Western Sydney University

Contemporary Teacher Leadership

102098

2H 2019

Assignment 1: Report

Alicia Sukkar

18363441

Table of Contents

Executive Summary…………………………………………………………………………..2
Objectives and Context……………………………………………………………………….3
Goals………………………………………………………………………………………….4
List of Recommendations…………………………………………………………….………4
Background Information..……………………………………………………………………5
Comparative Table……………………………………………………………………………6
Report of Recommendations………………………………………………………………….9
Reconstructed Unit……………………………………………………………………..……13
Scope & Sequence……………………………………………………………………………22
Concept Map………………………………………………………………………………….23
Assessment Task and Marking Criteria………………………………………………………24
Reference List…………………………………………………………………………………27
Appendix – Original Unit Outline…………………………………………………………….29

Alicia Sukkar
Western Sydney University 1
 Executive Summary

This report is the redesigned unit of work for Stage 5, Elective History, a Thematic Study of

‘Genocide’, for Erskine Park High School - HSIE Department. The report’s objective is to examine

and provide research supported recommendations to improve the literacy, numeracy, critical and

creative thinking, ethical understanding and Understanding by Design (UBD) components of the

unit of work. Erskine Park High School is a vibrant co-educational, government school from grades

7-12, located in Erskine Park, in Sydney’s greater west. The school has a total enrolment of 957

students, with 31% of students having a language background other than English (LBOTE), and 5%

of students identifying as Indigenous Torres Strait Islander. Additionally, 40% of the students

parents/ guardians are in the bottom quarter of earners, while a mere 6% are in the top quarter

percentage of earners.

Image source:Australian Curriculum, Assessment and Reporting Authority. My School, Erskine Park High School, Erskine Park.
Retrieved from https://www.myschool.edu.au/school/41845

Alicia Sukkar
Western Sydney University 2
 Objectives and Context

The original unit of work, was taught to a Year 9, Elective history by my self, and other teachers in

the years preceding. Unfortunately in the years preceding, there was no major refinement or

improvement to the unit. This would have possibly been the result of little reflection made by the

teachers, or shortage of feedback. My own experience during this teaching experience held enough

evidence and first hand responses to the gaps, dilemmas and downfalls or the unit of work. The

original unit of work had an unfortunate standing on poor pedagogy practices, where the needs of

many students were not being met, and student satisfaction was not positive. Through a thorough

reflection and overview of the unit of work, the current modification in this report is built to include

various improvements that are highlighted by The Australian Curriculum, Assessment and

Reporting Authority’s (ACARA). These capabilities play a significant role in improving the unit of

work as it equips the students in the learning by combining the content learning with twenty-first

century learning to allow the students to develop capabilities when applying knowledge and skills

confidently, in school and outside of school. The updated unit of work encompasses skills,

dispositions, knowledge and behaviours that would equip Stage 5 in their study of Elective History.

This unit provides students with the opportunity to gain knowledge and understanding on

Genocides in our world’s history. The main outcomes and content points of the topic probes the unit

of work to create pedagogical practices that enable students to work independently and to apply

historical skills. The study enables students to apply their knowledge of the nature of history and to

utilise the tools of historical inquiry.

Alicia Sukkar
Western Sydney University 3
 Goals

This report aims to achieve the following goals through the improvement and changes made in the

unit of work:

- Improve the use of literacy task within the unit to interpret and use the language of the

unit confidently.

- Incorporate a higher use of numeracy in order for students to understand and recognise the

role of numeracy in history.

- Promote critical and creative thinking for students to develop an effective understanding

of processes that can be used when facing problems and new ideas.

- Develop ethical understanding for students to build a strong social and personal ethical

outlook and develop awareness.

- Utilising understanding by design, to give students directions, and allowing teachers to

focus on ensuring learning.

List of Recommendations

This reports recommends the following modifications in order to achieve the most success from the

unit of work:

- To implement literacy: It is recommended that the unit of work utilises multimodal

resources. Students to also write informative texts and develop a cohesive argument.

- To implement numeracy: It is recommended that the unit of work engage students in a

historical inquiry process by organising and interpreting historical events. It is also

recommended that the unit of work analyse quantitative data.

- To implement critical and creative thinking: It is recommended that the unit of work has

activities that allow students to analyse, synthesise and evaluate material.

Alicia Sukkar
Western Sydney University 4
 - To implement ethical understanding: This area is deeply covered however, reflection on

events and conversations for deeper meaning need to take place within the learning.

- To implement understanding by design: It is recommended that the lessons are

constructed to surround a deep understanding and meaning of the content. The unit unit

needs to have a clear set of goals, and a focus its direction to the assessment task.

Background Information

As mentioned, Genocide - A Thematic Study is a Stage five, Year nine Unit of Work taught at

Erskine Park High School. It is a chosen unit that is studied in the optional subject of Elective

History, and chosen for its intrinsic interest. In order to meet the syllabus requirements students

must look at: The nature of historical inquiry; Historical change and continuity; Historical themes

and concepts, and; Events and people in the contest of their time. By studying Genocides, the unit

of work has allowed to students to cover those content points, and encounter the general capabilities

through various learning and teaching methods. The Assessment requirement for the unit includes a

project task that incorporates the use of ICT. Overall, the unit of work when taught in its past

condition did contain many strengths, however, it was largely failing students, as there was such a

variety of opportunities for great teaching and learning success that were unfortunately not utilised,

or further reflected upon.

The unit of work is approximately 6 weeks of teaching, however, as a pre-service teacher, only

weeks one to five were taught. Therefore, only those weeks that were taught will have a series of

recommendations. Unfortunately, a scope and sequence was not accessible from the supervising

practicum teacher at Erskine Park High School, as well as. Formal assessment task. Due to this

circumstance, this report will contain a newly created and designed scope and sequence that utilises

Alicia Sukkar
Western Sydney University 5
the understanding by design process as well as a newly designed Assessment Task. In addition to

this, a concept map has successfully been provided. This report will also include a comparative

table of the unit alterations, which refers to relevant literature as support for the changes suggested

in the table.

