MODERN HISTORY - Rossmoyne Senior High SchoolThe Modern History course is designed to facilitate the...

ROSSMOYNE SENIOR HIGH SCHOOL

MODERN HISTORY 2015

Unit 3A – Cohesion and Division

Australian History – 1920-1959

Unit 3B – Ideas That Shaped History

Ideas that shaped History - the Russian Revolution - Autocracy, Marxism, Leninism and Stalinism (1900-1941)

Name _______________________________________

Assessment day: WEDNESDAYS (PERIOD 0) FRIDAYS

Rationale History is the study and practice of making meaning of the past with a view to understanding the present. It engages us with the ideas, beliefs and values that shape and influence our lives. At the same time it helps us clarify our own beliefs and values compared to those of others. Studying Modern History provides enjoyment and the knowledge gained reveals the background and some of the driving forces behind present local and global issues. Investigating the past helps students to understand why and how groups and/or societies changed or resisted changes. A study of Modern History enables students to become critical thinkers. The skills and knowledge gained from this course inform judgements and actions in a rapidly changing world. History provides insights into the present, and gives students an informed basis for determining their decisions and provides opportunities to reflect on the significance of past events, people, beliefs and ideas and how and why they are valued now. Historical inquiry reveals that there are various perspectives and interpretations of past events and actions. These varying interpretations of history can provoke heated debate in the classroom, the media and in the political arena. The Modern History course promotes skills of research, hypothesis testing and analysis of information as students engage with investigations. Through inquiries, they learn that historical judgements are provisional and tentative in nature. They are encouraged to question and evaluate historical sources; to identify the various representations and versions of history. The study of history assists them in the development of critical thinking skills as it encourages them to compare and contrast information, detect inconsistencies in details, recognise the manipulation of evidence, identify perspective in the presentation of graphic and textual material, and evaluate the accuracy and reliability of sources. They are exposed to a variety of historical sources including artefacts, speeches, songs, oral stories, photographs, film, drawings, diary extracts and other written accounts in order to determine the cause and effect, and the motives and forces influencing people and events. They are encouraged to use the evidence from sources to formulate and support their own interpretations and to communicate their findings in a variety of ways. The Modern History course allows students to gain insights into their own society and its values, and provides an avenue for understanding the human condition. It helps them to understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of active and informed citizens in any society. The study of history ensures that they gain essential knowledge of the past—its legacy and heritage—and that they become aware of the cumulative and tentative nature of human knowledge. Students benefit from acquiring the literacy skills of the discipline of history such as critical thinking, research, analysis and effective written expression. These skills equip them for a world changed and linked by information and communication technology and prepare them for lifelong learning. Through study of societies, movements and political structures, they are well prepared for careers involving policy making, administration and research. Learning the skills of critical inquiry is essential for people working in business, government, law, health, science, academia, industry, tourism, environment, media and the arts. This course provides students with the opportunity to further their achievement of specific overarching learning outcomes from the Curriculum Framework together with the development of the core-shared values.

Course outcomes The Modern History course is designed to facilitate the achievement of four outcomes. These outcomes are based on the Society and Environment learning area outcomes from the Curriculum Framework. Outcomes are statements of what students should know, understand, value and be able to do as a result of the syllabus content taught. Outcome 1: Historical investigation, communication and participation Students apply the skills of historical inquiry and methodology to investigate the past and communicate their findings using the discourse of history. In achieving this outcome, students:

plan ways to organise and gather information for an historical inquiry;

conduct an historical inquiry using and evaluating a variety of sources of evidence;

process and synthesise information to make historical findings/judgements; and

reflect on, apply and communicate findings according to purpose and audience. Outcome 2: Understanding the past Students understand the past, linking the chronology of people, events, ideas and distinctive features of society into an historical narrative. In achieving this outcome, students:

understand that time periods have chronologies with distinctive features, people and events;

understand that a variety of ideas, values and beliefs exist at a particular time in a society and that some are more influential than others; and

understand that societies have a range of organisational structures which impact on people and events. Outcome 3: Continuity and change Students understand the nature of forces, the interaction between forces and their significance for continuity and change in an historical context. In achieving this outcome, students:

understand the nature of the forces in a society that are responsible for continuity and change;

understand how historical forces operate and interact to bring about both continuity and change; and

understand that some forces are more significant than others in bringing about continuity and change. Outcome 4: Interpretations and perspectives Students understand that interpretations and perspectives of people and events may change over time. In achieving this outcome, students:

understand that there are different interpretations and perspectives of people, events and ideas;

understand how interpretations and perspectives at a particular time are shaped by a variety of influences; and

understand that the way the past is viewed changes over time.

Outcome progressions Each of the outcomes is described as a learning progression across six broad levels (see Appendix 1). In teaching a particular course unit, teachers can use the outcome progressions along with the unit content and contexts to:

plan appropriate lessons and activities for their students, and

develop specific assessment tasks and marking keys.

Course content The course content needs to be the focus of the learning program. It enables students to maximise their achievement of both the overarching learning outcomes from the Curriculum Framework and the Modern History course outcomes. The course content is divided into three content areas:

historical thinking and methodology

working with historical narratives

historical explanation and representation.

Historical thinking and methodology In developing an understanding of historical thinking, skills and processes, students evaluate, interpret, and undertake comparative and causal analyses of data and evidence to make meaning of the past. As they learn to formulate their own historical narratives or accounts, they develop an understanding of the ethical requirements of an historical investigation, develop a range of inquiry skills and construct sound and informed arguments about the past. In learning about historical thinking and methodology, they should be taught skills relevant to: Constructing historical inquiry In constructing an historical inquiry, students identify, locate and select from a range of historical evidence and narratives. They learn that the development of an hypothesis or a proposition with a clear idea of the issue or problem to be investigated along with the role and importance of evidence is the foundation of an effective historical inquiry. Students should be taught skills relevant to: identifying issues and problems to investigate as part of an historical inquiry formulating propositions/hypotheses and historical questions for the purpose of an historical inquiry locating, identifying and selecting historical evidence for an historical inquiry.

Interpreting, analysing and synthesising information

Students develop skills to examine and evaluate evidence and data collected as part of an historical investigation. By doing this, they develop an understanding that the nature and availability of evidence may require them to modify questions, hypotheses/propositions, construct additional questions or conduct additional research in order to begin drafting conclusions about a selected problem or issue.

Students should be taught skills relevant to: interpreting and analysing historical information, narratives and perspectives identifying gaps in evidence, contextual knowledge, perspectives of the time and place drafting conclusions based on evidence collected.

Communicating findings Students learn how the findings, explanations and analysis of an historical inquiry are communicated using the language and features of historical narratives. They develop the skills to communicate the findings of an historical inquiry according to purpose and audience. In doing so, they develop an understanding of the methods and techniques used to communicate and support a particular perspective as well as the ethical considerations to be taken into account when communicating findings. Students should be taught skills relevant to: forms of communication used to convey historical positions or ideas selecting forms of communication to suit purpose and audience presenting findings according to purpose and audience.

