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Secondary Curriculum 2A – Modern History
Assessment 2
Part IV: International Studies in Peace and Conflict – Option B: Conflict in Europe 1935–
1945 (25%)
Outcomes: H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5, H4.1,
H4.2
Assessment Task 4: Research & Oral Presentation
(20%)
Term Key Concepts:
3 Growth of European
tensions
Course of the European war
Civilians at war
End of the conflict
Assessment Task 5: Trail HSC Examination (20%)
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Knowledge and 5 10 5 20 40
understanding
of content
Source-based 10 10 20
skills
Historical 10 10 20
inquiry and
research
Communication 5 10 5 20
of historical
understanding
in appropriate
forms
Marks 15 15 20 20 30 100
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Student Notice
Part 1: Research
Students are to find and analyse ONE (1) primary and TWO (2) secondary sources relating to their
selected topic.
In no more than 300 words per source, students will analyse their research findings paying particular
reference to:
Students will answer an unseen question that relates to their selected research topic.
Exam Question:
With reference to at least one (1) primary and two (2) secondary sources, and using your own
knowledge, discuss one (1) of the following historical features of Germany in the period 1918-1939.
UNIT OUTLINE
Subject: Modern History Course: HSC Number of
Weeks: 10
Unit title: Part II: National Study: Germany 1918-1939
Key Concepts/ Big Ideas The importance of this learning
Key features and issues: • ask relevant historical questions
• successes and failures of • locate, select and organise information from
democracy different types of sources, including ICT, to
• nature and role of nationalism • describe and analyse relevant features and issues
• influence of the German army
• describe and evaluate the role of key individuals,
• nature and influence of racism
groups and events during the period
• changes in society
• the nature and impact of • explain and evaluate the significance of forces
Nazism contributing to change and continuity
• aims and impact of Nazi • during the period
foreign policy • evaluate the usefulness and reliability of sources
• account for and assess differing perspectives and
interpretations of the period
• present the findings of investigations on aspects of
the national study, analysing and
• synthesising information from different types of
sources
• communicate an understanding of relevant
concepts, features and issues using appropriate
and well-structured oral and/or written and/or
multimedia forms including ICT.
Unit context within Scope and Syllabus Outcomes
Sequence
H1.1 describe the role of key features, issues,
Term 2, Weeks 1-10 individuals, groups and events of selected
twentieth-century studies
H1.2 analyse and evaluate the role of key features,
issues, individuals, groups and events of
selected twentieth-century studies
H2.1 explain forces and ideas and assess their
significance in contributing to change and
continuity during the twentieth century
H3.1 ask relevant historical questions
H3.2 locate, select and organise relevant information
from different types of sources
H3.3 analyse and evaluate sources for their usefulness
and reliability
H3.4 explain and evaluate differing perspectives and
interpretations of the past
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HSC questions The dot points these questions Marker’s feedback (can be
address downloaded from BOS)
2016 Question A 2 The rise of the Nazi Party – Candidates showed strength in
To what extent were political rise of the Nazi Party (NSDAP) these areas:
issues responsible for the from 1923 – Hitler’s accession • presenting a
failure of democracy in to power – initial consolidation
sophisticated
Germany by 1933? of Nazi power 1933–1934
judgement that
2016 Question B 4 Nazi foreign policy – nature clearly reflected the
Assess the impact of ideology of Nazi foreign policy: aims and demands of the
on Nazi foreign policy to strategies to September 1939 – question
September 1939. impact of ideology on Nazi
• supporting a
foreign policy to September
judgement with
1939
relevant and
accurate historical
information.
Candidates need to improve in
these areas:
• providing a sustained
judgement rather
than a narrative of
events
• providing accurate
knowledge that
refers to and is
relevant to the
question
• avoiding unnecessary,
incorrect and
distracting
historiography
• providing information
from the correct
time period.
