AHS20 7HIS SS Assessment Scope Sequence · 2020. 9. 1. · All tasks are generally required to be...

AMBARVALE HIGH SCHOOL

Modern History

HSC

Assessment Booklet 2019-2020

Ms Sinclair

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CONTENTS

1. Assessment Procedures in HSIE 2. Assessment Grid for Modern History 3. Assessment Task Notifications 4. Syllabus documents for the topics to be studied

Ms Sinclair’s email address

[email protected]

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ASSESSMENT PROCEDURES IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS Assessment Policy and Procedures Booklet.

Please note in particular the following points;

● If you have a legitimate reason why you will be unable to achieve an assessment deadline, you may be eligible for special consideration on your task. You must notify your teacher and negotiate this well BEFORE the due date of your task. You may require supporting documentation.

● All tasks are generally required to be submitted in PAPER form, NOT electronically, unless your task specifically states otherwise. Be organised.

● Be aware that computer or electronic failure are NOT considered by NESA to be a valid reason for a late or non-completion of tasks. Always, always, always back up your work.

● Be aware that NESA requires HSC students to submit their tasks before the end of school day ON THE DUE DATE and it will therefore be enforced in HSIE that all tasks must be received by 2.50pm.

• When a student has been ill or has been adversely affected during a particular task, it may be possible to apply for an extension of time or to complete a substitute task. This application, with supporting documentation where appropriate, should be made to the relevant Head Teacher. If the Principal considers that a valid reason exists for non-completion of a task, then an estimate based on other evidence may be made.

• If a task is submitted AFTER the end of the class allocated time or 2:50pm on the due date:

- a reduction in mark/grade equivalent to 20% per school day will be applied

- zero will be awarded for task submission 6 days or more past due date - parents will be notified via an N Determination Warning Letter

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However, submission of the task is essential for satisfactory completion of the course.

Exceptions include the following;

• ILLNESS fully covered by DOCTORS CERTIFICATE. You must see your classroom teacher / Head Teacher HSIE before school the morning of your return and present your paperwork.

• MISADVENTURE covered by a MISADVENTURE FORM. See your classroom teacher / Head Teacher HSIE before school the morning of your return to school and present your paperwork.

Non-Serious Attempts and Malpractice;

● NESA requires that all student assessments submitted are a serious attempt of the task. Non-Serious Attempts attract an N-Award Warning Letter and you will be required to resubmit the task to ensure you meet NESA standards of ‘diligence’. Please be aware you must make a ‘reasonable attempt’ of all assessment tasks. Your teacher will specifically advise you of what constitutes a ‘reasonable attempt’.

Malpractice is a serious matter and includes plagiarism and cheating. In HSIE, there is a significant research component across our subjects and it is important to pay particular attention to plagiarism and accurate referencing. ANY infraction to NESA policy will result in a ZERO mark on the task, an N-Award Warning Letter and you will be required to resubmit the task. Be aware that further consequences can include Executive intervention, suspension and formal reporting. Please refresh and ensure you understand your obligations as outlined during the compulsory “All my Own Work” program or seek advice from your teacher if you are unsure of your obligations.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

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ASSESSMENT GRID FOR MODERN HISTORY

In this subject you will cover: Module Topic

Part I: Core Study: Power and Authority in the Modern World 1919-1946 As described.

Part II: National Studies USA 1919 - 1941 Part III: Peace and Conflict Conflict in the Pacific 1937 -

1951 Part IV: Change in the Modern World Civil Rights in the USA 1945-

1968 OR The Nuclear Age 1945-2011

HSC Course Assessment Components The mandatory components and weightings for the HSC course are set out below. The internal assessment mark submitted to the NESA is to be based on the HSC course only.

Component Weighting %

A Knowledge and understanding of course content 40

B Historical skills in the analysis and evaluation of sources and interpretations 20

C Historical inquiry and research 20

D Communication of historical understanding in appropriate forms 20

COMPONENTS WEIGHTING

TASK 1 TASK 2 TASK 3 TASK 4

Due: Term 4, Week 10

Due: Term 1, Week 9

Due: Term 2, Weeks 9/10

Due: Term 3, Week 5

Core study: Source analysis

Case study: Historical analysis

Trial HSC Examination

Case study: Research Task

Outcomes: MH12-1, MH12-4, MH12-6, MH12-9

Outcomes: MH12-2, MH12-5, MH12-6, MH12-7, MH12-8, MH12-9

Outcomes: MH12-1, MH12-3, MH12-5, MH12-9

Outcomes: MH12-2, MH12-3, MH12-8

A 40 % 5 10 15 10

B 20 % 10 5 5

C 20 % 5 5 10 D 20 % 10 5 5

Total Marks 100 % 25 25 30 20

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Course Outcomes: MH12-1 accounts for the nature of continuity and change in the modern world