Working with historical narratives

In order for students to make meaning of the past, they examine a range of historical narratives to develop understandings about the chronology of a time period. They examine the defining characteristics of a society at the start of the period; the key people, ideas and events that were forces for continuity and change during the period; and the consequences of continuity and change on a society at the time, at a later time and/or upon other societies. Through the study of a range of historical narratives, they learn that historical narratives are set within a defined period of time, reflect a particular view of history which may be similar to, or different from other historical narratives and are different from fictional narratives in that they are supported with evidence. In learning about historical narratives, students should be taught about the: Elements of a society at the start of the period Through an examination of historical narratives, students develop an understanding of the defining features of a society at the start of the period. They develop knowledge of the shared and prevailing ideas, values, beliefs and experiences which have contributed to the degree of cohesion or division that may exist in a society at a particular time. Students should be taught about the: shared values, beliefs and traditions of the society—what are the beliefs and ideologies of the society? political, economic and social organisational structures of the society—how is the society organised? key events, people, ideas and other factors that have influenced the society to that point —what shaped this society?

Key people, ideas and events over the period

Through an examination of historical narratives, students understand the ways in which ideas, people and events present challenges to the cohesion of a society at a particular time. They explore the causal links between continuity and change and the motivations and actions of individuals and groups within a society and their level of support or opposition during the period. Students should be taught about the: key ideas shaping continuity and change over the period key events that shaped the period of study individuals and groups seeking continuity and change level of support or opposition for individuals, groups, ideas and events.

Consequences of continuity and change over the period

Through an examination of historical narratives, students learn about the range of forces that operate within a society to bring about continuity and change. They learn about the relationship between the nature of forces that exist at a particular time and why some forces are more powerful or significant than others in contributing to different levels of continuity and change in society over the period. Students should be taught about the: nature of forces which contribute to continuity and change in a society pace, scale and extent of continuity and change over time impact of continuity and change responses to continuity and change.

Historical explanation and representation When analysing evidence, historical narratives and debates, students develop understandings about the provisional nature of the knowledge held about the past. By examining a range of explanations and representations of past people, ideas and events, they go beyond the mere explanation of historical fact and consider the role of the narrator (historians and others) and their position in society within the context of the time in which the narrative was composed. They understand that perspectives about the past can reflect shared and prevailing values, beliefs, traditions and experiences of individuals and groups, as well as the nature and interpretation of evidence available at the time. By assessing a range of perspectives about the past, they are provided with the opportunity to discover the importance of historical empathy in

understanding how and why historical narratives are developed or constructed in different ways at different times and then are often challenged or further endorsed at later times. In learning about how the past is explained and represented, students should be taught about:

Explanations and representation of the past Students develop an understanding about the role of the historian in reconstructing the past. By examining a variety of explanations and representations of past people, events and ideas, they learn about the ways evidence is interpreted and used to support a particular version of history and the reasons why these versions change over time.

Students should be taught about: different explanations and representations of history in the present and in the past how and why explanations and representations of history change over time the way evidence is used to support a particular explanation or representation of the past nature and problems of evidence and how it influences the interpretations made by individuals and groups.

Understanding perspective

Students, through an examination of past and present perspectives, develop understandings and empathy for past people, events and ideas. Students should be taught about:

what is meant by perspective

the influence of societal values, beliefs, traditions, attitudes and experiences on past and contemporary perspectives of individuals and groups

connections between explanations and representations of the past and perspective.

UNIT 3AHIM

Unit description The focus for this unit is cohesion and division. Students learn that there are internal and external forces that result in cohesion and/or division within societies and these have consequences for continuity and change. Students assess how the structures of power and authority were used, how different groups and individuals responded and whether there was the potential for greater cohesion or division. Students develop the skill of drafting conclusions or findings that present balanced arguments. Such conclusions show a consideration of different perspectives and acknowledge the problematical nature of the construction and accuracy of past explanations and representations.

Unit learning contexts Within the broad focus of cohesion and division, teachers must choose ONE of the following time periods in the Australian History context:

1880–1929 OR

1920–1959 OR

1950–1999.

Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below:

Historical thinking and methodology

Constructing historical inquiry

constructing and modifying an hypothesis or a proposition to be used as a focus for an investigation

using evidence to draft preliminary reasoned arguments to support propositions/hypotheses

devising strategies for the gathering, recording, organising, testing and analysis of evidence.


making inferences based upon patterns, trends and representations in evidence

using and weighing evidence to construct arguments and conclusions based upon reasoned interpretation of evidence and alternative arguments

drafting conclusions or findings that present balanced arguments showing a consideration of the differing perspectives

presented by others.

Communicating findings

how values, beliefs and ideologies impact on the way findings are communicated

ways to communicate findings that examine competing perspectives and their interpretation of supporting evidence

use of recording and communication forms that meet externally set standards (e.g. accurately observing established

conventions and protocols) which suit the type of audience and purpose of communication.

Working with historical narrative

Study the impact of the following forces on cohesion and division in Australia:

economic

political

leadership

international relations and international conflicts

social/cultural e.g. Aboriginal peoples, migrants, women, sport, environment

identity.

Elements of a society at the start of the period

key political, social and economic structures of the society at the start of the period

challenges to prevailing values, beliefs and traditions that exist at the start of the period of study

resistance to and acceptance of power and authority and the impact upon groups and individuals within Australian society

events, issues, people and other factors that have shaped the prevailing trends, movements and attitudes of society

to that point.


examples of cohesion and division within the society throughout the period

involvement and participation of individuals and groups leading to cohesion and division throughout the period

types of groups or organisations that supported or resisted change and their reasons (motives) for doing so

extent that structures of power and authority were used to bring about cohesion and/or division.


extent to which cohesion and division are causes and consequences of continuity and change

evidence and impact of cohesive and divisive forces on the lives of individuals, families, groups and broader community

potential for future division within a group or society as a result of continuity and change.

Historical explanation and representation

Explanations and representations of the past

forces that assist and hinder explanations and representations about the past e.g. political correctness, cultural mindsets and survival of some evidence over others

manipulation of techniques and/or styles of presentation used in evidence to explain and represent the past

problematic nature of the construction and accuracy of past explanations and representations e.g. changing and emerging evidence over time, accounts that may be generalised, romanticised, sensationalised, slanted, mythologised or anachronistic.

Understanding perspectives

different perspectives can present a limited view which can misrepresent the past, either unconsciously or deliberately

how individual and group perspectives are shaped by different motives and purposes

explanations and representations of the past may be manipulated or influenced by different perspectives.

Assessment The four types of assessment in the table below are consistent with the teaching and learning strategies considered to be the most supportive of student achievement of the outcomes in the Modern History course. The table provides details of the assessment type, examples of different ways that these assessment types can be applied and the weighting range for each assessment type.

Weighting Stage 3

Type of assessment

20–30%

Historical inquiry

Process of construction of an historical inquiry: framing or asking of a range of questions and/or constructing of a hypothesis; selection, collection and evaluation of a range of evidence (primary, secondary, historical representations) that may include evidence such as legal documents, oral, practical fieldwork and/or media material; critical analysis and interpretation of the evidence; and communicating using the discourse of History.