Comparative Table of Unit Alterations

Area of Strengths of the Concerns of the Suggested Research support

considerati area of area of Changes to for the changes
on consideration consideration counteract suggested.
concerns
The unit Students are To counteract this Australian
incorporates a constantly concern, students Curriculum,
Literacy high level of responding to texts, can respond to Assessment and
literacy methods. however, the unit multimodal Reporting
In the topic, falls short in resources and Authority. (2014).
students are allowing students write sustained, The national
brainstorming to identify informative texts literacy learning
concepts, relationships and develop a progressions:
analysing written between difference cohesive Literacy learning
sources, events across argument with a progression and
responding to certain time sophisticated History.
questions, writing periods. Students conclusion.
in PEEL are not given the https://
paragraphs, and opportunity to www.australiancurri
constantly share their specific culum.edu.au/
engaging in arguments.
literary activities. media/3655/
literacy-history.pdf
The unit does not To counteract this Australian
incorporate an concern, students Curriculum,
activity that can can listen to a Assessment and
increase students famous speech Reporting
listening skills and identify the Authority. (2014).
language used as The national
it being either literacy learning
inclusive or progressions:
exclusive. Literacy learning
Inclusive to who? progression and
Exclusive to who? History.

https://
www.australiancurri
culum.edu.au/
media/3655/
literacy-history.pdf

Alicia Sukkar
Western Sydney University 6
 The unit Unfortunately the To counteract this Australian
incorporates use of numeracy in concern, teachers Curriculum,
Numeracy minimal numeracy this unit is not can allow Assessment and
related teaching convincing, and students to Reporting
methods and/or ultimately fails measure time by Authority. (2014).
activities. The students ability to explain the The national
strength relies in further their skills patterns of literacy learning
students looking at when combining change and progressions:
dates, and using numeracy with continuity over Numeracy learning
those dates in history. time related to progression and
their other related the Genocide History.
tasks. topic. Teacher
can then have https://
students create a www.australiancurri
timeline of culum.edu.au/
various genocides
at the beginning media/3666/
of the unit. numeracy-
Students can also history.pdf
look t statistics,
or compare
different
representations
of data.
The unit of work is Students can look Australian
concerning at statistics, and Curriculum,
regarding numeracy compare Assessment and
as it does not allow different Reporting
students to representations Authority.(2014).
explore, interpret of data. The national
and represent literacy learning
numerical data. progressions:
Numeracy learning
progression and
History.

https://
www.australiancurri
culum.edu.au/
media/3666/
numeracy-
history.pdf

Alicia Sukkar
Western Sydney University 7
 The unit of work Those strengths This issue present Australian
Critical does incorporate mentioned are in the unit of Curriculum,
and various methods however work can be Assessment and
Creative that enable concerning, as it counteracted by Reporting
Thinking students to use can be somewhat enabling students Authority. (2014).
their critical and basic, and does not to research and Critical and
creative thinking challenge students gather their own creative thinking
skills. This is or allow them sources.Students learning continuum
largely establishes deeply delve into can also explain
through students the topic. Students contingencies, by https://
engaging with are not give a gathering various www.australiancurri
various sources, creative perspectives on culum.edu.au/
mainly visual opportunity to the issue/ events.
sources, and thus create, apply logic Students can also media/1072/
forming and reasoning, or determine biases, general-
judgement, seek solutions and and issues of capabilities-
comparing and place ideas into reliability on creative-and-
contrasting, and action. various sources. critical-thinking-
evaluating. To think learning-
creatively,
students can continuum.pdf
create their own
story board on a
genocide in
history.

This unit of work Due to the Ethical N/A Australian

Ethical incorporates a Understanding Curriculum,
Understan high level of Continuum, Ethical Assessment and
ding ethical Understanding has Reporting
understanding, as been reviewed as Authority. (2014).
students continue being sufficiently General
to utilise, identify incorporated in the capabilities:
and investigate unit of work, and Critical and
ethical concepts, therefore it is not creative thinking
and their deemed as a learning
corresponding concerning area, continuum.
values and nor an area that
character traits. In needs to be https://
this unit of work counteracted. www.australiancurri
students are
culum.edu.au/
exploring an
ethical issue, and media/1072/
as they interact general-
with the notions capabilities-
and sources creative-and-
displayed in the critical-thinking-
teaching, students
learning-
behave ethically
and respect the continuum.pdf
experiences and
positions of groups
of people in the
past.

Alicia Sukkar
Western Sydney University 8
 Understan
ding by
Design The unit of work The unit of work In order to Public Schools
has incorporated did not include a improve the use NSW. The backward
key questions, relevant scope and of the design model of
included long-term sequence, Understanding by curriculum
performance goals therefore it did not Design framework planning.
and established its allow the practicum into the learning,
content standards. teacher to have a a scope and http://
There is maximised sequence will be www.ssgt.nsw.edu.a
assessment understanding of added to create
u/documents/
evidence towards the direction within directional
the end of the unit the subject of learning. The unit 1_backward_design
of work, which has elective history. will also include _model.pdf
framed the more tightly
learning and aligned lessons
created a focus on and clearly
the teaching and defined goals.
learning to be
achieved.

Report of Recommendations

The unit of work ‘Genocide - A Thematic Study’ for Stage Five, Year Nine has been redesigned to

attend to various recommendations made in order to achieve the various goals stated earlier in this

report. These recommendations are also made to improve pedagogical practices within this teaching

area and to improve student achievement. The recommendations listed above (page 4), focus largely

on the modification of the following areas: literacy, numeracy, critical and creative thinking, ethical

understanding and understanding by design (UbD). These factors, which fall under The Australian

Curriculum, Assessment and Reporting Authority (ACARA) general capabilities, are key

dimensions to the success of the unit, and the success of the learners. The original unit of work did

provide the knowledge, skills, behaviours and dispositions (ACARA, 2010) that are necessary to

assist students as they live and grow in the 21st century. However, the 21st century is a new era of

teaching which needs to meet and integrate the characteristics of the new methods of thinking and

action, such as those through the paradigms of the conceptual age, or the technological age. These

Alicia Sukkar
Western Sydney University 9
‘ages’ demand innovation and specific skills for success (Katyal, 2014). This goal of this report is to

modify a specific unit of work that meets the demands and skills that students need to encounter to

become successful members of the 21st century, and it is through the significant role that the

general capabilities have to offer, students are able to meet the changing and growing needs of the

modern world. By deeply implementing the general capabilities, the unit of work still enables its

core teaching of ‘Genocide’ to remain embedded, but with added depth and richness to student’s

learning.

Elective history is a unit that provides students with the opportunities to develop deep knowledge

and understanding of the past, while enjoying the exploration of the past. The study of History from

a broader perspective is successful in its own form of incorporating literacy learning, this is seen

through its own sources such as written sources, audio, speeches etc. However, in Elective History,

the goal is to challenge students when responding to literary items. In the aforementioned

recommendations, multimodal resources are recommended for use to develop their literacy, as it

integrates a more diverse source of literature, that students may encounter in the outside (Thesen,

2001). The inclusion of multimodal texts when studying history facilities the language process and

increases students participation in social practices (Emmitt et al., 2004). The process combines

listening, viewing, speaking, and reading, which adds new dimensions to students learning. This

report also recommends students to write texts that are informative, which deeply analyse and

evaluate concepts and ideas within Genocides. This process contributes to students inquiry-based

learning as they combine history with literacy learning through using historical sources and

providing descriptions and explanations, using appropriate language, text forms and features.

Henceforth, this recommendation will allow students to have a deeper understanding and

knowledge of the content, this improving their student outcomes. Through this model, the UbD

Alicia Sukkar
Western Sydney University 10
process is actively revealed as student transfer their learning through their responses to literary

texts, as they are able to show their understanding through explanations, interpretations, applying,

emphasising and self-assessing (McTighe et al., 2012).

