Rebecca Donya 18010086

Modern History Year 12- Assessment Notification

Power and Authority Assessment Task
Rationale
Students are to demonstrate the nature of the topic through both assessment tasks. They are to
show their thorough understanding of the topic effectively through both parts. The aim of the
assessment is to revoke the pressure of essay time pressures and to allow students to
experience the life of Nazi Germany to present a sense of continuity and change. This will
allow them to see how the modern world has been shaped by the past.
Task Number: 1 Weighting: 20% Task Type: Hand in & in
Class task
Duration: Date: Term 4, Week 6,
Part A: 2 weeks November 13th, 2019
Part B: 1 hour
Outcomes assessed:
A Student:
MH12-2 proposes arguments about the varying causes and effects of events and
developments
MH12-3 evaluates the role of historical features, individuals, groups and ideas in
shaping the past
MH12-4 analyses the different perspectives of individuals and groups in their
historical context
MH12-5 assesses the significance of historical features, people, ideas, movements,
events and developments of the modern world
MH12-6 analyses and interprets different types of sources for evidence to support an
historical account or argument
MH12-7 discusses and evaluates differing interpretations and representations of the
past
MH12-8 plans and conducts historical investigations and presents reasoned
conclusions, using relevant evidence from a range of sources
MH12-9 communicates historical understanding, using historical knowledge,
concepts and terms, in appropriate and well-structured forms
Task Description:

Part 1: (10%)
A. Individually, create a propaganda poster (A3), video (3-4mins), or radio
broadcast (5mins) to show at least four from the following in everyday life of
Nazi Germany:
 Control
 Laws
 Censorship
 Repression
 Terror
 Cult
B. Individually, write an analysis on how the above have been presented in your
poster/video/audio to show the strategies in which the Nazis used to exercise
control. (800 words)
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Part 2: In class Assessment (10%)

The in class task will be based on the impact of the Nazi regime, the opposition to
Nazi Germany and League of Nations.
 Multiple choice
 Source analysis
 Short answers

The best way to prepare for both parts is to ensure they have thorough knowledge of
the topic of Nazi regime through to the search for peace and security in the world.

Marking Criteria: (Attached)

You will be assessed on how well you:

 Demonstrate your understanding of the topic
 Analyses and interprets concepts, time periods, sources effectively
 Conducts effective research of sources and represents this knowledge in
assessments
Feedback
Written feedback will be provided to students when drafts are submitted. Verbal and
written annotation will be provided with drafts and assessment.

ASSESSMENT CRITERIA
Part A- Poster/Visual/Audio & Analysis
Description of Criteria Mark
 Demonstrates an insightful understanding and explains how each theme is 17-20
represented to show the impact of Nazi propaganda.
 Skilfully discusses a sustained, well-structured analysis using key concepts
and terms supported by poster/visual/audio created.
 Poster/Visual/audio is exceedingly creative and thoroughly relates to key
features of the time period of Nazi Germany.

 Provides a thorough analysis and accounts for each theme represented to show 13-16
the impact of Nazi propaganda
 Presents a logical analysis drawing on key concepts and terms supported by
poster/visual/audio.
 Poster/visual/audio is creative and relates to features of the time period of
Nazi Germany.
 Outlines an understanding and attempts to show how each theme is 9-12
represented to show the impact of Nazi propaganda
 Presents a sound analysis drawing on key concepts and terms supported by
poster/visual/audio.
 Poster/visual/audio is creative with some relation to features of the time period
of Nazi Germany.
 Presents basic understanding and shows basic knowledge of how each theme 5-8
is represented to show the impact of Nazi propaganda
 Demonstrates basic control of analysis and on key concepts and terms
minimally supported by poster/visual/audio.
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 Poster/visual/audio is creative with little relation to features of the time period

of Nazi Germany.
 Limited understanding and minimal knowledge of how each theme is 1-4
represented to show the impact of Nazi propaganda
 Demonstrates limited control of analysis and shows little/no key concepts and
terms minimally supported by poster/visual/audio.
 Poster/visual/audio is limited with little/no relation to features of the time
period of Nazi Germany.