Using historical evidence to develop an informed, balanced judgement about the past including concepts such as the impact of features and organisational structures of a time period, causes and effects, cultural influences, key people, ideas and events, forces, motives, perspectives, interpretations, and representations of the past. Findings may be communicated in different ways such as using short or extended written work, a timeline, a museum display, re-enactment of an event, recreation of historical clothing and food, completion of an historic trail, a multimedia presentation, historical debate or hypothetical.

Types of evidence when focusing on the process may include: student learning journals, student annotations, student summarising tables, in combination with the final product.

Best suited to the collection of evidence on student achievement of Outcome 1 and will also enable collection of evidence for Outcomes 2, 3 and 4.

20–30%

Explanation

Explanation in response to a proposition or point of debate that shows an understanding of the historical problem. The response may produce an argument (from one side or comparing different sides of a debate), persuade others to a point of view, and recognise different perspectives.

Features and organisational structures of a time period, causes and effects, cultural influences, key people, ideas and events, forces, motives, perspectives, interpretations, and representations of the past are all part of the historical discourse used as evidence in explanations. This form of communication requires the ability to argue a point, using historical evidence in a logical way that forms an argument in a format/mode appropriate to the purpose and audience.

Types of evidence may include: student learning journals, written or oral presentations, formal structured essays, multimedia presentations, character defences, arguments for one point of view or a comparison of views/perspectives, extended writing hypotheticals problem-solving scenarios, individual or group debates, cognitive tests or test papers.

Best suited to the collection of evidence on student achievement of Outcomes 2, 3 and 4.

20–30%

Document study

Historical documents are used as stimuli to develop skills in history, to explore the nature and problems of historical evidence, the nature and authenticity of historical documents, their reliability, gaps and/or validity, and the range of perspectives about historical times. Historical documents may be confronting, contradictory and challenging.

Critically interrogating the nature of historical documents in the context of time period/s and the historical place, people, events and ideas includes exploring concepts of bias, inconsistency, propaganda, perspectives, motives, forces and gaps in statistics. Documents may be from within a relatively short time period, issue or theme or from over a wide period of time showing changing experiences and ideas.

Documents may include: letters, official maps, propaganda posters, cartoons, photographs, paintings, statistics, buildings etc. as problem-solving tools. Representations of history are also used as secondary sources, for example, historical novels or biographies, art works, films, historical reproductions of artefacts.

Types of evidence may include marking keys, short answers, closed and open questions, timelines, test papers, or comparison charts.

Best suited to the collection of evidence on student achievement of Outcomes 2, 3 and 4 but may also enable collection of evidence on student achievement of Outcome 1.

20–30%

Exam

The exam comprises a combination of the Explanation and Document study assessment types.

Best suited to the collection of evidence on student achievement of Outcomes 2, 3, 4 and some parts of Outcome 1.

UNIT 3BHIM

Unit description The focus for this unit is ideas that shaped history. The object of this unit is to explore the power of ideas and ideologies as forces for change and/or their use to reinforce dominant elements in society. Knowledge about the evolution and spread of significant ideas assists students to understand the beliefs and values of a society and to what extent these ideas have been cohesive or divisive. They are also able to determine which ideas were dominant at a given time and how and why this dominance may have changed. Students are able to identify and evaluate sources that contain a range of viewpoints and interpretations of the ideas being studied and be able to discuss how changing perspectives about past events, people and ideas challenge explanations and representations of the past.

Unit learning contexts Within the broad focus of ideas that shaped history, teachers must choose from ONE of the following contexts:

ideas that shaped the Russian Revolution—Autocracy, Marxism, Leninism and Stalinism (1900–1941) OR

ideas that shaped the Chinese Revolution—Nationalism, Marxism, Maoism and Dengism (1920–1980) OR

the Cold War in Europe—Communism, Capitalism, Democracy, Containment, Peaceful Coexistence, Détente, Glasnost and Perestroika (1945–1990) OR

conflict in the Middle East—Imperialism, Arab Nationalism, Zionism, Fundamentalism and Terrorism(1940–1990).

Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below:

Historical thinking and methodology


formulating research questions that focus on motive/purpose, perspective and interpretation

developing a proposal for an investigation that describes the processes to be implemented as part of an investigation

identifying and evaluating sources that contain a range of viewpoints, perspectives and interpretations. Interpreting, analysing and synthesising information

formulating assumptions based upon patterns, trends and representations presented in perspectives of others e.g. historians, writers and journalists

identifying possible alternative interpretations that can be drawn from the evidence

formulating reasoned and supported conclusions that recognise and explain ambiguities and problematic issues in evidence.


forms of communication used to convey a historical position which seeks to persuade, manipulate or inform a specific audience or range of audiences

ways to communicate findings that examine popular and competing historical representations and the basis for these views

use of recording and communication forms that meet externally set standards (e.g. accurately observing established conventions and protocols) which suit the type of audience and purpose of communication.

Working with historical narrative

The impact of the following forces on the acceptance or rejection of ideas by individuals and groups should be considered throughout the unit:

political

economic

leadership

international relations

social/cultural Elements of a society at the start of the period

key political, social and economic structures of a society or region at the start of the period

how values, beliefs and traditions have been manipulated or used to reinforce dominant elements of a society or region

relationship between structures of power and authority and its legitimacy (or acceptance) within the society or region

events, issues, people and other factors that have had wider influences within or beyond a society or region. Key people, ideas and events over the period

key influences (both internal and external) on the emergence of prominent people, events and ideas within a society or region throughout the period of study

evolution and the spread of events and ideologies within and/or beyond a society or region

relationship between historical forces of past events, individual motivations and actions

extent to which ideas, events, leadership and other influences were cohesive or divisive. Consequences of continuity and change over the period

role of ideas and ideologies as forces for continuity and change in society

changing political, economic and social circumstances of individuals and groups in a society or region throughout the time period

extent of impact and influence of people, events and ideas within and/or beyond the society or region e.g. shifts in the balance of power, authority and legitimacy at the local, national and international level.

Historical explanation and representation


debates about the past reflect the nature, context, aims and purposes of historians and others e.g. their identity, class, time, place, experiences, status, reputation, beliefs and values

techniques and/or styles of presentation used to manipulate the way people interpret evidence and form perspectives about the past e.g. how evidence may be used to support political or ideological ends

how history is constructed and recorded; changes over time as a result of the changing nature, availability and interpretation of historical evidence.


changing perspectives about past events, people and ideas can challenge accepted explanations and representations

similar and different perspectives are shaped by beliefs, ideas, philosophies and ethics across time and place

changing and evolving perspectives of individuals over time influence the construction of conflicting or alternative explanations and representations of past people, events and ideas.

Modern History

Examination design brief Stage 3

Time allowed Reading time before commencing work: ten minutes Working time for paper: three hours Permissible items Standard items: pens, pencils, eraser, correction fluid, ruler, highlighters Special items: nil Additional information A document booklet containing source material is provided.