2015 Question A 3 Nazism in power – Hitler’s Candidates showed strength in
How effective was the Nazi role in the Nazi state – Nazism these areas:
party up to 1939 in dealing as totalitarianism – the role of • making a judgement
with the political economic and propaganda, terror and
or assessment
social issues arising from the repression; SA and SS;
opposition to Nazism – social
• presenting a
Weimar Republic?
and cultural life in the Nazi sophisticated
state: role of Hitler Youth, argument or
women, religion – Nazi racial explanation as the
policy; anti-Semitism: policy question requires
and practice to 1939
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it is part of the
question.
2013 Question A 1 Weimar Republic – Candidates showed strength in
To what extent was the Great emergence of the Democratic these areas:
Depression responsible for the Republic and the impact of the • making a judgement
collapse of the Weimar Treaty of Versailles – political,
or assessment
Republic? economic and social issues in
the Weimar Republic to 1929 –
• presenting an
collapse of the Weimar argument
Republic 1929–1933 – impact • using relevant and
of the Great Depression on accurate historical
Germany information
2013 Question B 3 Nazism in power – Hitler’s • using accurate and
Assess the impact of the Nazi role in the Nazi state – Nazism relevant
state on social and cultural life as totalitarianism – the role of historiography to
in Germany in the period 1933 propaganda, terror and support the
to 1939. repression; SA and SS; argument.
opposition to Nazism – social Candidates need to improve in
and cultural life in the Nazi these areas:
state: role of Hitler Youth,
women, religion – Nazi racial
• providing a judgement
policy; anti-Semitism: policy rather than a
and practice to 1939 narrative response
• making an assessment
rather than
generalisations
• supporting responses
with historical detail
• using historiography
that is accurate and
relevant
• making reference to
the statement where
it is part of the
question.
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Topic area: National Studies: Stage of Learner: 6 (HSC) Syllabus Pages: Online
Germany 1918-1939
Date: N/A Location Booked: Yes Lesson Number: 1/30
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
N/A in Stage 6
• ask relevant historical questions
• locate, select and organise information
from different types of sources, including
ICT, to describe and analyse relevant
features and issues
• present the findings of investigations on
aspects of the national study, analysing
and synthesising information from
different types of sources
• communicate an understanding of
relevant concepts, features and issues
using appropriate and well-structured
oral and/or written and/or multimedia
forms including ICT.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and among students.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.1 & 1.5 Intellectual quality present in lesson as deep knowledge is encouraged by source based
activity requiring identification and analysis of an historical document. Meta language
incorporated into activity.
2.2 Engagement evidenced by whole class participation in ICT activity and multi-modal
(group demonstration and individual work) presentation of activity and differentiation
evident in extension activities provided for GAT.
3.3 & 3.5 Knowledge integration evident in overview video, setting up a basis of understanding
of the not only prior knowledge, but also where the topic is leading. Connectedness
evident in the use of Australian documents and questions of national participation.
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Resources:
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The biggest issue in this lesson was the dealing with the practicalities of providing access to
devices for those without. Alternatives may be made by providing library time or using a
borrowed school device, however different students require different solutions. The ability
to either stay back or come to see the teacher at a different time (to avoid student shame or
stigma) is crucial.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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?
References
Holt, S (2017). HSC Modern History Online Study. Website, accessed 20 April, 2017 form
http://modernhistorycomparative.weebly.com/
League of Nations. (June 28, 1919). The Treaty of Peace between the Allied Powers and
Germany. Retrieved from http://www.foundingdocs.gov.au/item-did-23.html
Llewellyn, J. et al, (2014). “Why the Weimar Republic failed?”, Alpha History, accessed 20
April, 2017 from http://alphahistory.com/weimarrepublic/why-the-weimar-republic-
failed/.
Ten Minute History. (2016). The Weimar Republic and Nazi Germany (Short
Documentary). YouTube. Retrieved from https://www.youtube.com/watch?v=vO-
_HXO7HwY&t=26s
Resources Attached
Handouts:
Assessment Schedule (See Appendix C1, C2)
Unit Outline (See Appendix D)
PPT 1.1
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Resources
Do Now!