Numeracy was very limited in the original unit of work, however, by applying the recommendation

listed in the aforementioned, students are able to engage in the historical inquiry process through

organising, constructing and interpreting historical events in a timeline. Numeracy is also

implemented in the modified unit of work through qualitative data analysis methods. In this process

students are able to investigate and analyse numbers or statistics related to historical events. By

implementing this recommendation students will develop increasing confidence and skills when

utilising these methods, in order analyse, comprehend and represent data that is quantitative, thus

further allowing them to make meaning of the historical event (ACARA, 2014). These methods

achieves recommendations through inquiry-based teaching as they incorporate the processing,

analysing and synthesising of data from varying sources which can be used as evidence to respond

to inquiry questions. An example of this would be students using percentages as part of their

problem-solving activity, and use of critical thinking (ACARA, 2014). This numerical approach is

important when looking at the unit of work through a UbD lens, as students will recognise that the

factual knowledge they gain through quantitative data are taught as a means for the end assessment

task - it is part of their transferring process of learning (McTighe et al., 2012).

An essential recommendation to the unit of work is the implementation of critical and creative

thinking the various methods it is approached within elective history, allows students to seek

possibilities, challenge their thinking, evaluate knowledge and consider alternatives. By providing

students with activities that cater for analysing, synthesising, and evaluating material, students are

Alicia Sukkar
Western Sydney University 11
able to broaden their thinking and deepen their skills needed in studying history. Having students

gather their own sources, explaining contingencies in sources, and analysing perspectives on

significant event strengthens their involvement in the inquiry-based learning process.

Regarding ethical understanding, the study of ‘Genocides’ has a large standing on an ethical

approach. As a result of this, ethics is deeply embedded within each lesson and activity, as the

references to significant historic events must be treated and talked about in a respectful manner.

Modification in this regards is very limited, however, students and teachers must act with ethical

integrity when discussing certain concept and events (MCEETYA, 2008). While the modifications

are not clearly stated, teachers should instead modify the conversation surrounding the topic and

allow students to reflect on the events being studied, further ensuring students are gaining deeper

meaning from their learning.

Finally, the implementation of Understanding by Design into the unit of work has strengthened the

contents delivery of understanding and meaning. As a clear set of goals are defined, and the focus

on the assessment task is apparent, teachers are now able to focus their teaching methods on

students ability to deepen their understanding and transfer their knowledge (McTighe, 2012). With

this modification, the learning now provides a more structured purpose, as curriculum, content and

the assessments are aligned, allowing for a deeper curriculum planning (McTighe, 2012). The

recommendations listed for UbD strongly allows students to be independent of their own learning,

as implements an inquiry-based learning method through setting the essential questions and goals.

Using this method, students are able to commence the unit with a certain goal in mind and then

deeply explore the questions/goals (Khare, 2018).

Alicia Sukkar
Western Sydney University 12
 Reconstructed Unit

Key for modification:

Literacy Ethical Understanding Critical and Creative Thinking

Numeracy Understanding By Design

!
Subject : Elective History Topic: Thematic
Year group: 9 Unit: Genocide
Time: 6 weeks

Outcomes:

E5.1 applies an understanding of history, heritage, archaeology and the methods of historical inquiry
E5.5 evaluates the contribution of cultural groups, sites and/or family to our shared heritage
E5.6 identifies, comprehends and evaluates the usefulness of historical sources in an historical inquiry
process
E5.8 selects and analyses a range of historical sources to locate information relevant to an historical
inquiry
E5.9 applies a range of relevant historical terms and concepts when communicating an understanding
of the past
E5.10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively
about the past for different audiences.
Related Life Skills outcomes:
LS.1, LS.2, LS.8, LS.9, LS.11, LS.12, LS.13

Content Teaching and Learning Strategies Resources

Adjusted Core Extended

Theme Past genocides

Alicia Sukkar
Western Sydney University 13
 Adjusted Core Question Extended
Question Can we retroactively label Question
What is past events as genocide? Is it acceptable to
genocide? apply our cultural
norms to ancient
societies?

• identify Students to form Students to

significan their own Students to read the reasons that modern analyse painting ‘intro to
t periods definition of society legitimised genocide. They are to 'The artist and genocide’
‘genocide' based familiarise themselves with the concept his mother’. worksheet
of time
on what they of genocide and nationalism and write a Students to write
related to definition. Complete activities on the down their
already know, ‘Ramkin’
a specific and list as many worksheet. observations,
historical genocides they compare those WS
theme can think of in In groups, students to construct timeline notes with
• explore history. of all the major genocides to have another student. https://
the occurred in history. Students then www.facinghi
Students to connect their story.org/
changes
complete a Students to read the ‘Ramkin’ worksheet observations and resource-
and interpretations
glossary task in and understand the concept of ‘nation- library/
developm state’ as well as the creation of laws to with researched
they research the totally-
ents that definition for the deal with genocide. After reading they information
have are to complete a barometer activity, one from Gorky's unofficial-
following words:
occurred - genocid side of the room is ‘national sovereignty’ life. raphael-
over time e and the other ‘foreign intervention’ lemkin-and-
in Students answer
- prisoner • Slavery: Should the international the question -
genocide/
relation s of war community intervene if a nation is Under what exploring-
to - crimes using people as slaves, or does a circumstances lemkins-
a specific against nation have the right to decide should nations be actions-
historical humanit policies regarding slavery? able to intervene
invention-
theme y • Mistreatment of prisoners of war: in the affairs of
another nation? word-
• explore Assess the efforts of the genocide
the international community Students to
intervention during in response to a analyse the five
significan Class discussion https://
nation capturing prisoners of war. quantitative data
ce of a – what is the role Do these nations have a right to sources in the site www.facinghi
specific of the United treat the prisoners of war as they https:// story.org/
historical Nations. Students like to? ourworldindata.or stolen-lives-
theme to to give reasns to g/genocides indigenous-
support their • Terrorism: Should the international
our community intervene if a nation is peoples-
society. thinking in the students are to
UN's response to harboring terrorists or do nations summarise canada-and-
international have the right to decide how to definition of Data indian-
crisis’. handle terrorists? Quality. Students residential-
Students to • Crimes against humanity and are to use the
numerical data in schools/
complete the civilization: Should the the site to discuss chapter-7/
research task in international community intervene if the rate of genocide
pairs. if they think another nation is deaths in
committing crimes against genocides have
humanity and civilization? increased or
decreased over
time

Alicia Sukkar
Western Sydney University 14
 Students are to begin the lesson by Students to http://
listing what they consider to be ‘crimes utilise the www.un.org/
against humanity.’ Class discussion. statistics and en/
Students to visit the UN website and data found in genocideprev
read about the crimes against humanity. Our world in ention/
They need to plot the ‘crimes against data- genocides,
humanity’ to most heinous to least genocide.html
heinous. to create a
summary of https://
genocides over www.ushmm.org/
Students to critically analyse a primary educators/lesson-
and secondary source on propaganda time plans/who-is-
and determine the its biases and responsible
reliability. ‘Punic Wars
Students to be summary’
provided a Students are then to go to the UN’s clip
worksheet that webpage on genocide. They need to
simplifies some summarise the information in their
books by completing a PMI chart https://
of the language Students to use
in the source (Positive, negative, interesting). www.abc.n
language that
sheet, to make Students are to watch the clip on the expresses et.au/
the learning punic wars. They are to summarise the opinion towards radionation
accessible to relationship between Carthage and the role of al/
them. Rome. genocide as a
culturally programs/
Students to Student’s to listen to the voice record created concept. archived/
write a ‘Souren's Story’ and read the text. In During this hindsight/
reflection on response, students are to write a letter process they are sourens-
their learning of from Antoyan back to a relative in to consider
genocides at this Armenia where he is explaining his problems with story-a-
early point in new life at the age of 8,and talks about voice-
the thoughts and feeling he is applying this
the term. experiencing. concept to past recovered-
societies, by from-
They are to read the source sheet on using
Carthage and complete the scaffolded comprehensive armenias/
notes, that has them analyse the sources knowledge of 3082726
and find evidence for and against the the ideas and Was
crime of genocide. concepts learn’t Carthage a
Class discussion – Can we apply the within the
term genocide to Carthage? Students to topic. Genocide?’
complete a PEEL paragraph answering worksheet
this question.