Section Supporting information

Section One Document study—Unit 3A

25% of the examination

One question

Suggested working time: 45 minutes

h

The question consists of five parts which could be structured as a series of open and/or partially open questions. This question is applicable to all time periods and requires the candidate to apply understandings by critically analysing and evaluating the source material. The candidate responds using source material chosen from one of the three Australian time periods listed below:

Australia 1880–1929

Australia 1920–1959

Australia 1950–1999. There are seven sources with one source for each time period showing broad perspectives, interpretations or histography. There is a common theme across the sources in the three time periods. Suitable source material could include photographs, cartoons, paintings, graphs, government papers, newspaper sources, letters, secondary sources etc. Comparable source material is used in the three time periods and is placed in the same order e.g. the first source is an image, the second is a text source etc.

Section Two

Essay—Unit 3A


One question from a choice of three


The question requires the candidate to draw on their knowledge and understandings of one of the three time periods. The candidate’s response must be in the same time period as Section One.

Section Three Document study—Unit 3B


One question


The questions consist of four parts that could be structured as a series of open and/or partially open questions. This question is applicable to all contexts and requires the candidate to apply understandings by critically analysing and evaluating the source material. The candidate responds using the source material chosen from one of the unit learning contexts listed below:

Ideas that shaped the Russian Revolution—Autocracy, Marxism, Leninism and Stalinism (1900–1941)

Ideas that shaped the Chinese Revolution—Nationalism, Marxism, Maoism and Dengism (1920–1980)

Ideas that shaped the Cold War in Europe—Communism vs. Democracy, Containment, Peaceful Co-existence and Détente (1940–1990)

Ideas that shaped conflict in the Middle East—Imperialism, Arab Nationalism, Zionism and Fundamentalism (1940–1990).

There are two sources per unit learning context.

Section Supporting information

Suitable source material could include photographs, cartoons, paintings, graphs, government papers, newspaper sources, letters, secondary sources etc. Comparable source material is used in the three time periods and is placed in the same order e.g. the first source is an image, the second is a text source etc.

Section Four Essay—Unit 3B


One question from a choice of three


The question requires the candidate to draw on their knowledge and understandings of one of the four unit learning contexts. The candidate’s response must be in the same time period as Section Three.

Rossmoyne Senior High School Assessment and Reporting Policy for Upper School Students

Relevant exerts only. Full copy of policy can be found in Student Handbook. 1. Completion of a course unit A grade is assigned for each course unit completed (i.e. if the student completes the school’s structured education and assessment program within the given timeframe). Students are required to:

submit all out-of-class assessment tasks for marking on the due date attempt all in-class assessment tasks on the scheduled date.

Note: If an assessment task cannot be submitted directly to the teacher it is to be submitted to the head of learning area/assistant head of learning area. Unless there is a reason that is acceptable to the school, failure to attend a scheduled in-class assessment task or submit on time an out-of-class assessment task may result in the student:

receiving a lower grade than expected at the end of the course unit (providing there is sufficient evidence from the assessment tasks which have been completed for the teacher to be able to assess to assign a grade)

Parents will be informed through a Letter of Concern For any late out-of-class assessment task, where the student does not provide a reason which is acceptable to the school, the following penalties apply:

10% reduction in the mark scored per school day up for up to 5 days i.e. 2 days late, 20% reduction, 3 days late, 30% reduction 4 days late, 40% reduction, 5 days late, 50% reduction After 5 school days a mark of 0 will be allocated or if the teacher is ready to return the class assessment before then, a mark of 0 is allocated.

Note: Where a student is likely to experience difficulty meeting a deadline they must discuss the matter with the teacher at the earliest opportunity before the due date. For any missed in-class assessment task where the student does not provide a reason which is acceptable to the school, the following penalty applies:

a mark of zero if a student does not submit an assessment task or attend a scheduled in-class assessment task, the teacher will contact the parent/guardian.

2. Acceptable reasons for non-submission or non-completion The penalty for non-submission or non-completion will be waived if the student provides a reason acceptable to the school. For example:

where sickness, injury or significant personal circumstances for part or all of the period of an out-of-class assessment task prevents completion and submission.

where sickness, injury or significant personal circumstances prevents a student attending on the day that an in-class assessment task is scheduled.

In such cases the parent/guardian must:

contact the school on the day and provide either a medical certificate or a letter of explanation immediately the student returns.

Where the student provides a reason acceptable to the school for the non-submission or non-completion of an assessment task the teacher will:

negotiate an adjusted due date for an out-of-class assessment task or an adjusted date for an in-class assessment task (generally, within two days of the student’s return), or

re-weight the student’s marks for other tasks (if there is sufficient evidence to assign a grade), or

decide on an alternate assessment task if, in the opinion of the teacher, the assessment is no longer confidential, or

statistically estimate the student’s mark for the assessment task on the basis of their marks in similar tasks

Attending events that can be rescheduled are not a valid reason for non-completion, non-submission or non attendance for an assessment task. Family holidays during the term are not considered a valid reason for non-completion non-submission or non attendance. In exceptional circumstances, the parent/guardian may negotiate with the Year 11 or 12 Year Coordinator the development of an individual education plan. This plan will show how the missed lesson time will be compensated for and any modifications to the assessment outlines for the particular course unit. 3. Changes of course units For a range of reasons students sometimes need to change courses. These changes are only made after much consultation involving the student, staff and parents. If changes to courses are needed, it is best they are made as early as possible in the term. When a student commences a course unit or subject late they are at risk of being disadvantaged compared to others in the class. An application to transfer is made through the Deputy Principal or Senior School Coordinator. At the time of selecting an alternative course, students will be made aware of catch-up work expected of them and implications of late entry to the course. When a student transfers to a different unit in the same course, or a unit in a similar course, the marks from any assessment tasks already completed will be used. These marks may need to be statistically adjusted to ensure that they are on the same scale as the marks for all students in the new class. Where additional work and/or assessment tasks are necessary, the teacher will develop an individual education plan showing the extra work to be completed and the modifications to the assessment outline. Students will be informed of the assessment program, especially of the weightings given to various components. 4. Transfer from another school It is the responsibility of any student who transfers into a class from the same course at another school to provide the school with the details of all completed assessment tasks. The Deputy Principal will contact the previous school to determine:

the part of the syllabus that has been completed the assessment tasks which have been completed the marks/ratings awarded for these tasks.

The head of learning area/teacher- in-charge will:

determine how the marks from assessment tasks at the previous school will be used Note: Where necessary these marks will be statistically adjusted to ensure that they are on the same scale as those at Rossmoyne Senior High School.

determine the additional work, if any, to be completed determine the additional assessment tasks, if any, to be completed to enable a grade to be

assigned. Where additional work and/or assessment tasks are necessary, the teacher will develop an individual education plan showing the extra work to be completed and the modifications to the assessment outline. The plan will be discussed with the parent/guardian and provided to the student. 5. Cheating, collusion and plagiarism All work in each individual assessment task must be the work of the student. Students are not permitted to submit for marking/rating, as original, any work which is:

identical or similar material to the work of another person (e.g. another student, a parent, a tutor)

identical, or similar material to a published work unless the source is acknowledged in referencing or footnotes.