MH12-2 proposes arguments about the varying causes and effects of events and developments

MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past

MH12-4 analyses the different perspectives of individuals and groups in their historical context

MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world

MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument

MH12-7 discusses and evaluates differing interpretations and representations of the past

MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

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ASSESSMENT NOTIFICATIONS FOR MODERN HISTORY

Task 1: Core Study - Source Analysis Due - Term 4 2019, Week 10

Task 2: Case Study - Historical Analysis

Due - Term 1 2020, Week 9

Task 3: Trial HSC Examination Due - Term 2 2020, Week 9/10

Task 4: Case Study - Research Task

Due - Term 3 2020, Week 5

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Notice of Assessment Task

HSC Modern History

Date of initial notification: Term 4 2019, Week 1

Date of Task: Term 4 2019, Week 10 Date TBC by teacher.

Task Number: 1 Weighting of task: 25%

Course component/Focus area/Topic/Module: Core Study: Power and Authority in the Modern World 1919-1946

Task Description: Part A: Submission (to be completed at home) - 13 marks • Students will be given three sources to analyse. Students will answer the three

questions below, incorporating their knowledge of the topic content and their analysis of these sources.

1. Outline two factors that enabled the rise of dictatorships in the interwar

period. (3 marks) 2. Account for the difference between the perspectives offered by Source A and

Source B. (5 marks) 3. Assess the value of Source B to an historian studying the nature of Nazi

propaganda to 1939. (5 marks) • Part A should be completed at home and submitted in hard copy format during

class time on the allocated due date.

Part B: In-Class Component (to be completed in class on allocated date) - 12 marks • Students will answer an unseen question. • Students will be asked to use the three sources they have analysed and their own

knowledge to answer the question in class. • Students will be provided with a source booklet in class. • Students will be given 25 minutes to attempt the question in class.

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Outcomes to be assesses in this task: MH 12-1, MH 12-4, MH 12-6, MH 12-9

Source A Extract from The Age of Dictatorship: 1918 - 1989 lecture series by the historian Professor Richard Evans delivered at Gresham College (London) in 2006.

… the Nazis also made strenuous efforts to bring the voters who had not supported them on 5 March 1933 round to their way of thinking. Perhaps their most striking innovation was the creation of a Ministry for Public Enlightenment and Propaganda, headed by Joseph Goebbels…Goebbels and other leading Nazis converted the education system into an instrument of Nazi indoctrination, set up training camps for teachers and students, and ensured that the coordinated and regimented mass media sent out a constant stream of pro-Nazi propaganda. There is a lot of evidence that all this had some success with the young, but older generations, the middle-aged and elderly who had formed their views and gained their values before 1933, were more resistant. Soon there was widespread grumblings recorded by the SS’s elaborate monitoring of popular opinion about the boring and repetitive nature of newspaper stories and broadcasts, and Goebbels was forced gradually to increase the entertainment content of the mass media’s output to keep people happy.

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Source B Extract from Dr. Joseph Goebbels’ speech Knowledge and Propaganda delivered to Nazi Party members during political training sessions in Berlin on 9 January 1928.

The speaker or propagandist must first understand the idea. He cannot do that in the middle of making propaganda. He must start with it. Through daily contact with the masses, he learns how to communicate that idea. It is not the task of propaganda to discover knowledge, but to transmit knowledge. It must adjust to those it wishes to reach with that knowledge. The propagandist’s speeches or posters that are aimed at farmers will be different than those aimed at employers; those aimed at doctors will be different from those aimed at patients. He will adjust his propaganda to fit those he is speaking to… It makes no difference if propaganda is at a high level. The question is whether it reached its goal. My first goal when I came to Berlin was to make the city aware of us. They could love us or hate us, as long as they knew who we were. We have reached that goal. We are hated and loved.

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Source C A Nazi propaganda poster distributed in 1936 Translation: The whole of Germany listens to the Fuhrer on the people’s radio.

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Marking Guidelines Q1 Outline two factors that enabled the rise of dictatorships in the interwar period.