Part B- In class Assessment

Description of Criteria Mark
 Demonstrates a thorough understanding of the overview of content of Nazi 24-27
Germany
 Examines sources and analyses them thoroughly
 Examines and accounts for Nazi regime, terror and oppression
 Demonstrates well developed responses using key concepts and glossary
terms

 Demonstrates reasonable overview of content of Nazi Germany 19-23

 Examines sources and develops an analysis
 Examines and outlines Nazi regime, terror and oppression Demonstrates a
developed response using key concepts and glossary terms

 Demonstrates an overview of content of Nazi Germany 14-18

 Outlines sources and identifies an analysis
 Outlines Nazi regime, terror and oppression
 Demonstrates a response using key concepts and glossary terms

 Attempts to demonstrate an overview of content of Nazi Germany 9-13

 Describes sources with some relevance of analysis
 Outlines Nazi regime, terror and oppression
 Presents a minimal response using key concepts and glossary terms

• Lists some overview of content of Nazi Germany 1-8

• Shows limited understanding of sources and relevance of analysis
• Limited outline of Nazi regime, terror and oppression
• Presents a limited response using key concepts and glossary terms
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Part A
Scaffold questions for reflection/analysis:
 What is the subject

 What is the main idea?

 What is the foreground/background?

 What action is occurring?

 Origin: who made this source? Is it bias?

 Audience: for whom was the source made? Public/private/limited audience?

 Motive: why was the source made? To put a point of view? To convince? To give a

balanced view? To provide information?

 Nature: how is the aim achieved? Appeals to emotions? Unemotional detail?

 Content: refer to images and their impact/aim to the Nazi regime.

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Part B:
Section 1: Multiple Choice (7marks)
1. When did the League of Nations form?
a. 1919
b. 1920
c. 1921
d. 1922

2. Who were the allied powers in ww2?

a. United States, Soviet Union, Germany and China
b. United States, Austria, Germany and China
c. United States, Britain, Soviet Union and China
d. United States, Australia, Soviet Union and Switzerland

3. What was the purpose of propaganda in ww2?

a. To encourage recruitment, boost morale
b. To promote the League of Nations
c. To encourage war effort for the purpose of land gain
d. To oppose the war and inform people

4. What is censorship?
a. Speech suppression to aid in the war
b. The act of preventing the expression of opposition views.
c. The act of allowing free speech.
d. The suppression of free will.

5. Who were the SS?

a. The Nazi Germany organisation under Adolf Hitler
b. The Democratic party organisation under Roosevelt
c. A political party that fought for freedom
d. A political party led by RAF

6. What is fascism?
a. Political system that Hitler promoted
b. Political system created by Stalin, that influenced Hitler
c. Political system brought upon by dictatorship
d. Political system derived from democracy

7. What happened to Germany after the second world war?

a. It was separated and given to other countries
b. It joined the Soviet Union and communism
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c. It was forced to sign the treaty of Versailles

d. It was forced to join the league of nations

Section 2: Source analysis (8 marks)

Source A

CLARIFICATION:
Ministry of Food Letter, 29 May 1917

On his Majesty's Service

I wish to appeal for the immediate help of every man, woman and child in my effort to reduce
the consumption of bread.

We must all eat less food; especially we must all eat less bread and none of it must be wasted.
The enemy is trying to take away our daily bread. He is sinking our wheat ships. If he
succeeds in starving us our soldiers will have died in vain.

In the interests of the country, I call upon you all to deny yourselves, and so loyally to bridge
over the anxious days between now and the harvest. Every man must deny himself; every
mother, for she is the mistress of the home, must see that her family makes its own sacrifice
and that not a crust or crumb is wasted.

By a strict care of our daily bread we can best help the men who are gallantly fighting on sea
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and land to achieve victory, and so share with them the joys of the peace which will follow.

No true citizen, no patriotic man or woman will fail the country in this hour of need.

I ask all the members of your household to pledge themselves to respond to the King's recent
Appeal for economy and frugality and to wear the purple ribbon as a token.