Students submit
collaborative
response for
marking.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and among students.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.2, 1.6 Deep understanding of assessment requirements present in students’ ability to apply
information to problem. Substantive communication required both in terms of
collaborative learning activity, and outcome of activity
2.1, 2.3, 2.6 Quality learning environment is provided by student directed collaborative learning,
quality criteria provided by past HSC markers notes, High expectations inherent it
directing students to reach the standards of HSC marking
3.1 Background knowledge integrated into meaning construction, especially with
reference to identifying verbs in exam questions
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Students may complete task as they wish, but Teacher: supervises room,
encouraged to work collaboratively on shared assessing progress
digital platform Student: collaborative
learning
Resources: butchers
paper/notebooks or on online
platform
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing this lesson, I had a clear idea in mind that students would walk-through the exam
format, then attempt one of the answers in a collaborative manner. The issue with the above
plan is that there is not enough clear direction on how these activities will actually work, and
I don’t know the answer to it. In my mind, it’s a matter of tell the students and they will do
it, an added a layer of engagement over the structure is required.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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?
Given group-work, student likely to move around, causing access issues/trip hazard. Teacher to
monitor.
Other WHS considerations as per classroom practice.
Resources Attached:
Resources
N/A
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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Writing for HSC examination
N/A stage 6
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Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and among students.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.2, 1.5, 1.6 Individual feedback provided to students for formative assessment task
2.1, 2.2 Engagement with students in their own learning provided through one-on-one teacher
2.6 interactions, explicit quality criteria to be discussed individually
Student direction demonstrated as week is marked for revision, self directed revision
in library session
3.3 Student provided with opportunity to integrate knowledge regarding previous
task/lesson relating to to HSC exam
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Curriculum 2A – Modern History
Assessment 2
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
While it may look like a skinny lesson, there was a lot of thought given to providing students
with an opportunity to have a truly self-directed lesson. Timing across the sequence is key,
leading into an assessment item and towards conclusion of unit. Obvious issues remain with
classroom management, but may be mitigated by selecting students for interviews to break
up disruption.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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?
Resources Attached:
You must list all the resources that you have created or found in this space.
N/A
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Resources
N/A
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Justification
Introduction
The above lesson plans and Online Comparative Study (OCS) has been developed for teaching the
Modern History Stage 6 Syllabus (BOS, 2009). The OCS is provided as a learning component of the Part
II – National Studies elective (The Unit), and relates to Elective C, Germany 1918-1939. The
development of the OCS and related lessons is theoretically based in Weinburg’s (2001) identification
of six concepts that constitute a student’s ability to think historically. These six concepts include:
Establish historical significance, use primary source evidence, identify continuity and change, analyse
cause and consequence, take historical perspectives, and understand the ethical dimension of
complimentary to the pedagogical requirements placed on New South Wales teachers, and is
to Vygotsky’s Zone of Proximal Development (ZPD) theory in Clara’s (2017) ‘How Instruction Influences
Conceptual Development.’
The OSC has been developed as a process of four modules for students to move through at a semi-
structured pace. Module 1 is designed as a stand-alone practice module to develop students’ ability
to engage with the OCS itself, Modules 2 and 3 compliment regular classwork by developing literacy,
numeracy and historical thinking skills through activities based on a graph detailing an aspect of the
rise of National Socialism, while Module 4 applies this accumulation of historical thinking into an
activity to develop specific assessment (exam) skills. Theoretically, the implementation of the OCS is
justified by Clara’s (2017) re-conception of a Vygotskian ZPD as “no longer a relationship between
people, but rather a structural relationship between meanings.” The opportunities provided by ICT
mean that an activity such as the OCS allow for a digital ZPD to be created between student, teacher
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and, most significantly, both the sources of history (primary and/or secondary) and the historical
context in which they exist. To clarify this, in the example of Module 2, meaning is created by the
teacher through the activity, the student’s participation, the document (the Treaty of Versailles
(1919), a primary source) as well as historical, contextual information provided by the Museum of
Australian Democracy website. Questions for each module are then scaffolded to prompt students
into constructing procedural knowledge. With relation to historical thinking, the OCS specifically
addresses the use of primary source evidence (Module 2) and identify continuity and change (Module
3).