Content Teaching and Learning Strategies Resources

Adjusted Core Extended

Theme cultural evolution

Adjusted Core Question Extended
Question How is genocide permitted to Question
Why does occur? Why do good
genocide people do
happen? bad things?

Alicia Sukkar
Western Sydney University 15
• recognises Students to analyse the webpage and Students to
Nearpod –
significant create a description of what the compare and Armenian
people and Students to Armenian culture was like before the contrast the Genocide
events write down genocide. two sources. https://
related to a important words learning.blogs
They are to
specific from the .nytimes.com
website. They They are to read a condensed version of consider WHY
historical the /2015/04/16/
theme, are to use these ‘A box on the ear’ that explains the teaching-the-
words to create historical roots of the Armenian government
armenian-
a summary of genocide. They are to explain what would have
genocide-
Armenian events lead to the genocide. felt the need to with-primary-
culture. keep the sources-from-
Students to listen to the podcast on ‘Why organized the-new-york-
Students to 24 April Matters’ In pairs students are to attacks on the times/
create a table create a story board of the events that Armenian
that gives happened on that day people secret https://
reasons why from the www.abc.net.au
genocides In pairs they are to read and summarise general /radionational/
happen, and the primary source which is a notice that populace. programs/
create a tally was posted in all towns and villages in What does this ockhamsrazor/
based on how the Ottoman Empire in 1915. They say about
many times answer the following questions: humanity?
why-24-april-
those were the 1. How does the Ottoman government matters-the-
main reasons for get the Armenians to trust them? Provide story-of-the-
the various words or phrases as examples. armenian/
genocides in 2. Do the Armenians have any reason to 3023964
history. doubt this announcement? Why or why http://
not? library.mtsu.e
du/tps/
Look at the map of Armenia before and lessonplans&i
after the genocide. List the major and deas/
minor differences can you observe. Lesson_Plan--
Armenian_Ge
In pairs students to read and summarise nocide.pdf
'The 10 Commandments of the Comité
Union and Progress' This was a private https://
document, sent by messenger to petrosjordan.w
governors in the provinces with the ordpress.com/
instruction to read and return the order. Students to
2015/04/26/the-
consider to
1. summarise each commandment into what degree armenian-
your own words. Lieutenant genocide-
2. What are the Turks trying to do?
3. Why would the Turks want to Said Ahmed explained-by-

“exterminate all males under 50 and should be held maps/

priests” but leave the girls? accountable for http://
4. What does it mean to us that this his actions www.armenia
message was kept secret? during the ngenocidemus
5. Comment and critique on the genocide by eum.org/
international response to the document. #C3S5

Alicia Sukkar
Western Sydney University 16
 Students to read Lieutenant Said Ahmed Completing it
Mukhtar al-Ba’aj, an Ottoman officer through a
testimony and answer the questions on barometer
the worksheet. activity, students
place themselves
Lower ability on a line that
students to be Students are directed to a website that has shows the
steered towards survivor testimony of the Armenian variations in
more simpler genocide. They are to read it and create a their opinion
examples to list of what they can learn from the from ‘shouldn’t
research OR genocide using survivor testimony. be held
provided with Students to consider, why it is important accountable’ to
research on their to use survivor evidence when learning ‘definitely held
topic. These about genocide. accountable.’
students are to They are to
table the provide reasons
In a PEEL paragraph form, students are
information they to use sources to create a convincing for their a
answers. History of
gather from argument that explains the Armenian
texts or images experience as a genocide. Antisemitis
In a Peel
when exploring m worksheet
paragraph form,
genocides. Students to learn about the long history students are to
of antisemitism. They are broken into express their
pairs and given an instance of history that point of view as
highlights the antisemetic attitudes. They to why Turkey
are to research their event, using at least still denies the
genocide
one primary and secondary source and
occurred.
analyse the usefulness of the source.
Students to add
They are to complete this on a shared Students are to
several words to
powerpoint between the class. Students to research if
their glossary
present their powerpoint. In their antisemitism still
- Nazi
presentation, students to include a exists today.
- Great
depressi timeline of the series of events during the Hitler’s rise
rise of antisemitism. Students to
on to power Ted
Students to identify the rate in which discuss the
- Weimar ethicality of talk (in
Republi antisemtisim grew during the early to mid
20th century.
Nazi Germanys drive)
c racial ideology
which included
Class discussion common
on the end of Write the name of the Nazi party in instances
WW2 and the German and English. Have students euthanasia,
impacts of the analyse the word for an acronym they sterilisation and
Treaty of know – Nazi. prohibitions of
Versaille 1. The National Socialist German marriages.
Workers’ Party
2. Nationalsozialistische Deutsche
Arbeiterpartei

Alicia Sukkar
Western Sydney University 17
 Students to watch the TED video on Hitler’s rise to
Hitler’s rise to power. Focus on the power ppt.
Treaty of Versaille and the impact it
Hitler’s Rise
had. They answer the following to Power
questions – 1918-1933
• Why was the Weimar Republic Students are to https://
immediately unpopular with the seek a www.facinghi
German people? newspaper story.org/
• Why was Germany hit harder by article from the resource-
the Great Depression than any Holocaust era, library/video/
other European nation? and then pose hitlers-rise-
• How was the result of World War power-1918-1
questions in
Teacher to lead I used by Hitler and the Nazis to 933
relation to that
a brainstorm seize power and gain support
about terms article, that ‘Hitlers Rise
students could amongst the German people? critically Worksheet’
use to search the • What role did the Great responds to its
Jewish archives Depression of 1929 play in https://
making the Nazi party a force in issue.
e.g. picnic www.educatio
German politics?
nworld.com/
Students to Students are provided with The a_lesson/TM/
complete the ‘Concentration and Death Camps’ WS_holocaus
chart, which they are to analyse and
close passage on then use to complete the mapping t_chart.shtml
Jewish life in activity and the reading activity.
European pre ‘National
WW2. Students Socialist
to then write an Students to watch the video ‘Hitler’s
Rise to Power 1918-1933’ They are to German
imaginative
complete the worksheet as they Workers’
piece placing
watch. worksheet
themselves
WW2 as a Jew. After discussing worksheet, students https://
are to underline evidence of Students to fortunoff.libra
individuals and groups OTHER than evaluate the ry.yale.edu/
Hitler that influenced the rise of the
Nazi party. Record these key events extent to
on the board. which the rise Kahoot –
of the Nazi ‘What did the
Students to listen to the online
testimonies from the holocaust, and party can be Nazis believe
use critical-thinking skills to organise attributed to
and create questions that might be www.ushmm.
Hitler.
asked to Holocaust survivors. org

Students to read ‘National Socialist ‘Jewish life’

German Workers’ Party Platform.’
They are to summarise each of the
points into their own words.