Students must not cheat (i.e. engage in a dishonest act to gain an unfair advantage). If a student is believed to have engaged in cheating, collusion or plagiarism, the teacher will refer the matter to the head of learning area/teacher- in-charge. As part of this process, the student will be provided with the right of reply. Students will be a cover sheet/declaration for all major assignments to be signed and submitted with completed tasks. Note: Where a student permits others to copy their work they will also be penalised. If it is demonstrated beyond reasonable doubt that a student has cheated, colluded or plagiarised, the following penalties will apply:

a mark of zero for the whole assessment task, or a mark of zero for part of the assessment where the teacher can identify the part of the

assessment task that has been copied or plagiarised Note: The parent/guardian will be informed of the penalty and any further disciplinary action. 6. Examinations Semester one

A written examination will be held in all Year 12 Stage 3 courses during Term 2.

Examinations are typically 3 hours in Year 12. The final examination timetable and a copy of the examination rules will be issued to students. Exams are set for weeks 5 and 6 in Semester 1.

Semester two

During Semester 2 Examinations will be as follows:

For Year 12 students a written examination will be held in all Stage 3 courses in Term 3.

In some courses a practical or performance examination will be held. Dates will be advised by their teachers.

Unless there are exceptional circumstances, students who miss an examination shall NOT be permitted to sit the exam at another time. The status of such students shall be determined by the relevant Deputy Principal, the appropriate Head of Department or Teacher-in-Charge and the appropriate Year Coordinator. Parents/Guardians of a student who cannot attend an examination (or students themselves if they live independently of family) must notify the Deputy Principal on the day of the examination.

A doctor's certificate or letter explaining the student's absence must be forwarded with the student on his/her return to school indicating the reason for the student's inability to sit the examination. 7. Interruption-free and Assessment-free periods In order to reduce some of the pressure on students as they prepare for examinations and to allow quality revision time, the week before the examination block will be free of excursions, camps, major productions or other events likely to distract students. The weeks prior to the exam block (i.e. week 4 Term 2, week 8 Term 3) are ASSESSMENT FREE.

There will be no in-class assessments, practical performances scheduled during these weeks. Also NO ASSIGNMENTS are to be scheduled due for submission in these weeks.

Teachers are not to introduce new work during this period. Teachers are not to set any tests or other tasks during this period.

Class time during the revision period should be used for exam practice, completing portfolio work and course revision. No homework is to be set during this period.

8. Reporting achievement At the completion of Semester 1: In Year 12, students will receive a Rossmoyne Senior High School Report. The report will provide a comment by the teacher for each course unit and the following information:

an estimated grade for the course unit a mark (based on the weighted combination of the marks for the assessment tasks completed

in Semester 1, including the Semester 1 exam) the mark in the Semester 1 exam

Note: The mark and grade will not be finalised until after the Semester 2 exam (as this exam covers both units) therefore an estimated mark and grade are reported at the end of Semester 1. The Semester 2 examination will cover material for the whole year in line with the external WACE examination structure. At the end of the year Year 12 students will receive a statement of results showing

a grade for the course units (whole year combined) a mark (based on the weighted combination of the marks for all assessment tasks completed

during the year, including the Semester 1 and 2 exams for those courses with exams) Each grade is based on the student’s overall performance for the course unit as judged by reference to a set of pre-determined standards. These standards are defined by grade descriptors. The grades awarded will be:

A Very high achievement B High achievement C Satisfactory achievement D Limited achievement E Inadequate achievement

All grades reported are subject to School Curriculum and Standards Authority approval at the end of the year. The parent/guardian will be notified of any changes to that result from the School Curriculum and Standards Authority’s review of the student results submitted by Rossmoyne Senior High School. For all Stage 3 course units, a statistically adjusted school mark is reported by the School Curriculum and Standards Authority on the student's Statement of Results. Details of the marks adjustment process are available on the Council website at www.scsa.wa.edu.au. Information about calculating the Australian Tertiary Admission Rank (formerly TER) for university entry is available on the TISC website at www.tisc.edu.au. 9. Appeals against School Assessments If a student believes the grade or numerical assessment which they have been awarded by the school is incorrect, he/she may ask the school to review the results.

http://www.scsa.wa.edu.au/

http://www.tisc.edu.au/

Students are required to make written application to the Principal, requesting a review, within five days of the release of results of assessments. An assessment review does not require the school to re-mark a student's work. It is intended to determine whether:

the weightings specified by the school in its assessment program conform with School Curriculum and Standards Authority guidelines

assessment procedures conform with the stated assessment program

there were no computational or clerical errors in determining the assessment. Please note: A teacher's judgement about the worth of individual assessment tasks will not be subject to review. If, after an assessment review has been completed at the school, a student still believes that the School Curriculum and Standards Authority and assessment guidelines have not been followed then the student may lodge an appeal with the School Curriculum and Standards Authority. An appeal should be made on the prescribed form available from the school or the School Curriculum and Standards Authority, and forwarded to the School Curriculum and Standards Authority by the nominated date. A fee is payable for each subject named on the application form. The School Curriculum and Standards Authority will request a school to re-determine assessments only if it can be shown that the School Curriculum and Standards Authority assessment guidelines were not followed by the school. 10. Interim Reports The transition periods Year 10 to 11 and Year 11 to 12 are critical times and teachers are committed to giving parents and Year 11 and 12 students early feedback on their progress. Interim reports for Year 11 and 12 students will be sent home with a Parent Night scheduled close to this time. 11.Suspension Students on suspension are required to attend any Period 0 tests set during the period of the suspension. They will be required to leave the school immediately on completion of the test.

Grade descriptions Modern History

Stage 3

A Historical thinking and methodology: Selects a comprehensive range of sources and analyses these for accuracy, bias, omissions and differences in viewpoint. Responds to key words of research or essay questions, effectively applying evidence and understandings from appropriately acknowledged resources. Uses appropriate historical terms and concepts to develop sophisticated arguments which are analytical, logical and coherent.

Working with historical narrative: Shows understanding that forces (including people, events, ideas and structures) have direct and indirect consequences within and/or between societies.

Historical explanation and representation: Demonstrates the capacity to explain how and why perspectives change within and between time periods.

B Historical thinking and methodology: Selects a range of sources and analyses for accuracy, bias, and different viewpoints. Responds to key words in research or essay questions, applying evidence and understandings from appropriately acknowledged resources. Uses appropriate historical terms and concepts, develops an argument which is logical, coherent and largely narrative.

Working with historical narrative: Shows understanding that forces (including people, events, ideas and structures) have direct consequences within and/or between societies.

Historical explanation and representation: Demonstrates the capacity to explain why various perspectives of History exist.