Pre-OCS Lesson
The Pre-OCS lesson is the first lesson in The Unit sequence, and has been designed as an introduction
to both The Unit and the OCS. The lesson consists of two distinct phases; (1) Outline Unit, and (2)
Introduce OCS. The phase 1 learning activities are teacher directed as it serves the administrative
function of providing an opportunity for students to question how the unit will work. It is assumed
that questions will generally relate to the assessment. Pedagogically, this stage also sets a basis for
students understanding of what Levesque’s (2008) Thinking Historically, describes as the substantive
knowledge of history. The Unit Outline provides early material on which procedural knowledge
Levesque (2008) may be built. Phase 2 introduces the OCS by shifting from a teacher centred
explanatory walk through, to a student-centred practice module, Module 1. As with phase 1, there is
a focus on building a basis of substantive knowledge of the period (video), however with the shift to
student-centred activities comes a shift into an understanding of the procedural knowledge of history.
Post-OCS Lessons
The Post OCS lessons primarily serve the purpose of HSC exam preparation, with a focus on
constructing extended response answers. Both lessons are deliberately timed, with Post-OCS (i) to
lead into OCS Module 4, and Post-OCS (ii) to provide formative assessment for the Module 4 activity.
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Given the Module 4 task is the completion of a past HSC question, Post-OCS (i) develops what Smith,
Worsfold, Davies, Fisher and McPhail (2013) describe as ‘assessment literacy.’ Just as the historical
content of the unit is based on students’ ability to construct meaning, so too is Post-OCS (i) designed
opportunity for students’ “judgements about the quality of the work in front of them” (Smith, et al.
2013) and allows for students to be self-directed when applying such evaluation with to the Module
4 task. Post-OCS (ii) provides scope for students to receive individualised formative assessment on
this task through the framework of Hattie and Timperley’s (2007) effective feedback model, where
students are encouraged to identify their own goals, the progress towards those goals and what
activities may be undertaken to make better progress. Beyond the feedback for Module 4, Post-OCS
Conclusion
Weinburg (2001) articulates a compelling case for a subject-specific pedagogy, historical thinking. The
OCS and related lessons are conceived to specifically address the establishment of historical
significance, the use of primary source evidence, and the identification of continuity and change in
students. As demonstrated, the OCS and related lessons are also theoretically informed by
constructivist approaches to meaning creation, both in terms of subject content and assessment skills.
The digital space created by the OCS and related student interactivity provided by the (Web 2.0
platform) forum allow for a ZPD to be created in both the physical and cyber-spaces in which students
are engaged. As shown in the lesson plans and this justification, this approach is theoretically justified
while meeting the requirements placed on NSW teachers through the syllabus and professional
standards.
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References
Board of Studies NSW. (2009). Modern History Stage 6 Syllabus. Sydney: Board of Studies NSW.
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf
Clarà, M. (2017) How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited,
Educational Psychologist, 52:1, 50-62, DOI: 10.1080/00461520.2016.1221765 To link to this
article: http://dx.doi.org/10.1080/00461520.2016.1221765
Hattie, J. & Timperley, H “The Power of Feedback” Review of Educational Research, Vol. 77, No. 1
(Mar., 2007), pp. 81-112 Published by: American Educational Research Association Stable URL:
http://www.jstor.org/stable/4624888 Accessed: 16-03-2017 23:10 UTC
Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment Literacy and
Student Learning: The case for explicitly developing students ‘assessment literacy’.
Assessment & Evaluation in Education, 38, 44-60.
Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia, PA: Temple University
Press, 2001.