Alicia Sukkar
Western Sydney University 18
Students to use Students complete the kahoot – Students to worksheet.
the ‘I see, I think, What did the Nazis believe? compare the
I wonder’ to
assist them to images to the
analyse the Students to complete the photo stereotypes of
propaganda lesson on pre-Jewish life. They Jews they
posters. are to consider everyday events that a learnt in
person might partake in today. They
Students to are to visit the website and put this previous Nearpod
research, read events into the photo search bar (make lessons. ‘Conformit
and navigate a sure that the date is set to pre WW2). Consider if
wide range of They are to choose one image and there are any y in Nazi
texts to 
 analyse it using the worksheet. Germany’
Students to use stereotypes in
Discussion – what does this say today’s
‘Nuremberg laws about pre-Jewish life? Homework
a summary sheet’ task- students to find a family society that ‘Nurember
as a more photo that is similar to the that we g Laws a
concise version Jewish one they have analysed
of the laws and believe to be summary’
and compare the two photos. true.
with a more
accessible style worksheet
of language. Students to take notes while watching Students to http://
the video Courage to Care, at the end consider the
Students to iwitness.usc.
define the term of the video, the class is to discuss the consequences
edu/SFI/
‘resistance’. key ideas presented in it. Students then of present
Then discuss and to create a definition of the term Activity/
stereotypes of Detail.aspx?
distinguish types ‘righteousness’ and a mind map of
of resistance. Jews, activityID=1
factors that made some people rescuers,
262&retainF
In pairs, students including the evidence. Students then ilter=true
are to find to seek
sources on a solutions to
survivor from the Students to analyse the more Nearpod –
holocaust, recent events that led up to the combat Stages of the
through their Holocaust. They are to analyse current Holocaust
research they are propaganda posters and the Nuremberg stigmas in
to map that laws as primary sources and use
secondary sources to understand the society. https://
survivors story
using a timeline events of Germany 1930-1940. 
 www.facing
and mapping They are to visit the Iwitness website to 
 history.org/
skills. complete the online activities on the Students to resource-
‘Night of Broken Glass’ which has consider the library/
Define the them analysing photographs of the
following words event as well as survivors testimony. questions – video/step-
– ghetto, what happens step-phases-
concentration PEEL paragraph – why did people holocaust
become involved in the ‘Night of when the
camp, killing government
centre. Broken Glass’
Students to create a timeline of the says that one
Students to stages of the Holocaust. part of your
complete reading identity is
in pairs or as a Students to watch the video on the
facing history website that outlines the more
class, and discuss
the main ideas as four stages of the Holocaust, important than
they progress. summarising information during/after. other parts.
They are to watch ‘the Jewish letter
carrier in Warsaw Ghetto.’ They are to
be introduced to the idea that a Jew in
the ghetto wrote about this man as a
way to create an historical account of
what was occurring. The Jewish
community then took this account and
created an animation for modern
audiences to view.
Alicia Sukkar
Western Sydney University 19
In pairs students Students to research the life of
to use geometric children in the ghettos and Janusz ‘The Jewish
shapes and form Korczak. The are to write in PEEL
to design a letter carrier
why Janusz gave his life to march to
monument for in Warsaw
the Holocaust. his death with his children.
Ghetto’

Students are to calculate the density After reading ‘extract from

Students to of the population in European Kutorgene’s night Elie
watch the wave Ghettos. Students to discuss the account, Weisel’
and draw stressful conditions experienced by
students
connections/ list those dwellers as a result of the high ‘the secret
population and limited resources. should create
notable love of the
a list of
similarities Students to analyse Lithuanian Aushwitz
between what is questions
physician Y. Kutorgene account of tattooist’
seen in the what occurred when the killing teams about human
video and what entered their town. history and ‘Phrases of
had actually human the
taken place in Students to read an excerpt from Elie
Wiesel’s night. Discuss the function behavior. Holocaust’
Nazi Germany.
of Aushwitz and what it would have worksheet
been like to live there. Students to
Students to read the article ‘The write a
secret love of the Auswhitz tatooist’ comparative
they are to consider in what ways did piece on the ‘ Auschwitz-
people ‘fight back’ or ‘rebel’ against Hangman poem the Nazis
what was happening to them. and the and the final
Edmund Burke solution’
quote: "The
only thing Episode 6
Students to watch the BBC
‘Liberation
documentary ‘ Auschwitz- the Nazis necessary for
and the final solution’ Episode 6 evil to exist is and
‘Liberation and Revenge.’ Class for good men to Revenge.’
discussion centring around the do nothing"
following topics.
• To what extent is people like
Oscar Groning accountable Is it possible
for what occurred at for a nation to
Auschwitz? Should he be be united after
punished and if so, how genocide? Is
severly? What caused him to
discuss his role so long after there any
the events? strategies that
can help unite
a nation?

Alicia Sukkar
Western Sydney University 20
 • How did the post war
experience differ between the
SS and Holocaust survivors.
• Do you think the Nuremberg Through
trials were successful? How research,
would you measure this students to
succeed?
analyse the
• Should we condone the acts reasons why
of Moshe and other Jews who many/ groups
tracked down and killed
of people
people they believe played a
vital role in the Holocaust? believe that
Why/why not? Should people the Holocaust,
like Moshe be punished for and other
their actions? genocides
Students to debate the response of the never
world community to the plight of happened.
Jewish refugees.

Student to reflect on their learning

over the past few weeks. They can do
this either in writing or a podcast or a
video recording. Student to talk about
their thoughts/feelings/response to the
genocides that have occurred.

Alicia Sukkar
Western Sydney University 21
 Scope & Sequence

Note: The Scope and Sequence provided below is not from the providence of Erskine Park High

School, as the Practicum Teacher did not have the document available. The scope and sequence

below is newly designed for the report and should give an indication of the study of ‘Genocide’

within the school year and Elective History class.

