teaching and learning actions
5 Students sit down and prepare for the lesson.
Teacher marks the roll.
Return student assessments back to them and give
students some time to read through their tasks
and the feedback you have provided them. While
students read through their tasks, the teacher
could provide some individual assistance to
students who may require this or for students who
may have questions about their task.
15 General Teacher Feedback:
While students will have individual feedback on
their assessments it is important to provide
students with some overall feedback on the
assessment tasks which highlights what people did
well as well as highlight what students still need to
improve for future tasks. Students are to take
notes on this feedback. Allow time for class
discussion and for student questions during this
activity.
25 Improving perspective:
Explain to students that Perspective was one key
concept that students struggled with during the
assessment task. Many failed to recognise the
differing perspectives and more specifically the
impact that this would have on the reliability and
usefulness of a source.
YouTube Video: Dead Poets Society- Perspective
(1 min 55secs)
https://www.youtube.com/watch?v=d6vCq6YcLeU
Organisation Centred
T/S
Teacher: Mark the roll, provide students with their T&S
assessment tasks. Answer individual question and
provide additional assistance and discussion time
for students who may require this.
Student: Read through assessment tasks and ask
any questions.
Resources: Roll and Workbook
Teacher: Provide students with a list of T
generalised feedback for the task and facilitate
class discussion.
Student: Take notes about the feedback and
participate in class discussion.
Resources: No resources needed
Teacher: Provide brief information about S
perspective and show students the YouTube video.
Facilitate class discussion and draw up the class
mind map on the board. Supervise students during
think/pair/share activity and facilitate class
discussions.
Student: Listen to teachers discussion on
perspective and watch the YouTube video.
Participate in class discussion and copy the mind
map into student workbooks. Participate in
think/pair/share activity and group discussions.

Class mind map: What shapes your world view? Resources:

YouTube: Dead Poets Society- Perspective
Write student answers on the board and have https://www.youtube.com/watch?v=d6vCq6YcLeU
students copy these into their workbooks.
Answers could include: family, parents, friends,
religions, experiences, opportunities, the TV,
radio

Think/pair/share: students are to imagine that

they were to write an article or draw a picture of
what the world will be like in ten years. How is this
shaped by your world view? Therefore, how is it
different to the person sitting next to you. Discuss
this with the person sitting next to you and then as
a class.

Ensure that students understand that peoples

perspectives are different:
d) What someone else considers important
may not be important to you
e) What you consider to be important will
usually be the focus of what you say and
sometimes other details may be left out.
f) Therefore, your perspective can
influence the reliability and usefulness of
your story for someone.

36
 Class discussion: what events from the unit of
work we have studied would seem to be to people
with different perspectives?
Answers could include: the arms race between
Britain and Germany, industrialisation from the
perspective of working class or wealthy, life from
the perspective of men or women, imperialism,
colonised vs coloniser.

40 Group marking: Teacher: Hand out sample work and marking S

In small groups of three or four, provide students
with a copy of the marking criteria for a previous
HSC task and have students mark two different
student responses paying particular attention to
looking at the students ability to recognise the
perspective of sources and how this shapes their
usefulness and reliability.
Once students have done this, compare the marks
as a class and provide teacher feedback on the
marking.
50 Student Reflection:
Students are to consider todays lesson and reflect
on their own work for the last ten minutes of the
lesson and write down two key things:
1) What did they do well in this assessment
task?
2) For future tasks, what will they do
differently in order to improve from this
task?
3) What could the teacher do to help you
more for the next task?
Have students submit these responses to the
teacher so that the teacher can assess this for
student understanding of the lesson today.
criteria. Supervise groups as they work, paying
extra assistance to students who may require
additional attention. Provide students with
feedback on their marking compared to teacher
marking.
Student: Work with others in a group to mark a
sample work using a HSC marking criteria.
Resources: Two sample student works and
marking criteria
Teacher: Supervise as students reflect on their S
work. Once work is submitted, informally assess to
ensure students recognise how to improve for
future tasks and are using assessment for learning.
Student: Use assessment for learning and reflect
on this recent assessment task, considering what
worked well, what can still be improved and how
the teacher could provide further assistance.
Resources: Student workbook/pens

37
Reflection
It is difficult to provide meaningful feedback to students in a lesson where students do not
have much opportunity to have one on one time with the teacher. Therefore, it is essential
to really think through the feedback activities and make sure that students are able to use
this feedback for future learning. Source analysis is essential for the HSC so students will be
able to benefit from this practice and reflecting on this practice.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.3 Comprehend and
analyse sources for their
usefulness and reliability.
P3.4 Identify and account
for differing perspectives
and interpretations of the
past.
P4.1 use historical terms
and concepts appropriately
Students will group mark a sample HSC response to a
source analysis question. In order to achieve this, students
will firstly have to analyse the source themselves and
determine the usefulness and reliability of the source
before they can determine whether or not the sample work
has achieved this.
Students are provided with an activity to consider their own
perspective, how this perspective shapes their world view
and thus changes how they see things in the world.
Following this, students will mark a sample response from
the HSC. Before they can assess whether the sample work
recognises the different perspectives, students first need to
be able to determine the different perspectives of the
sources themselves.
Perspective is a key concept in historical inquiry and
students have the opportunity to further develop their
knowledge about this concept through the class discussions
and group marking activities.