Criteria Marks • Demonstrate accurate knowledge of two different factors that enabled the

rise of dictators after 1919 • Communicates using appropriate historical terms and concepts

3

• Demonstrates some knowledge of two different factors that enabled the rise of dictators after 1919

• Communicates using some appropriate historical terms and concepts OR • Demonstrates detailed knowledge of one factor that enabled the rise of

dictators after 1919

2

• Makes general comments about the rise of dictatorships after 1919 1 Q2 Account for the difference between the perspectives offered by Source A and Source B.

Criteria Marks • Provides clear and thorough reasons for the different perspectives of Source

A and Source B • Presents a clearly structured and coherent response

5

• Provides some reasons for the different perspectives of Source A and Source B

• Presents a generalised response

3 - 4

• Provides some comment about the perspective of at least one of the sources 1 - 2 Q3 Assess the value of Source B to an historian studying the nature of Nazi propaganda to 1939.

Criteria Marks • Provides a well-supported and insightful assessment of the value of Source B

to an historian studying the nature of Nazi propaganda • Presents a clearly structured and coherent response

5

• Provides some assessment of the value of Source B to an historian studying the nature of Nazi propaganda

• Presents a more generalised response

3 - 4

• Makes some observations about the value of the source 1 - 2

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Notice of Assessment Task HSC Modern History


Date of Task: Submission Term 1 2020, Week 9 In-class component Term 1 2020, Week 9


Course component/Focus area/Topic/Module: Historical Analysis: National Study - USA 1919-1941

Task Description: Part A: Submission (20 marks) – 20% • Students choose ONE syllabus point under the heading ‘Focus of study: The Great

Depression and its impact’ as a focus for research. • Students conduct research to find THREE primary sources that relate to the syllabus

point. • Research Questions:

1. Describe the historical context of your chosen syllabus dot point. 2. Account for the perspective of each source. 3. Explain how each source can be used as evidence to address the syllabus. 4. Discuss the limitations of the source as a representation of the past.

• Students are to present their research as a Google Slide presentation OR video format (3-5 minutes in duration). Students are to provide a written transcript and a printed copy of the sources.

Part B: In-Class (10 marks) – 5% • Students will answer an unseen question on ‘The Great Depression and its impact’ • Students will be asked to use the three sources they have researched to answer the

question in class • Students are to bring a printed copy of each source to class • Students will be given 20 minutes to attempt the question in class

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Outcomes to be assessed in this task: MH 12-2, MH 12-5, MH 12-6, MH 12-7, MH 12-8, MH 12-9

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Marking Guidelines Part A: Submission

Criteria Marks • Extensive evidence of research that demonstrates a comprehensive

understanding of the relevant issues raised in the questions • Sophisticated analysis of a wide range of appropriate sources to use as

supporting evidence in an historical inquiry • Effective communication of knowledge and understanding using

multimodal format in a well-structured and coherent manner

17 - 20

• Thorough evidence of research that demonstrates an understanding of the relevant issues raised in the questions

• Clear engagement with a wide range of appropriate sources to use as supporting evidence in an historical inquiry

• Effective communication of knowledge and understanding using multimodal format

13 - 16

• Some evidence of research that demonstrates a sound understanding of the relevant issues addressed in the question

• Engagement with a range of sources in an attempt to use as supporting evidence in an historical inquiry

• Limited effectiveness in communication of knowledge and understanding using multimodal format

9 - 12

• Limited evidence of research that demonstrates a generalised understanding of some of the issues addressed in the questions

• Simplistic engagement of sources with little attempt to use as supporting evidence in an historical inquiry

• Ineffective communication of knowledge and understanding using multimodal format

5 - 8

• Little to no evidence of research • Lack of engagement with sources • Ineffective use of multimodal forms

1 - 4

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Marking Guidelines Part B: In-Class

Criteria Marks • Makes a reasoned judgement of the criteria relevant to the question • Demonstrates a well-developed and accurate historical knowledge and

understanding relevant to the question • Presents a logical response using appropriate historical terms and

concepts

9 - 10

• Makes a sound judgement of the criteria relevant to the question • Demonstrates sound historical knowledge and understanding relevant to

the question • Presents a coherent response using appropriate historical terms and

concepts

7 - 8

• Makes some judgement of the criteria relevant to the question • Demonstrates some historical knowledge and understanding relevant to

the question • Presents a response using appropriate historical terms and concepts

5 - 6

• Demonstrates some knowledge and/or understanding relevant to the question

• Communicates using some historical terms and concepts

3 - 4

• Makes general statement(s) about the question • May use some historical terms and concepts

1 - 2

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Notice of Assessment Task

HSC Modern History


Date of Task: Term 2 2020, Week 9/10 Date TBC on exam timetable.