C Historical thinking and methodology: Selects a limited range of sources and demonstrates an awareness of accuracy, bias and different viewpoints. Shows understanding of some aspects of the research or essay question; selects and acknowledges resources and uses some supporting evidence. Recounts the major features of the narrative and makes an attempt to structure their argument/ discussion.

Working with historical narrative: Identifies that there is interaction between forces (including people, events, ideas and structures) in a time period.

Historical explanation and representation: Demonstrates the capacity to identify and describe different perspectives of History.

D Historical thinking and methodology: Selects sources from a narrow range, which may or may not be relevant, and demonstrates a limited awareness of accuracy, bias and different viewpoints. Attempts to show an understanding of the question; acknowledges some resources and displays limited application of evidence. Demonstrates some knowledge of the narrative and the structural conventions.

Working with historical narrative: Demonstrates to a limited degree the relationship between people, events, ideas and structures.

Historical explanation and representation: Demonstrates the capacity to identify at least one perspective of an historical event.

E Historical thinking and methodology: Demonstrates little or no ability to select or interpret sources. Demonstrates little or no ability to interpret the question, and use or acknowledge resource material. Demonstrates little or no knowledge of the narrative.

Working with historical narrative:

Demonstrates little or no knowledge of the features of a time period.

Historical explanation and representation: Demonstrates little or no knowledge of historical perspective

.

Glossary

This glossary is provided to enable a common understanding of the key terms in this syllabus.

Cause and effect Used by historians to identify chains of events and developments over time,

short-term and long-term.

Contestability Occurs when particular interpretations about the past are open to debate

(for example, as a result of a lack of evidence or different perspectives).

Continuity and change Aspects of the past that remained the same over certain periods of time are

referred to as continuities. Continuity and change are evident in any given period

of time, and concepts, such as progress and decline, may be used to evaluate

continuity and change.

Concept In the study of history, a concept refers to any general notion or idea that is used

to develop an understanding of the past, such as a concept related to the process

of historical inquiry (for example, evidence, continuity and change, perspectives,

significance).

Contemporary world As defined in this syllabus, the period of modern world history from 1945 to 2001.

Empathy Empathy is an understanding of the past from the point of view of a particular

individual or group, including an appreciation of the circumstances they faced, and

the motivations, values and attitudes behind their actions.

Evidence In the study of history, evidence is the information obtained from sources that is

valuable for a particular inquiry. Evidence can be used to help construct an

historical narrative, to support a hypothesis or to prove or disprove a conclusion.

Historical inquiry Historical inquiry is the process of investigation undertaken in order to understand

the past. Steps in the inquiry process include posing questions, locating and

analysing sources and using evidence from sources to develop an informed

explanation about the past.

Interpretation An interpretation is an explanation of the past, for example, about a specific

person, event or development. There may be more than one interpretation of a

particular aspect of the past because historians may have used different sources,

asked different questions and held different points of view about the topic.

Modern world As defined in this syllabus, the period of time in the modern world between 1750

and 2001.

Perspective A person’s perspective is their point of view, the position from which they see and

understand events going on around them. People in the past may have had

different points of view about a particular event, depending on their age, gender,

social position and their beliefs and values. Historians also have perspectives and

this can influence their interpretation of the past.

Primary sources In the study of history, primary sources are objects and documents created or

written during the time being investigated, for example, during an event or very

soon after. Examples of primary sources include official documents, such as laws

and treaties; personal documents, such as diaries and letters; photographs; film

and documentaries. These original, firsthand accounts are analysed by the

historian to answer questions about the past.

Representation A picture or image of the past that may be a popular portrayal within society

(past or present) or that may be created by historians.

Secondary sources In the study of history, secondary sources are accounts about the past that were

created after the time being investigated and which often use or refer to primary

sources, and present a particular interpretation. Examples of secondary sources

include writings of historians, encyclopaedias, documentaries, history textbooks,

and websites.

Significance The importance that is assigned to particular aspects of the past

(for example, events, developments, and historical sites). Significance includes an

examination of the principles behind the selection of what should be investigated

and remembered and involves consideration of questions, such as: How did

people in the past view the significance of an event? How important were the

consequences of an event? What was the duration of the event? How relevant is it

to the contemporary world?

Source Any written or non-written materials that can be used to investigate the past

(for example, newspaper articles, photos, and journal entries). A source becomes

‘evidence’ if it is of value to a particular inquiry.

GUIDE TO MARKING RESPONSES—The mark /25 will be reduced to a mark /10 MARKS

Introduction

/4

Introductory paragraph comprising some context relevant to the area/topic of the essay, definition of any terms in the question, a proposition/thesis statement and an outline of the narrative/thematic structure of essay.

[3–4]

A few sentences outlining the theme of the essay and including a simple proposition. [2]

A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay. [1]

No introduction to essay provided. 0

Evidence used to support statements, lines of argument

/9

Extensive use of detailed and accurate evidence used in a manner that assists critical analysis and evaluation. In responding to an essay instruction of debate or evaluate the proposition, historical evidence is used to argue for and against a view/proposition. Uses and cites accurately some quotations, or sources, or statistics, to develop or strengthen arguments.

[7–9]

Use of accurate evidence throughout the essay. If quotations, sources, statistics are used as supporting evidence, they are cited in some coherent fashion.

[5–6]

Mainly accurate evidence is used to support some lines of argument. [4]

Evidence is used, some is accurate and there are few generalisations in the essay. [3]

Limited evidence used and the response contains a number of generalisations and statements that lack supporting evidence.

[2]

Very limited use of evidence and the response is mainly a series of generalisations. [1]

No supporting evidence, OR All generalisations and/or statements made without supporting evidence, OR All evidence is incorrect.

0

Complexity of discussion/argument

/6

Displays a high level of sophistication in the construction, development and depth of a logical argumentative discussion and analysis. Demonstrates an understanding of the complexity of events.

[5–6]

Displays a sustained argument throughout the discussion that demonstrates some understanding of the interconnectedness of events.

[3–4]

A simple chronological narrative with minimal content about cause, action and reaction. [1–2]

Discussion/argument suggests no understanding of the topic and/or historic analysis of motivation, cause, action, impact, change and continuity.

0

Conclusion

/2

Draws essay’s argument or point of view together. [2]

Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’ or one that just repeats the proposition stated in the introduction.

[1]

No conclusion given. 0

Communication skills

/4

A sophisticated, well-written and well constructed argument using appropriate language of history. Sound use of the conventions except where expression is enhanced by defying conventions.

[4]

Accurate and relevant use of historical terms. Literacy enables the construction of an effective response with well developed sentences, paragraphs and/or essay.

[3]

Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.

[2]

Limited reference to historical terms. Poor literacy skills may interfere with the ability of the marker to understand the response (as evidenced by very poor spelling, grammar, failure to use capital letters correctly and poor sentence and paragraph structure).

[1]

Response is mainly unable to be understood by the marker. 0

TOTAL /25

Rossmoyne Senior High School Assessment Outline: Year 12 Modern History

2014/2015

Semester 1: Unit 3A Australia 1920-1959

All dates are for guidance only and may be changed by class teacher. All changes will occur with at least one week notification by teacher to class. The RSHS upper school assessment policy will be strictly adhered to.