Term 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Constructing History – Historical reconstructions (20 hours) Ancient, Medieval
and Modern
Societies –
Medieval and early
modern Europe
(15 hours)
Historical concepts and skills

HTE5-1, HTE5-2, HTE5-6, HTE5-7, HTE5-8 HTE5-1, HTE5-3,

Life Skills: LS.1, LS.2, LS.3, LS.4, LS.9, LS.10, LS.11 HTE5-4, HTE5-8,
HTE5-10

Term 2

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week
10
Ancient, Medieval and Modern Constructing History – Historical Fiction integrated with
Societies – Medieval and early modern Thematic Studies (Crime and Punishment ) (15 hours)
Europe continued
Historical concepts and skills
HTE5-1, HTE5-3, HTE5-4, HTE5-8, HTE5-1, HTE5-2, HTE5-5, HTE5-6, HTE5-7, HTE5-8, HTE5-9,
HTE5-10 HTE5-10
Life Skills: HTELS-1, HTELS-2, Life Skills: HTELS-1, HTELS-2, HTELS-3, HTELS-4,
HTELS-5, HTELS-6, HTELS-7, HTELS-8, HTELS-9, HTELS-10, HTELS-11, HTELS-12,
HTELS-11, HTELS-13 HTELS-13

Term 3

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week
10
Thematic Studies – Genocides (15 hours) Ancient, Medieval and Modern
Societies – The Ottoman Empire (20
hours)
Historical concepts and skills

Alicia Sukkar
Western Sydney University 22
 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week
10
HTE5-1, HTE5-5, HTE5-6, HTE5-8, HTE5-9, HTE5-10 HTE5-1, HTE5-3, HTE5-4, HTE5-8,
Life Skills: HTELS.1, HTELS.2, HTELS.8, HTELS.9, HTELS. HTE5-10
11, HTELS.12, HTELS.13 Life Skills: HTELS-1, HTELS-2,
HTELS-5, HTELS-6, HTELS-7,
HTELS-11, HTELS-13

Term 4

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week
10
Ancient, Medieval and Modern Thematic Studies – War and Peace(15 hours)
Societies – The Ottoman Empire
continued
Historical concepts and skills
HTE5-1, HTE5-3, HTE5-4, HTE5-8, HTE5-1, HTE5-5, HTE5-6, HTE5-8, HTE5-9, HTE5-10
HTE5-10 Life Skills: HTELS-1, HTELS-2, HTELS-8, HTELS-9,
Life Skills: HTELS-1, HTELS-2, HTELS-11, HTELS-12, HTELS-13
HTELS-5, HTELS-6, HTELS-7,
HTELS-11, HTELS-13

Concept Map

Alicia Sukkar
Western Sydney University 23
 Assessment Task and Marking Criteria

Note: The Assessment Task and Marking Criteria provided below is not from the providence of

Erskine Park High School, as the Practicum Teacher did not have the document available. The

Assessment Task and Marking Criteria below is newly designed for the report and for the successful

implementation of the understanding by design criteria.

GENOCIDE ASSESSMENT TASK – Written Response/

Presentation
Elective History Stage 5 Year 9 - 2019

ASSESSMENT GIVEN: __/__/____ ASSESSMENT DUE: __/__/____

Student Name: ___________________________ Class: _______

Assessed Outcomes (Syllabus)

E5.1 applies an understanding of history, heritage, archaeology and the methods of

historical inquiry
E5.5 evaluates the contribution of cultural groups, sites and/or family to our shared
heritage

E5.6 identifies, comprehends and evaluates the usefulness of historical sources in

an historical inquiry process
E5.8 selects and analyses a range of historical sources to locate information
relevant to an historical inquiry

E5.9 applies a range of relevant historical terms and concepts when communicating
an understanding of the past
E5.10 selects and uses appropriate oral, written, visual and digital forms to
communicate effectively about the past for different audiences

General Capabilities
Critical and creative thinking

Ethical understanding
Information and communication technology capability
Alicia Sukkar
Western Sydney University 24
 Intercultural understanding
Difference and diversity

Literacy
Personal and social capability.

Task Description (What is required):

In pairs, students are to research a Genocide not studied in class and create a digital (multimodal)
presentation to share the information they have discovered. There presentation should include:
- The origins of the Genocide/ reasons for the genocide
- Main groups/ people involved/ affected
- The end result of the genocide
- The international response to the genocide
- The impact the genocide has on that group of people today

Students will also complete an extended response during class-time answering the following question:
Outline the origins of your chosen genocide and analyse its impact on its society today.

You must integrate historical evidence and data within your response. You may bring a one-sided A4 paper
with statistical data, historical evidence and list of historians within the exam. This will be collected
following the examination.

Marking Criteria
Stage 5 – Year 9
Elective History: A Thematic Study - Genocides

Written Response/Presentation

Grade Outcomes A student has achieved…

E5.1 ▪ Presentation demonstrates and applies a detailed and extensive
A knowledge and understanding of the chosen genocide.
E5.8
▪ Presentation assesses the importance of key features, personalities and
E5.9 groups in their chosen genocide, and accurately sequences major
historical events to explain causation, people involved, end results,
E5.10
international response, and current impact
▪ Written response communicates an extensive understanding of the chosen
genocide by constructing sustained and coherent explanations.
▪ Displays a sophisticated use of historical terms and concepts.

Alicia Sukkar
Western Sydney University 25
 E5.1 ▪ Presentation demonstrates and applies a detailed knowledge and
B understanding of the of the chosen genocide.
E5.8
▪ Presentation explains the importance of key features, personalities and
E5.9 groups in their chosen genocide, and sequences major historical events to
explain causation, people involved, end results, international response,
E5.10
and current impact
▪ Written response communicates a thorough understanding of the chosen
Genocide by constructing coherent explanations.
▪ Appropriately uses a wide range of historical terms and concepts. 

E5.1 ▪ Presentation demonstrates sound knowledge and understanding of the

C chosen genocide.
E5.8
▪ Presentation describes key features, personalities and groups in their
E5.9 chosen genocide, and sequences major historical events to explain
causation, people involved, end results, international response, and
E5.10
current impact.
▪ Written response communicates a sound understanding of the chosen
genocide by creating explanations and arguments.
▪ Uses a range of historical terms and concepts. 

E5.1 ▪ Presentation demonstrates basic knowledge and understanding of the

D chosen genocide.
E5.8
▪ Presentation identifies key features, personalities and groups in their
E5.9 chosen genocide and attempts to sequence major historical events to
explain causation, people involved, end results, international response,
E5.10
and current impact.
▪ Written response communicates a basic understanding of the chosen
genocide, by creating descriptions and simple explanations.
▪ Uses some appropriate historical terms and concepts. 

E5.1 ▪ Presentation demonstrates elementary knowledge and understanding of

E some aspects of the chosen genocide. Presentation recognises some key
E5.8
features, personalities or groups in their chosen genocide and recounts
E5.9 simply historical events to explain causation, people involved, end results,
international response, and current impact.
E5.10
▪ Written response communicates an elementary understanding of the
chosen genocide, by creating basic historical recounts in a limited range of
forms. 
▪ Uses simple historical terms and concepts
Presentation: Total:

/ 15 /30

Written response:

/ 15

Alicia Sukkar
Western Sydney University 26
 Reference List

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2010). General

Capabilities. Retrieved from https://www.acara.edu.au/curriculum/foundation-year-10/general-

capabilities

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Critical and

Creative Thinking learning continuum. Retrieved from https://australiancurriculum.edu.au/media/

1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Ethical

Understanding learning continuum. Retrieved from https://www.australiancurriculum.edu.au/media/

1073/general-capabilities-ethical-understanding-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Literacy learning

continuum. Retrieved from https://www.australiancurriculum.edu.au/media/3596/general-

capabilities-literacy-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Numeracy learning

progression and History. Retrieved from https://www.australiancurriculum.edu.au/media/3666/

numeracy-history.pdf

Alicia Sukkar
Western Sydney University 27
Emmitt, m., Pollock, J &., Komoesaroff, L. (2004). Language and learning : an introduction for

teaching. Oxford University Press.