Course component/Focus area/Topic/Module: Trial Examination

- Core Study: Power and Authority in the Modern World 1919-1946 - National Study: USA 1919-1941 - Peace and Conflict: Conflict in the Pacific 1937-1951

Task Description: Students will undertake a Trial Examination that will test their knowledge of the three topics covered to date.

- Core Study: Power and Authority in the Modern World 1919-1946 - National Study: USA 1919-1941 - Peace and Conflict: Conflict in the Pacific 1937-1951

Students will be given 2 hours and 15 minutes working time, with an additional 5 minutes reading time to complete the examination. The examination will be divided into three sections, using the HSC Examination format. Students should revise all syllabus dot points for the three topics mentioned above.

Outcomes to be assesses in this task: MH 12-1, MH 12-3, MH 12-5, MH 12-9

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Notice of Assessment Task HSC Modern History


Date of Task: Term 3 2020, Week 5 Date TBC by teacher.


Course component/Focus area/Topic/Module: Change in the Modern World: Civil Rights in the USA 1945-1968

Task Description: Students are to choose and research one key event of the civil rights movement from the following list to answer the question below.

• Montgomery Bus Boycott • Little Rock Nine • Freedom Rides • March on Washington • ‘Mississippi Freedom Summer’ of 1964

Evaluate the effectiveness of your chosen event in achieving civil rights for African

American people in the USA. (15 marks)

Outcomes to be assesses in this task: MH 12-2, MH 12-3, MH 12-8

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Marking Guidelines Evaluate the effectiveness of your chosen event in achieving civil rights for African American people in

the USA. (15 marks)

Criteria Marks • Makes a well-developed and reasoned judgement about the extent to which

the chosen event was effective in achieving civil rights for African American people in the USA

• Demonstrates well-developed and accurate historical knowledge and understanding relevant to the question

• Presents a logical response using appropriate historical terms and concepts

13-15

• Makes a reasoned judgement about the extent to which the chosen event was effective in achieving civil rights for African American people in the USA

• Demonstrates sound historical knowledge and understanding relevant to the question

• Presents a cohesive response using appropriate historical terms and concepts

10-12

• Makes some judgement about the extent to which the chosen event was effective in achieving civil rights for African American people in the USA

• Demonstrates some historical knowledge and understanding relevant to the question

• Presents a coherent response using some appropriate historical terms and concepts

7-9

• Demonstrates some knowledge and/or understanding of the civil rights movement in the United States

• Demonstrates some historical knowledge and/or understanding • Communicates using some historical terms and/or concepts

4-6

• Makes general statement(s) about civil rights in the United States • May use some historical terms and/or concepts

1-3

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SYLLABUS DOCUMENTS FOR MODERN HISTORY

Access at: https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-syllabus-2017.pdf

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Year 12

Modern History Stage 6 Syllabus 61

Modern History Year 12 Course Content

Year 12 Course Structure and Requirements The Year 12 course is structured to provide students with opportunities to apply their understanding of sources and relevant historiographical issues in the investigation of the modern world. The course comprises four sections. Students are required to study all four sections of the course.

Year 12 course (120 hours)

Modern History Indicative hours

Core Study: Power and Authority in the Modern World 1919–1946

30

National Studies 30

Peace and Conflict 30

Change in the Modern World 30

Historical concepts and skills The Historical concepts and skills content is to be integrated throughout the course. The topics provide the contexts through which concepts and skills are to be developed. These provide the means by which students are able to engage in historical analysis and argument. The course comprises a study of: 1. Core Study: Power and Authority in the Modern World 1919–1946 2. ONE ‘National Studies’ topic 3. ONE ‘Peace and Conflict’ topic 4. ONE ‘Change in the Modern World’ topic.

