SUMMATIVE ASSESSMENT

A U S T RO - H U N G A R I A N E MP I R E
 Factual
• What is an empire?
• What are the common characteristics and key features of empires?
Conceptual

Are Empires • How and why do empires rise: what are the ingredients for
development and how are they interconnected?

History? • How and why do empires fall: what are the reasons for the collapse
of empires?

Debatable
• To what extent are power and control key to the growth and
survival of empires?
• To what extent were economic factors the cause of the fall of the
Austro-Hungarian empire?
Hold the Front Page
Overview
Group Work (2-4 per group)
To present a front page from a newspaper written at some point
during the Austro-Hungarian empire, on a date when events with
political, historic, economic and social relevance occurred.
The page as a whole should show concurrent events (taking place at
the same time) and link their relevance.

Individual / Pair Work

Each group member should produce ONE editorial article that offers a
personal perspective on a specific and controversial event or issue
from the day
 You choose:
Date and city / place of publication

Specific roles for example:

Chief Editor
Illustrator
Hold the Layout Design
Frontpage Proofreader

Bias of your newspaper for example:

Liberal
Marxist
Conservative
Reformist
Individual / Pair
Investigation
You will choose an investigative (debatable) question to
guide your research.
You may choose to focus on one element of empire –
Government / infrastructure / leadership / religion /
communication systems / economy / military / nationalism.
You will need to create an investigative action plan
An investigation (Criteria B) includes:

1 2 3 4
Formulate a clear Formulate and Use research Evaluate and reflect
and focused follow an action plan methods to collect on the process and
research (debatable) to investigate a and record relevant results of the
question and justify research question information investigation
its relevance
 Demonstration of Learning 1 of 2
An A3 newspaper front page:
◦ [Group work (2-4), PRINTED and shared in class]

1. For a key date during the Austro-Hungarian Empire

2. Appropriately setout and presented
3. Including headings, titles, images, advertisements and other relevant elements
4. With the starting sections / paragraphs of each editorial (you can add ‘continued on page 3’ if needed to
fit the space)
 Demonstration of Learning 1 of 2
Word or PDF document including:
◦ [Individual / pair work - UPLOADED and submitted to Managebac]

1. Your investigative (debatable) question and action plan - how you went about exploring and researching
2. Your article / editorial (final full text)
3. A learning reflection: linked to ATLs and using guiding questions provided
4. Bibliography / works cited
 Investigating (B)
I. Formulate a clear and focused research (debatable)
question that establishes connection between economic,
social, political and environmental aspects and justifies
its relevance in the report.
II. Follow an action plan to investigate the relationship
between the economic, political, social and environment
aspects being explored.
III. Investigate different types of sources (print, non-print,
primary, secondary, etc.) to collect and record
appropriate, varied and relevant information.
IV. Thoroughly evaluate and reflect on your investigation
process and results in your reports.
 Critical Thinking (D)
I. Synthesize information to make valid arguments that
fully support the choices that you made while
completing their project.
II. Present a balanced and supported argument,
meticulously interpreting different perspectives on the
same topic and their implications.
 PLUS…
Knowing and Understanding (A)

I. Use language that is coherent and appropriate to the historical context of the 19th / early 20th century, both in the newspaper and in
the report.

II. Demonstrate knowledge of the main transformations of the historical period being studied and an excellent understanding of the
relationship between the economic, social, political and environment changes that occurred at that time, selecting clear examples to
be published on the front page of the newspaper while always providing explanations and support in the report for the choices that
you made.

Communication (C)

III. Communicate information using language that is appropriate for both the period and the medium.

IV. Structure information according to the characteristics of a newspaper from the era. Use the examples presented in class: excessively
small print, more text than images, limited amount of blank space, types of advertising, no use of colour, etc. You must also reflect
the purpose of a front page, namely: attracting attention, informing, highlighting, influencing, causing a quick reaction, etc.

V. Document all sources of information using a chosen system of referencing throughout and at the end of the report.
Approaches to Learning

Collaboration… Self-management... Research skills…

 What now?
1. Reading, research, messy learning 5. More reading and research
2. Notetaking for example: 6. Drafting and feedback
◦ Shared documents
◦ Notebook 7. Pull it all together
◦ Timelines ◦ Present (group newspaper front-page)
3. Role allocation, who is responsible for what: ◦ Reflect
◦ Chief Editor ◦ Submit (individual report)
◦ Illustrator
◦ Layout Design
◦ Proofreader
NOTE:
4. Key decisions:
◦
Notes, plans, drafts and final report should be
Date / events
evident in the individual working document that
◦ Bias / position I share with you.
◦ Research (debatable) question
 Key Dates and Timing
1. Start: Thurs 23rd / Fri 24th Nov
◦ Background reading and knowledge development

2. Present (as a group): Newspaper front page in printed and shared in class
◦ I&S 2 – Thursday 7th December
◦ I&S 3 – Monday 11th December

3. Submit: Your final individual report to Managebac

◦ ALL – Monday 11th December by 21h00
◦ DRAFT to me by Wed 6th if you want feedback

4. Time available
◦ In-class: circa 8x50 minutes
◦ Out of class: circa 3x50 minutes
◦ Total = 9-hours

5. Take the What now? list and plan (and use) your time efficiently