Graduate Evidence within this lesson

Standards
2.3 Students have completed an in task assessment task and as part of this
Curriculum, assessment process it is also important to structure the unit to include
Assessment opportunities for students to receive feedback in order to use assessment
and Reporting for learning. This lesson follows the in class assessment task and provides
students with opportunity for improving on skills that may still need further
developing as evidenced from the assessment task.
5.1 Assess Students are assessed formally in an assessment task and provided with
student feedback for that task in this lesson. However, students are also informally
learning assessed by the teacher at several points through this lesson in order to
ensure that they comprehend the feedback provided. Informal assessment
occurs during group discussions, in the group marking activity as well as the
students own personal reflection on the lesson and the assessment task.
5.2 Provide This entire lesson from a unit of work is dedicated to providing students
feedback to with effective and quality feedback on their learning. Students have
students on recently completed an assessment task and this lesson is to try and both
their learning provide general feedback for students so that the class as a whole can
improve but also try and give some students individualised attention where
necessary. This feedback is incorporated into learning activities so that

38
 students can take this feedback on board and actually improve for future
tasks.
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?
It is important that student bags are stored either in their lockers or neatly in the classroom as per
school policy. Students should not be moving around the classroom unless they have permission to do
so and this should be done without running and in an orderly fashion.

References (In APA)

BOSTES. (2002). ARC 2002 Higher School Certificate Standards Package. Retrieved form
http://arc.bostes.nsw.edu.au/standards-packs/SP02_15270/

BOSTES.(2002). ARC 2002 Higher School Certificate Marking Criteria. Retrieved from
http://arc.bostes.nsw.edu.au/standards-packs/SP02_15270/

BOSTES.(2002). Higher School Certificate Examination- Modern History. Retrieved from

http://arc.bostes.nsw.edu.au/standards-packs/SP02_15270/

BOSTES. (2015). Australian Professional Standards for Teachers. Retrieved from

http://www.nswteachers.nsw.edu.au/publications-policies-
resources/publications/australian-professional-standards-for-teachers/

BOSTES. (2009). History Stage 6 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf

YouTube. (2013). Dead Poets Society Different Perspectives (Captioned). Retrieved from
https://www.youtube.com/watch?v=d6vCq6YcLeU

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

39
GROUP MARKING- MARKING CRITERIA

40
Retrieved from http://arc.bostes.nsw.edu.au/standards-packs/SP02_15270/

GROUP MARKING- SAMPLE 1

41
Retrieved from http://arc.bostes.nsw.edu.au/standards-packs/SP02_15270/

GROUP MARKING- SAMPLE 2

42
43
Retrieved from http://arc.bostes.nsw.edu.au/standards-packs/SP02_15270/

44
 GROUP MARKING SOURCES

Both Sources retrieved from http://arc.bostes.nsw.edu.au/standards-

packs/SP02_15270/

45
Justification

The World at the Beginning of the Twentieth Century is a core unit of work from the NSW
Modern History Stage Six syllabus. Planning for this unit of work has been done utilising the
Understanding by Design framework. This framework has been shown to provide greater
learning opportunities for students as teachers plan for assessment first, so that they may
achieve a greater understanding of the outcomes to be met, prior to planning the rest of the
unit and lesson activities (McTighe & Wiggins, 2012)

It is essential to consider the needs of all students in the class when planning for the unit of
work to ensure all students are able to access the curriculum. It has been shown that
differentiation is the most effective when it is incorporated into the planning of the unit and
lessons rather than improvised at the time (Miller, Windle & Yazdanpanah, 2014). Rather
than providing different work for every student, differentiation should recognise the
diversity within the classroom and the opportunities that this can present (Mills et.al, 2014).
Collaborative learning is an effective pedagogy to allow for differentiation as students have
the opportunity to share their pre-existing knowledge with others, as well as learn about
differing opinions and perspectives (Zhang, 2012). Collaborative learning has been shown to
raise the academic standards of all students, however it is particularly beneficial for low
achieving students (Hammar-Chiriac & Granstrom, 2012). Cobbold (2011) argues that
students from a low socio-economic status background can be three or more years behind
their peers academically. Consequently, using collaborative work, such as group research
and presentation tasks and group marking, as in these lessons, can help boost the academic
achievement of low SES students.