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Year 12


Core Study: Power and Authority in the Modern World 1919–1946

Outcomes A student: › accounts for the nature of continuity and change in the modern world MH12-1 › proposes arguments about the varying causes and effects of events and developments MH12-2 › evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-3 › analyses the different perspectives of individuals and groups in their historical context MH12-4 › assesses the significance of historical features, people, ideas, movements, events and

developments of the modern world MH12-5 › analyses and interprets different types of sources for evidence to support an historical account or

argument MH12-6 › discusses and evaluates differing interpretations and representations of the past MH12-7 › plans and conducts historical investigations and presents reasoned conclusions, using relevant

evidence from a range of sources MH12-8 › communicates historical understanding, using historical knowledge, concepts and terms, in

appropriate and well-structured forms MH12-9

Related Life Skills outcomes: MHLS6-1, MHLS6-2, MHLS6-3, MHLS6-4, MHLS6-5, MHLS6-6, MHLS6-7, MHLS6-8, MHLS6-9, MHLS6-10, MHLS6-11

Content Focus Through a focus on the nature of power and authority 1919–1946, and a broader transnational perspective, students investigate the rise of fascist, totalitarian and militarist movements after World War I; what drew people to these movements; the regimes that emerged and ongoing international efforts to achieve collective security.

Through a study of Germany as a key example, students develop an understanding of how a democracy can collapse, the impact of dictatorship on a society, the elimination of individual freedoms, and the threats that dictatorships can pose to peace and security. This provides students with insights that contribute to a critical perspective on power and authority in the contemporary world.

In investigating this topic, students develop and apply their knowledge and skills to understand different types of sources and relevant historiographical issues.

The Historical concepts and skills content is to be integrated as appropriate.

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Year 12


Content Students investigate: Survey ● an overview of the peace treaties which ended World War I and their consequences (ACHMH130) Focus of study The rise of dictatorships after World War I ● the conditions that enabled dictators to rise to power in the interwar period (ACHMH130,

ACHMH136, ACHMH138) ● an overview of the features of the dictatorships that emerged in Russia, Italy, Japan (ACHMH138)

The Nazi regime to 1939 ● the rise of the Nazi party and Hitler in Germany and the collapse of the Weimar Republic

(ACHMH129, ACHMH130) ● the initial consolidation of Nazi power 1933–1934 (ACHMH130) ● the nature of Nazi ideology (ACHMH130, ACHMH132) ● the role of prominent individuals in the Nazi state (ACHMH130, ACHMH134) ● the various methods used by the Nazi regime to exercise control, including laws, censorship,

repression, terror, propaganda, cult of personality (ACHMH131, ACHMH132) ● the impact of the Nazi regime on life in Germany, including cultural expression, religion, workers,

youth, women, minorities including Jews (ACHMH131, ACHMH132) ● opposition to the Nazi regime The search for peace and security in the world ● an overview of the search for peace and security 1919–1946:

– the ambitions of Germany in Europe and Japan in the Asia-Pacific (ACHMH131, ACHMH144)

– the intentions and authority of the League of Nations and the UN (ACHMH222)

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Year 12


National Studies







Content Focus Students investigate key features, individuals, groups, events and developments that shaped the history of a selected nation. Students are to investigate ONE country during a specific period of the 20th century. The Historical concepts and skills content is to be integrated as appropriate. A. Australia 1918–1949 B. China 1927–1949 C. India 1942–1984 D. Indonesia 1945–2005 E. Japan 1904–1937 F. Russia and the Soviet Union 1917–1941 G. USA 1919–1941 H. Iran 1945–1989. The study selected must address the outcomes listed above.

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Year 12


Option G: USA 1919–1941

Content Focus Students investigate key features of the history of the USA 1919–1941. The Historical concepts and skills content is to be integrated as appropriate. Key features ● nature and impact of industrialisation ● nature and impact of consumerism ● the Great Depression ● racism in American society ● changes in society ● influence of conservatism ● American capitalism ● government intervention ● American foreign policy and extent of isolationism

Content Students investigate: Survey ● The USA in the aftermath of World War I and politics in the 1920s:

– consequences of World War I for the USA – Republican economic policies – long-term causes of the Great Depression – reactions to the Great Crash of 1929

Focus of study ● The Great Depression and its impact, including:

– effects of the Depression on different groups in society: workers, women, farmers, African-Americans (ACHMH116)

– attempts to halt the Depression: the Hoover Presidency, the FDR years (ACHMH116) – assessment of the New Deal (ACHMH116)

● US society 1919–1941, including: – implications of growing urbanisation and industrialisation – mobilisation of the military and war production 1939–1941 – growth and influence of consumerism including entertainment (ACHMH115) – social tensions, including immigration restrictions, religious fundamentalism, Prohibition,

crime, racial conflict, anti-communism and anti-unionism (ACHMH114) ● US foreign policy, including:

– the nature, aims and strategies of US foreign policy 1919–1941 (ACHMH117, ACHMH118)

– impact of domestic pressures on the USA 1919–1941

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Year 12


Peace and Conflict







Content Focus Students investigate key features of the history of ONE of the following studies in peace and conflict. The Historical concepts and skills content is to be integrated as appropriate. A. Conflict in Indochina 1954–1979 B. Conflict in the Pacific 1937–1951 C. Conflict in Europe 1935–1945 D. The Cold War 1945–1991 E. Conflict in the Gulf 1980–2011 F. The Arab–Israeli Conflict 1948–1996. The study selected must address the outcomes listed above.