Katyal, K. R., & Evers, C. W. (2014). Teacher leadership : New conceptions for autonomous student

learning in the age of the internet. Retrieved from https://ebookcentral.proquest.com

Khare, K (2018). Embracing Inquiry in Teaching and learning. A medium Corporation. Retrieved

from https://medium.com/a-teachers-hat/embracing-inquiry-in-teaching-and-learning-

f9848b490db3

MCEETYA. 2008. Melbourne Declaration on Educational Goals for Young

Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth

Affairs.

McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. ASCD Learn Teach

Lead, 1-13.

Thesen, L. (2001). Modes, Literacies and Power: A University Case Study. Language and

Education. 14, (2), 132-145.

Alicia Sukkar
Western Sydney University 28
 Appendix

Original Unit Of Work:

!
Subject : Elective History Topic: Thematic
Year group: 9 Unit: Genocide
Time: 6 weeks
Outcomes:

E5.1 applies an understanding of history, heritage, archaeology and the methods of historical inquiry
E5.5 evaluates the contribution of cultural groups, sites and/or family to our shared heritage
E5.6 identifies, comprehends and evaluates the usefulness of historical sources in an historical inquiry
process
E5.8 selects and analyses a range of historical sources to locate information relevant to an historical
inquiry
E5.9 applies a range of relevant historical terms and concepts when communicating an understanding
of the past
E5.10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively
about the past for different audiences.
Related Life Skills outcomes:
LS.1, LS.2, LS.8, LS.9, LS.11, LS.12, LS.13

Content Teaching and Learning Strategies Resourc

es
Adjusted Core Extended

Theme Past genocides

Alicia Sukkar
Western Sydney University 29
• identify Students to
significa Students to read the reasons that ‘intro to
complete a
nt modern society legitmised genocide’
glossary task genocide. They are to familarise
periods workshee
of time in which they themselves with the concept of t
related create their genocide and nationalism and
to a own definition write a definition. Complete ‘Ramkin’
specific for the activities on the worksheet. WS
historical following
theme Students to read the ‘Ramkin’ https://
words: worksheet and understand the
• explore - genocid www.facin
the concept of ‘nation-state’ as well
ghistory.or
changes e as the creation of laws to deal
g/
and - prisone with genocide. After reading they
resource-
develop rs of are to complete a barometer
activity, one side of the room is library/
ments war totally-
that ‘national sovereignty’ and the
- crimes other ‘foreign intervention’ unofficial-
have against raphael-
occurred • Slavery: Should the Students
humani answer the lemkin-
over international community
ty intervene if a nation is using question - and-
time in
people as slaves, or does a Under what genocide/
relation
nation have the right to circumstance exploring-
to
a specifi decide policies regarding s should lemkins-
c slavery? nations be actions-
historical • Mistreatment of prisoners of able to invention-
theme war: Should the international intervene in word-
community intervene if a the affairs of genocide
• explore
nation is mistreating prisoners another
the
of war, or do nations have the nation? https://
significa
right to treat prisoners as they www.facin
nce of a
see fit? ghistory.or
specific
historical g/stolen-
• Terrorism: Should the
theme to international community lives-
our intervene if a nation is indigenous
Class discussion
society. harboring terrorists or do -peoples-
– what is the
role of the nations have the right to canada-
United Nations. decide how to handle and-
Students to terrorists? indian-
complete the • Crimes against humanity and residential
research task in civilization: Should the -schools/
pairs. international community chapter-7/
intervene if they think genocide
another nation is committing
crimes against humanity and
civilization?

Alicia Sukkar
Western Sydney University 30
 Students are to begin the lesson by
listing what they consider to be
‘crimes against humanity.’ Class http://
discussion. www.un.or
Students to visit the UN website g/en/
and read about the crimes against Students to genocidep
humanity. They need to plot the discuss how revention/
‘crimes against humanity’ to most genocide is a genocide.h
heinous to least heinous. culturally tml
created
Students to be Students are then to go to the concept.
provided a UN’s webpage on genocide. They They are to
worksheet need to summarise the information consider https://
in their books by completing a PMI what the www.ushmm.
that simplifies chart (Positive, negative, problems are org/
some of the interesting). with applying educators/
language in this concept lesson-plans/
who-is-
the source Students are to watch the clip on to past responsible
sheet, to the punic wars. They are to societies.
make the summarise the relationship
between Carthage and Rome. ‘Punic
learning
accessible to Wars
They are to read the source sheet
them. on Carthage and complete the summary’
scaffolded notes, that has them clip
analyse the sources and find
evidence for and against the crime Was
of genocide. Carthage
Class discussion – Can we apply the a
term genocide to Carthage? Genocide
Students to complete a PEEL ?’
paragraph answering this question.
workshee
t

Content Teaching and Learning Strategies Resourc

Adjusted Core Extended es

Theme cultural evolution

Alicia Sukkar
Western Sydney University 31
• recognise Students to analyse the webpage
s Nearpo
and create a description of what d–
significan Students to
the Armenian culture was like Armenia
t people write down n
important before the genocide. Students to Genocid
and
events words from the consider to e
related website. They They are to read a condensed what https://
to a are to use these version of ‘A box on the ear’ that degree learning.bl
specific words to create explains the historical roots of the Leiutenant ogs.nytime
historical a summary of Armenian genocide. They are to Said Ahmed s.com/
theme, Armenian 2015/04/1
culture. explain what events lead to the should be
genocide. held 6/
teaching-
accountable
the-
In pairs they are to read and for his
armenian-
summarise the primary source actions
genocide-
which is a notice that was posted during the with-
in all towns and villages in the genocide. primary-
Ottoman Empire in 1915. They This can be sources-
answer the following questions: from-the-
1. How does the Ottoman new-york-
government get the Armenians to times/
trust them? Provide words or
phrases as examples. http://
2. Do the Armenians have any library.mts
reason to doubt this u.edu/
announcement? Why or why not? tps/
lessonplan
In pairs students to read and s&ideas/
summarise 'The 10 Commandments Lesson_Pla
of the Comité Union and Progres' n--
This was a private document, sent Armenian_
by messenger to governors in the Genocide.
provinces with the instruction to pdf
read and return the order.
http://
1. summarise each commandment www.arme
into your own words. niangenoci
2. What are the Turks trying to do? demuseum
3. Why would the Turks want to .org/
“exterminate all males under 50 #C3S5
and priests” but leave the girls?
4. What does it mean to us that
this message was kept secret?