Scaffolding is another important element of differentiation and is particularly beneficial for

low SES students. The Four Resources Model for literacy is one form of scaffolding used in
this unit. The Four Resources Model breaks down literacy into four different roles of the
reader (Willis, 2015). As students develop their skills in these four roles, they will be able to
truly understand the text (Rooney, 2013). Low SES students are over represented in the
lowest academic quartile for literacy (Gonski et.al, 2012). Therefore, explicit literacy
activities have been incorporated into most lessons, including vocabulary development in

46
order to help boost literacy levels of low SES students. Scaffolding allows for students to
move beyond their zone of proximal development (Marsh, Clarke & Pittaway, 2014) which
is essential for learning and gaining knowledge. The pre assessment lesson has been
designed as a scaffolding lesson, to break down the assessment task into its key
components to ensure that students have a deep understanding of each of the elements of
the assessment task. In doing this, it is hoped that students will not only have more
confidence to attempt the task but they will have the requisite knowledge and skills in order
to meet the expected outcomes.

The pedagogy of inquiry based learning has also been used extensively both in the design of
this unit and also within the pre assessment lesson. Inquiry based learning transforms the
traditional classroom, as students control their own learning, sourcing and finding their own
knowledge while teachers provide support (Maab & Artique, 2013). This type of pedagogy
allows for students to develop their critical and creative thinking skills which are general
capabilities of the Australian Curriculum (ACARA, n.d). Levy et. al (2013) argue that this is
particularly beneficial for history students as they need to utilize these skills when analyzing
sources which is a key focus of this unit of work. Inquiry based learning can be teamed with
ICT use to create meaningful learning experiences for students. ICT use has been shown to
be highly effective in promoting student engagement (Callow & Orlando, 2015), particularly
for low SES students who Fredericks et.al (2011) found are often more disengaged. ICT use
allows for a broad range of new content to be accessed by students and also offers this
content in a variety of mediums (Callow & Zammit, 2012).

Assessment for this unit of work has not been designed as summative assessment but
rather has been intentionally designed as an opportunity to use assessment for student
learning. Assessment for learning, as defined by Williams (2011, 10) is the process of
seeking and interpreting evidence for use by learners and their teachers to decide where
the learners are in their learning, where they need to go and how best to get there. The
assessment task for this unit of work is structured similarly to the HSC examinations with a
similar source analysis task and question. Consequently, this assessment will not only be
good practice for students well in advance to the final HSC examinations, but students will
be able to learn from this task in order to improve for future tasks of a similar nature. The

47
post assessment lesson is wholly designed to provide students with feedback from their
assessment. Feedback, when used correctly is an essential component of student learning
(Havnes et.al, 2012). Students are provided with both individualised and group based
feedback in order to help them improve their source analysis for future tasks. Particular
emphasis was placed on perspective as this was a weakness observed from the
assessment. The group marking task in the lesson was designed to help students develop
error detection skills (Hattie & Timperley 2007, 86). These error detection skills allow
students to improve their marks for future tasks as they recognise their own errors using
their critical thinking skills. As Williams (2011,3) argues, assessment is also to be used to
inform future lessons. At the end of this lesson students were asked to self-reflect, which
would then be informally assessed by the teacher to ensure that students had understood
and learnt from the feedback provided that lesson. This provides the teacher with an
opportunity to shape future lessons based on this information.

Using the Understanding by Design framework in planning a unit of work ensures that the
activities designed for each lesson are specifically aimed at meeting the expected outcomes
of the syllabus. A variety of pedagogies and methods have been utilised within this unit in
order to achieve this. Students are able to use this assessment and the lessons associated to
build on their knowledge and develop their skills so that they may improve and grow as
history students.

48
References

ACARA. (n.d). General Capabilities Introduction. Retrieved from

http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement
for students from low socio-economic backgrounds with implications for technology and
literacy practices. Pedagogies: An International Journal, 10(4), 349-371.

Callow, Jon and Zammit, Katina. (2012) 'Where lies your text?': (Twelfth Night Act I, Scene
V): Engaging high school students from low socioeconomic backgrounds in reading
multimodal texts [online]. English in Australia, 47(2): 69-77.

Hammar-Chiriac, E., Granstrom, K. (2012). Teachers leadership and students experience of

group work. Teachers and Teaching, 18(3), 345-363.

Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,
77(1), 81-112

Havnes, A., Smith, K., Dysthe, O.,& Ludvigsen, K. (2012). Formative assessment and
feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27.