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Year 12


Option B: Conflict in the Pacific 1937–1951

Content Focus Students investigate key features in the history of the conflict in the Pacific 1937–1951. The Historical concepts and skills content is to be integrated as appropriate. Key features ● imperialism and responses ● nature and impact of nationalism ● Japanese and Allied strategies ● impact of the war on the home fronts of Japan and Australia ● impact of the war in occupied territories in South-East Asia ● use of the A-bomb ● reasons for the Japanese defeat ● aims and consequences of the Allied occupation of Japan

Content Students investigate: Survey ● Growth of Pacific tensions, including:

– economic and political issues in the Pacific by 1937 – Japanese foreign policy 1937–1941 (ACHMH144) – US and British policies in the Pacific 1937–1941

Focus of study ● The outbreak and course of the Pacific War, including:

– strategic and political reasons for the bombing of Pearl Harbor, and the US response (ACHMH144)

– Japanese advance 1941–1942 and the impact of the fall of the Philippines, Singapore, Burma and the Dutch East Indies (ACHMH193)

– turning points in the war: Battle of the Coral Sea, Battle of Midway, Battle of Guadalcanal, New Guinea

– strategies used by Allied forces against Japan 1942–1945 ● Civilians at war, including:

– social, political and economic effects on civilians in occupied territories in South-East Asia

– life under occupation: collaboration and resistance, the use of slave labour – the effect of the war on the home fronts in Japan and Australia

● End of the conflict, including: – reasons for the use of the A-bomb (ACHMH118) – reasons for the Japanese defeat – War Crimes Tribunals and the status of the Emperor (ACHMH193) – Allied occupation of Japan to 1951 (ACHMH145, ACHMH193)

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Year 12


Change in the Modern World







Content Focus Students investigate key features of the history of ONE of the following, focusing on political and social change, and the role of individuals and groups. The Historical concepts and skills content is to be integrated as appropriate. A. Pro-democracy Movement in Burma 1945–2010 B. The Cultural Revolution to Tiananmen Square 1966–1989 C. Civil Rights in the USA 1945–1968 D. The Changing World Order 1945–2011 E. The Nuclear Age 1945–2011 F. Apartheid in South Africa 1960–1994. The study selected must address the outcomes listed above.

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Year 12


Option C: Civil Rights in the USA 1945–1968

Content Focus Students investigate key features in the history of the civil rights movement in the USA 1945–1968. The Historical concepts and skills content is to be integrated as appropriate. Key features ● nature and impact of segregation and discrimination ● role and impact of civil rights groups ● opposition to civil rights ● influence of changing social attitudes ● role of leadership ● successes of the civil rights movement

Content Students investigate: Survey ● The position of African Americans at the start of the period, including:

– the impact of World War II on the circumstances of African Americans in the United States (ACHMH084)

– the extent of racial segregation and various forms of discrimination (ACHMH084) Focus of study ● Struggles for civil rights, including:

– formation and role of groups supporting civil rights and their ideas for change (ACHMH085) – efforts of Martin Luther King to achieve change for African Americans – the methods employed by civil rights movements in the United States across the period: local

and national boycotts, direct action and political agitation (ACHMH087) – Martin Luther King and Malcom X: beliefs, aims and methods (ACHMH086) – the opposition to civil rights: the Ku Klux Klan, the White Citizens’ Council (ACHMH088)

● Key events of the civil rights movement, including: – Montgomery Bus Boycott and the role of Rosa Parks (ACHMH089) – the desegregation of Little Rock High School (ACHMH089) – Freedom Rides (ACHMH089) – March on Washington (ACHMH089) – ‘Mississippi Freedom Summer’ of 1964 (ACHMH089) – the assassination of Martin Luther King

● Achievements of the civil rights movement, including: – the nature of social and political change (ACHMH089) – the significance of legislative change, the Civil Rights Act (1964) and the attitudes of US

presidents (ACHMH090) – the influence of the US civil rights movement beyond the USA (ACHMH091)

AHS20 7HIS SS Assessment Scope Sequence · 2020. 9. 1. · All tasks are generally required to be...

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