Semester 2: Unit 3BHIM – Ideas that Shaped History:

The RUSSIAN REVOLUTION 1900-1941

Due

Assessment

My Score

Semester %

Year %

My Year %

Term 1 Week 4

Explanation In Class Essay 1920s

20

10

Term 4 2014 Week 7

Document Study: 1920s

5 2.5

Term 1 Week 7

Document Study: 1930s

7.5

3.75

Term 2 Week 2

Document Study: WW2 7.5

3.75

Term 1 Week 9

Historical Inquiry: Research Assignment: Foreign Policy

20

10

Term 2 Week 3

Explanation: Cognitive Test (whole period)

10

5

Term 2 Weeks 5/6

Exam (HIM 3A) 20

10

Semester 2 Exam (3A Component)

10

5

TOTAL SEMESTER 1

/100

/50

Due Assessment My Score

Semester %

Year %

My Year %

Term 2 Week 10

Historical Inquiry: Autocracy

20

10

Term 3 Week 1

Document Study: Leninism

20

10

Term 3 Week 7

Explanation: In-Class Essay Stalinism

20

10

Term 3 Week 3 Week 6

Explanation: Cognitive Test 1 = Cognitive Test 2 =

5 5

2.5 2.5

Term 3 Weeks 9/10

Semester 2 Exam (3B Component)

30

15

TOTAL SEMESTER 2

/100

/50

3A - AUSTRALIA 1920-1959

Type of Assessment

Task Outline Approximate Due

Date Task

Weighting

Historical Inquiry

Task 4- Research and in-class essay investigating Australian Foreign Policy during the period.

Term 1

Week 9

20%

Explanation

Task 2- In-class essay on the 1920s. Term 1

Week 4

20%

Task 6- Cognitive Test covering the whole period (1920s-1950s)

Term 2 Week 3 PERIOD 0

10%

Document study

Task 1- Exam style Document Study on the 1920s Task 3- Exam style Document Study on the 1930s Task 5- Exam style Document Study World War 2.

Term 4 (2014) Week 7 PERIOD 0

Term 1

Week 7

Term 2 Week 2

20%

Exam

Task 7 – Two Document Studies and Two Essays. Three Hour Exam.

Term 2 Weeks 5/6 30%

TOTAL: 100

3B - Ideas that Shaped History: THE RUSSIAN REVOLUTION

1900-1941

Type of Assessment

Task Outline Approximate Due

Date Task

Weighting

Historical Inquiry

Task 1- Research inquiry into the role of Nicholas. To be completed as an in-class essay. Autocracy

Term 2

Week 10

PERIOD 0

20%

Explanation

Task 3- In class essay on Stalinism.

Term 3

Week 6

20%

Task 4- Cognitive Test covering the whole period (1900-1941) Split into two separate tests.

Term 3 Weeks 3

& 7 PERIOD 0 10%

Document study

Task 2- Exam style Document Study on Leninism

Term 3 Week 1

20%

Exam

Task 5 – Two Document Studies and Two Essays. Three Hour Exam.

Term 3 Weeks 9/10 30%

TOTAL: 100

Rossmoyne Senior High School 2014/2015

3AHIM: Cohesion and division–Australia 1920–1959

WEEK Unit content Learning activities Resources Assessments

(Formative and Summative)

Journal, Glossary and Timeline

2014 Term 4

Weeks 3

and 4

MODULE 1

What was Australia like at the beginning of the era?

Review Exam Distribution of Era Summary Booklet Federation (constitution, political parties, leaders, legislation) ‘Working man’s paradise’ Impact of WW1 (domestic and international) The Anzac Legend Versailles Conference Returning soldiers

Aborigines, women, migrants etc

Unity & Diversity – Ch 2, 3 Australia Since 1890 – Ch1, 2

Historical Thinking and Methodology Constructing historical inquiry Interpreting, analysing and synthesising information Communicating findings

Term 4

Wk 5-7

MODULE 2 How was Australia

transformed by the

‘Roaring 20s’?

Repatriation Rise of the Coalition ‘men, money, markets’ Industrial unrest Rural development schemes Aborigines, women, migrants etc

Unity & Diversity – Ch 4 Australia Since 1890 – Ch 3

Task One Document Assessment on the 1920s 5%

Historical Explanation and Representation Explanations and representations of the past Understanding perspectives Glossary Nationalism Imperialism ANZAC Legend




2015

Term 1

Week 1

Historical thinking and methodology (HTAM)


WWHN


WWHN



Revision of Australia in the 1920s Class activities: 1. Brainstorm what students think Australia

was like in the 1920s. 2. Then use B/S to write a brief hypothesis

of Australia in the 1920s based on stimulus materials

3. Ask how and why Australia changed and what might have been the impact. Define concepts of cohesion and division

4. Students to analyse and then summarise the possible divisive and cohesive elements

5. Summarise prevailing values, beliefs and traditions at the beginning of the 1920s

Summary of impact of WW1 on Australia—women, returned soldiers, soldier settlement schemes etc.

Using class notes, readings and handouts (containing document extracts) students examine the government’s response to returned service personnel and the impact of this response

Begin to develop economic, social/cultural, identity, political and foreign relations forces

Unity & Diversity – Ch 4 Australia Since 1890 – Ch 3 Handouts

Glossary Cohesion Division Hypothesis Begin Timeline development Glossary Demobilisation Repatriation RSL

1

WWHN Key people, ideas and events over the period

Focus: Men, money and markets Explore the origin of the phrase Men, money and markets by Stanley Bruce. Why is it now used to refer to this time period? Students examine the policies of Men, money and markets through class notes and readings

Handouts Glossary Primary industry Manufacturing Urbanisation




2

HTAM


Historical explanation and representation (HEAR)


Focus: Radicals’ vs. Conservatives’ ideals 1. Examine the changes to entertainment

and culture in the 1920s (e.g. Jazz, films, radio, fashion and fads) through classroom readings

2. Students use these notes to develop structured overviews of the impact of these changes on social cohesion and division focusing on concepts of conservative vs. radical ideals

3. Discuss the impact of these changes on the dominant values of the period. Use mind maps to expand on these discussions

4. Students write a summary of the impact based on discussion and mind maps. List examples and reference sources used

5. Students use a variety of documents to examine different perspectives based on the theme of conservative vs. radical social change

Unity & Diversity – Ch 4 Australia Since 1890 – Ch 3 Handouts

Glossary Radical Conservative

2 WWHN


HTAM


Interpreting, analysing and synthesising

Focus: Technological change 1. Students undertake class readings/notes

on technological change during the 1920s and the impact of this change on Australian society

2. What technology changed during this time?

3. Discussion/exploration of the extent to which the technological change caused social cohesion and/or division

4. Students write a summary of class discussion using evidence to support

Journal Students are to find two sources that support the hypothesis that all Australians benefited from technological advancement and two opposing this hypothesis. Analyse these documents using teacher




information their ideas (i.e. this caused division because… and can be seen with…)

supplied focus questions

3 HTAM




WWHN



HEAR



Focus: Women during the 1920s Using a variety of sources, students examine the position of women during the 1920s including the continuity and change that occurred during this period regarding their status and position within society. Students also look at the impact of this continuity and change. Introduce Task 1: Explanation 1. Students initially do Think, Pair, Share