Alicia Sukkar
Western Sydney University 32
 Students to read Lieutenant Said completed
Ahmed Mukhtar al-Ba’aj, an through a
Ottoman officer testimony and barometer
answer the questions on the activity,
worksheet. where
students
Lower ability Students are directed to a website place
students to be that has survivor testimony of the themselves
steered towards Armenian genocide. They are to on a line
more simpler read it and create a list of what that shows
examples to they can learn from the genocide the
research OR using survivor testimony. Students variations in
provided with to consider, why it is important to their opinon
research on
their topic. use survivor evidence when from
learning about genocide. ‘shouldn’t History of
be held Antisemit
PEEL paragraph- Explain why the accountable ism
Armenian experience should be ’ to workshee
considered a genocide. ‘definitely t
held
accountable
Students to add Students to learn about the long .’ They are
several words
history of antisemitism. They are to provide
to their glossary
- Nazi broken into pairs and given an reasons for
- Great instance of history that highlights their
depressi the antisemetic attitudes. They answers.
on are to research their event, using
- Weimar at least one primary and secondary Students to
Republic source and analyse the usefulness consider
Class discussion of the source. They are to the reasons
complete this on a shared why Turkey Hitler’s
on the end of
WW2 and the powerpoint between the class. still denies rise to
impacts of the Students to present their the power
Treaty of powerpoint. genocide Ted talk
Versaille occurred. (in drive)
Write the name of the Nazi party
in German and English. Have Students
students analyse the word for an are to
acronym they know – Nazi. research if
antisemitis
m still
exists
today.

Alicia Sukkar
Western Sydney University 33
 1. The National Socialist Hitler’s
German Workers’ Party rise to
2. Nationalsozialistische power
Deutsche Arbeiterpartei ppt.

Students to watch the TED video Hitler’s

on Hitler’s rise to power. Focus on Rise to
the Treaty of Versaille and the Power
impact it had. They answer the 1918-193
following questions – 3 https://
• Why was the Weimar Republic www.facin
ghistory.or
immediately unpopular with
g/
the German people?
resource-
• Why was Germany hit harder
library/
Teacher to lead by the Great Depression than video/
a brainstorm any other European nation? hitlers-
about terms • How was the result of World rise-
students could War I used by Hitler and the power-191
use to search Nazis to seize power and gain 8-1933
the Jewish support amongst the German
archives e.g. ‘Hitlers
people?
picnic • What role did the Great Rise
Depression of 1929 play in Workshee
making the Nazi party a force t’
Students to in German politics?
complete the
close passage ‘National
Students to watch the video Students to
on Jewish life in ‘Hitler’s Rise to Power 1918-1933’ Socialist
European pre They are to complete the evaluate German
WW2. worksheet as they watch. the extent Workers’
to which workshee
After discussing worksheet, the rise of
students are to underline evidence t
of individuals and groups OTHER the Nazi
than Hitler that influenced the rise party can Kahoot –
of the Nazi party. Record these key be ‘What did
events on the board. attributed the Nazis
Students to read ‘National to Hitler. believe
Socialist German Workers’ Party
Platform.’ They are to summarise www.ush
each of the points into their own mm.org

‘Jewish
life’

Alicia Sukkar
Western Sydney University 34
Students to use words. worksheet
the ‘I see, I Students complete the kahoot –
think, I wonder’ .
What did the Nazis believe?
to assist them
to analyse the
propaganda Students to complete the photo
posters. Students to
lesson on pre-Jewish life. They are

 to consider everday events that a compare
Students to use person might partake in today. the images Nearpod
‘Nuremberg They are to visit the website and to the
laws a summary put this events into the photo ‘Conform
stereotypes
sheet’ as a search bar (make sure that the ity in
of Jews
more concise date is set to pre WW2). They are
version of the they learnt Nazi
to choose one image and analyse it
laws and with a using the worksheet. in previous Germany’
more accessible lessons.
style of Discussion – what does this say Consider if
about pre-Jewish life? Homework ‘Nurembe
language. there are
task- students to find a family rg Laws a
photo that is similar to the Jewish any
one they have analysed and sterotypes summary’
compare the two photos. in today’s worksheet
society that
that we http://
Students to analyse the more iwitness.
recent events that led up to the believe to
Holocaust. They are to analyse be true. usc.edu/
Define the SFI/
propaganda posters and the
following words Activity/
Nuremberg laws as primary sources 

– ghetto,
and use secondary sources to 
 Detail.as
concentration
understand the events of Germany Students to px?
camp, killing
1930-1940. activityID
center. consider
They are to visit the Iwitness the =1262&re
website to complete the online questions – tainFilter
activities on the ‘Night of Broken =true
Glass’ which has them analysing what
photographs of the event as well happens
Nearpod –
as survivors testimony. when the
Stages of
Students to PEEL paragraph – why did people government
complete the
become involved in the ‘Night of says that
reading in pairs Holocaust
Broken Glass’ one part of
or as a class, your
and discuss the Stages of the Holocaust https://
identity is www.faci
main ideas as Students to watch the video on the
they progress. more nghistory.
facing
important org/
than other resource-
parts. library/
video/
step-
step-
phases-
holocaust

Alicia Sukkar
Western Sydney University 35
history website that outlines the
four stages of the Holocaust, ‘The
summarising information during/ Jewish
after. letter
They are to watch ‘the Jewish carrier in
letter carrier in Warsaw Ghetto.’ Warsaw
They are to be introduced to the
Ghetto’
idea that a Jew in the ghetto
wrote about this man as a way to ‘extract
create an historical account of
what was occurring. The Jewish from
community then took this account night Elie
and created an animation for After Weisel’
modern audiences to view. reading
‘the
Students to analyse Lithuanian Kutorgene’s
physician Y. Kutorgene account of secret
account,
what occurred when the killing love of
students
teams entered their town. the
should
Students to read an excerpt from Aushwitz
create a list
Elie Wiesel’s night. Discuss the tattooist’
of questions
function of Aushwitz and what it
would have been like to live there. about ‘Phrases
human of the
Students to read the article ‘The
history and Holocaust
secret love of the Auswhitz
tatooist’ they are to consider in human ’
what ways did people ‘fight back’ behavior. workshee
or ‘rebel’ against what was t
happening to them.

Students to watch the BBC ‘

documentary ‘ Auschwitz- the Auschwitz
Nazis and the final solution’
Episode 6 ‘Liberation and - the
Revenge.’ Class discussion centring Nazis and
around the following topics. the final
• To what extent is people solution’
like Oscar Groning Is it Episode 6
accountable for what possible for ‘Liberatio
occurred at Auschwitz? n and
a nation to
Should he be punished and Revenge.’
if so, how severly? What be
caused him to discuss his
role so long after the
events?

Alicia Sukkar
Western Sydney University 36
• How did the post war united after
experience differ between genocide? Is
the SS and Holocaust there any
survivors. strategies
• Do you think the that can
Nuremberg trials were help unite a
successful? How would you
nation?
measure this succeed?
• Should we condone the acts
of Moshe and other Jews
who tracked down and
killed people they believe
played a vital role in the
Holocaust? Why/why not?
Should people like Moshe
be punished for their
actions?

Alicia Sukkar
Western Sydney University 37