29th May, 1917

Food Controller

1. What is the circular asking of British civilians in source A? (1 mark)

Source B Source C
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2. Using source b & C and your own knowledge, explain why propaganda was
used in Britain and Germany to persuade people to make financial and other
sacrifices for the war effort. (6 marks)

Section 3: Short answer (12 marks)

1.What is ‘total war’? (1 mark)

3. Why did many civilians die of starvation in Germany during the war? (1 mark)

4. . List three jobs British women did during the war. (3marks)

4.Why did the war encourage the development of democracy? (2 marks)

5.What does ‘laissez faire’ mean in relation to trade and commerce? (2 marks)
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6. What was the main purpose of the league of nations? (3 marks)

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Justification

The purpose of this assessment is to allow a diverse opportunity for all students

to attain the highest of marks through two separate tasks. Therefore, allowing a

two separate assessments to focus on student’s multiple skill set. Assessments

allow students to reflect and understand what their weaknesses and strengths are

and to improve where necessary.

The aim of part A of the assessment is to give students the opportunity to work

in a creative manner without the limitation of time. It further gives students the

opportunity to research propaganda posters, movies and radio broadcasts as a

form of inspiration for their own individual task. Nonetheless, students are also

expected to submit a draft a week before the assessment is due in order for

teachers to provide oral feedback for the improvement of students. Part A

allows student to take advantage of take home tasks as it can result in optimum

results encouraging them to work to the best of their ability. The scaffold for the

analysis for Part A thoroughly breaks down the work load for students to

demonstrate an insightful approach. It also vividly prepares them to perfect

source analysis sections in exams. Thus, the form of differentiation is explicitly

seen in the comparison of assessments of Part A and Part B.

Part A gives students time and effort to produce a significant result and also

prepares them for their Part B in class task. The analysis also aims to achieve

the impact of propaganda to the German population, giving them a political

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perspective of the purpose of censorship, widening their perspective on political

concepts by making comparisons with the past and the present thus triggering

inquiry questions within the classroom.

Part B is an in class task, as year 12 students they should often be prepared for

the pressure of HSC examinations. Therefore, the purpose of the task was to

allow them to take necessary steps to accustom themselves to short answers,

multiple choice and source analysis. Part B tests students’ knowledge and their

ability to work under pressure.

The purpose of grades is to rank student’s achievement, thus allowing them to

be motivated and interested to improve (Zeidner, 1992). Furthermore, the

assessment task created thoroughly reflects the content and skill outcomes to

achieve. It also allows teachers to further know their students and what their

weaknesses may be and how to improve their teaching strategies as a reflection

of them as a whole. Furthermore, demonstrates the multiple uses of inquiry

questions that guide students to cover all content and skill points.

The assessments both reflect blooms taxonomy by allowing students to create,

analyse, understand and remember. Part A allows students to create individual

task, analyse them and apply their knowledge within an analysis that has been

scaffolded. Furthermore, Part B gives students the opportunity to demonstrate

their knowledge under exam conditions allowing them to apply what they have

learnt in the previous task. Furthermore, part A is an engaging task that reduces
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the pressure of exams and other forms of assessment and allows teachers to

report on student achievement (5.5). Thus, resulting in providing feedback (5.2)

appropriately and allowing teachers to interpret assessment data to modify

teaching practice where necessary (5.4).

The importance of assessment is to consider your students and how well they

will demonstrate their learning experience within the assessment to allow them

to achieve their full potential. Students learn to be motivated and reflect

teacher’s strategies. The purpose of these assessments is to challenge students

and improve teaching practices for the purpose of differentiation. The

assessment notification should allow students and teachers alike to prepare two

weeks in advance to produce significant results. As this task was created

teachers often consider questions to give students as much time needed to

prepare through in class activities and research tasks to develop appropriate

results.

Overall, both assessment tasks aim to acquire all student skill sets to be able to

apply within their teaching practice and prepare students for HSC examinations.
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References
Wood, L. N., Thomas, T., & Rigby, B. (2011). Assessment and standards for graduate
outcomes.
Zeidner, M. (1992). Key facets of classroom grading: A comparison of teacher and student
perspectives. Contemporary Educational Psychology 17:3, 224-243. Retrieved from
https://www.sciencedirect.com/science/article/pii/0361476X92900624