Fredericks, J., et.al., (2011). Measuring student engagement in upper elementary through high
school: A description of 21 instruments. (Issues & Answers Report, REL 2011- No.098).
Washington, DC: U.S Department of Education. Retrieved from
http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2011098.pdf

Gonski, D., Boston, K., Greiner, K., Lawrence, C., Scales, B., & Tannock, A., Review for
Funding of Schooling. (2011). Retrieved from
https://d3n8a8pro7vhmx.cloudfront.net/aeu/pages/1/attachments/original/1393387838/G
onski_Final_Report_2012.pdf?1393387838

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Levy, B., Thomas, E., Drago, K., &Rex, L. (2013). Examining Studies of Inquiry Based Learning
in Three fields of Education: Sparking Generative Conversation. Journal of Teacher
Education, 64(5), 387-408.

Maab, K., Artique, M. (2013). Implementation of Inquiry-based learning in day to day

teaching: a synthesis. ZDM, 46(6), 779-995.

Marsh C., Clarke, M., & Pittaway, S. (2014). Marshs Becoming A Teacher. New South Wales:
Pearson Australia Group

Miller, J., Windle, J. A., & Yazdanpanah, L. K. (2014). Planning lessons for refugee-
background students: Challenges and strategies. International Journal of Pedagogies &
Learning, 9(1), 38-48.

Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In Literacy across the
curriculum. Robyn Gregson (Ed). London, CGpublishing.

William, D. (2011). What is assessment for learning. Studies in Educational Evaluation, 37,
3-14.

Zhang, H. (2012). Collaborative learning as a pedagogical tool to develop intercultural

competence in a multicultural class. China Media Research, 8(2), 107-111

50
APPENDIX A: SCOPE AND SEQUENCE

Course Term 1 Term 2 Term 3 Term 4

Preliminary Topic: Topic: Topic: Students start the HSC

Bismarck and the Unification
of German States
Syllabus outcomes: P1.1, P1.2,
P2.1, P3.1, P3.2, P3.3, P3.4,
P3.5, P3.5, P4.1, P4.2
Duration in weeks and hours:
10 WEEKS- 40 HOURS
The Origins of the Arab- Israeli
Conflict 1880s-1947
Syllabus outcomes: P1.1, P1.2,
P2.1, P3.1, P3.2, P3.3, P3.4,
P3.5, P3.5, P4.1, P4.2
Duration in weeks and hours:
10 WEEKS- 40 HOURS
The World at the Beginning of course in this term.
the Twentieth Century
Syllabus outcomes: P1.1, P1.2,
P2.1, P3.1, P3.1, P3.2, P3.3,
P3.4, P3.5, P4.1, P4.2.
Duration in weeks and hours:
10 WEEKS- 40 HOURS

HSC Topic: Core Study: World War
1 1914-1919: A source-based
study.
Syllabus outcomes: H1.1,
H1.2, H3.2, H3.3, H3.4, H3.5,
H4.1, H4.2
Duration in weeks and hours:
10 WEEKS- 30 HOURS
Topic: National Study: Russia
and the Soviet Union 1917-
1941
Syllabus outcomes: H1.1,
H1.2, H2.1, H3.1, H3.2, H3.3,
H3.4, H3.6, H4.1, H4.2
Duration in weeks and hours:
10 WEEKS- 30 HOURS
Topic: National Study Russia
and the Soviet Union 1917-
1941 and Personalities: Leon
Trotsky
Syllabus outcomes: H1.1,
H1.2, H2.1, H3.1, H3.2, H3.4,
H3.5, H4.1, H4.2
Duration in weeks and hours:
10 WEEKS- 30 HOURS
Topic: The Arab-Israeli
Conflict 1948-1996
Syllabus outcomes: H1.1,
H1.2, H2.1, H3.1, H3.2, H3.3,
H3.4, H3.5, H4.1, H4.2
Duration in weeks and hours:
10 WEEKS- 30 HOURS

51
APPENDIX B: CONCEPT MAP

52
APPENDIX C: ASSESSMENT SCHEDULE
Stage 6- Preliminary Year 11 History Assessment Schedule
Date Term 1, Week 9 Term 2, Week 7 Term 3 Week 6 Term 3, Week 10

Bismarck and the Unification The Origins of the Arab/Israeli The World at the Beginning of Final Exams
Component of German States Conflict the 20th Century
Historical Investigation

Task Type Individual Historical Presentation: A five-minute
Investigations analysis of the origins of the
Arab/Israeli conflict and how
this has affected the region
today.
Source Analysis Task Examination- Multiple Choice,
Short Answer and Extended
response

Weighting 20% 25% 30% 25%

Outcomes P1.1, P3.1, P3.2, P3.3, P3.4, P1.1, P1.2, P2.1, P3.5, P4.1, P1.2, P2.1, P3.2, P3.3, P3.4, All outcomes measured
P3.5, P4.1, P4.2 P4.2 P3.5, P4.2

Knowledge and understanding 10 10 10 10

of course content

Source based skills 15 5

Historical inquiry and research 10 10

Communication of historical 5 5 5 5
understanding of appropriate
forms

Marks 30 25 30 20

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