(TPS) on areas they are to examine and the possible changes that may have occurred

2. Using a variety of resources, students carry out research. Review accepted ethical practices in relation to referencing sources

3. Whilst students are researching, use their findings for informal discussions on perspective and bias in sources

4. Individually, students present their research as a series of summary notes. These notes are to be accompanied by their bibliography. A verification essay will then be written in class


Update Timeline

3 WWHN

Elements of a society at the start

Focus: Experience of Aboriginal peoples in 1920s Australia Examine the position and actions of

Unity & Diversity – Ch 4 Australia

Journal Students to make a collection of




of the period



governments in relation to Aboriginals in the 1920s in Australia. Some examples may be specific to a specific state Students focus on looking at aspects of cohesion and division in relation to the actions towards Aboriginal people in this period, and on the consequences of these actions

Since 1890 – Ch 3

documents/sources showing different perspectives in regard to Aboriginal issues in the 1920s. Analyse the documents using focus questions supplied by teacher

WWHN



Focus: Industrial unrest 1. B/S what the students think may have

been the causes of industrial unrest in the 1920s

2. Using readings, class notes and question handouts, students analyse the industrial unrest of the 1920s

3. Discuss how this unrest would have impacted on Australian society (focus on cohesion and division)

4. Students complete summary questions on the impact on cohesion and division (questions direct students to look at the impact in relation to WWHN dot points)


Glossary Communism Arbitration ACTU Tariffs

WWHN


Consequences of continuity and change

Focus: Industrial unrest (continued) 1. Class discussion on the impact of

industrial unrest and change on government policy

2. Class notes and reading examining the political response to this unrest and the consequences of this response

3. Students do reading and questions on the defeat of the Bruce–Page government


Journal Event study of defeat of Bruce- Page government




4 WWHN


What impact did the Great Depression have on Australia?

Focus: Causes of the Depression 1929 to c.1932 1. B/S possible causes of the Depression

and class discussion of points raised 2. Notes on the causes of the Depression 3. Video–Working Man’s Paradise 4. Data analysis activity on causes


Task 2: Explanation In Class Essay 1920s

20%

Historical Inquiry (Distributed T 1 Wk 4 and due/completed T 1 Wk 9)

Glossary Depression Causes of the Great Depression Government response Labor Party split Radical groups Social impact Economic impact Aborigines, women, migrants etc

5 HTAM


WWHN


Focus: Government response to the Depression 1. Reading and question activity on the

Scullin government’s response to the Depression

2. Students read extract from Australia, Then and Now and use structured overview of the ‘plans’ to enable a comparative analysis

3. Students complete a document analysis of the plans and evaluate their possible impact on the Australian economy

4. Discuss this evaluation as a class

Handouts Unity & Diversity – Ch 5 Australia Since 1890 – Ch 5

5 HTAM




Focus: Division or Why did the Labor Party split? Students given questions–Why did the Labor Party split in 1931? What was the political impact of this split? Student activities: 1. In pairs, students work out an approach

to researching this question and developing an hypothesis

Handouts




2. Using a selection of resources, students research these questions

3. Using research notes, students develop broadsheets on the split and its impact

6 WWHN

Key people, ideas, and events over the period


HEAR


Focus: The Depression era and social impact 1. Students watch the video Susso Kids 2. Students complete a Y chart based on

the video and looking at the impact of the Depression

3. Students read text book, and do structured overview on impact of the Depression and respond to document-based questions

4. Students role-play the impact of the Depression on different social classes with students discussing how their lives were affected including the division and cohesion caused by the Depression. Include the impact on women, children and Aboriginals

5. Students write an evaluation of the impact of the Depression in relation to social cohesion and division (teacher-directed with B/S questions)

Susso Kids Glossary Susso Eviction Happy Valley Journal Students are to find three primary sources about the Depression and develop questions about these sources.

6 WWHN

Elements of a society at the start of a period


Focus: Impact of political division 1. Students read extracts from various texts 2. In small groups, answer review questions

on reading in relation to political division within Australia

3. Class discussion on why students think that the political extremists were unsuccessful in gaining more strength in Australia at this time

Glossary New Guard Extreme Left Censorship IWW or ‘Wobblies’ Right Wing




7 WWHN

Key ideas, people and events over the period

Focus: Economic recovery post-Depression 1. Class notes, readings and questions

examining the Lyons’ government and the economy’s path to recovery

Task 3 Document Study: 1930s 7.5%

Continue Timeline

7 WWHN



Focus: Australia’s foreign policy 1. Summary notes on Australia’s foreign

policy 2. Mind map Australia’s sense of National

Identity–discuss this in relation to WW1, events to date and connection to other nations (e.g. Britain, Japan and America)

Glossary National Identity

WWHN


Focus: Background to World War 2 1. Quiz game on the causes of WW2 2. Summary notes for discussion

Handouts

WWHN

Consequences of continuity and change

Focus: Background to World War 2 (continued) 1. Students read handout on the political

divisions/ problems prior to WW2, answer relevant questions

2. Class discussions on possible impact of these divisions

Glossary UAP UCP

8 HTAM


Focus: Outbreak of World War 2 1. Use documents (Menzies’ quote and

newspaper headlines) as stimulus for discussion on the outbreak of WW2. Students evaluate the extent of social cohesion during this time

Teaching note: Make sure students justify their responses/ideals with evidence from the sources


Continue updating Timeline Outbreak of WW2 Impact of WW2 (domestic and international) ‘Total War’ - Life in




2. Students write summary paragraph about Australia’s response to WW2 based on document evidence and class discussion

8 HTAM




Focus: Australia’s involvement during WW2 1. Notes on Australia’s involvement during

WW2 (brief) 2. In small groups students divide up the

theatres of war in which Australia fought in WW2 (teacher to supply list of possible choices)

3. Each group member researches their theatre based on a series of foci developed by the group. (i.e. where it was, when, how many died and impact to war effort), then the groups share the result of their research


How did World War Two affect Australia internally and externally?

9 WWHN


HEAR



Focus: Impact of WW2 on Australia 1. Using a selection of documents and text

extracts, students create a structured overview of the impact of WW2. The structured overview is to be divided into factors such as social, economic, political etc.

2. In pairs, students discuss possible examples of cohesion and division based on their readings

3. As a class, discuss these examples of cohesion and division. Create a class mind map including each factor to further explore the impact of these divisions—class to copy these mind maps down

4. Students complete a document analysis


Task 4 Historical Inquiry – research assignment Foreign policy (In-class essay Wk9) 20%

Glossary Conscription Civil liberties Brisbane Line Rationing Digger Manpower Australia during WW2




focusing on cohesion and division within Australian society WW2

HTAM

Constructing a historical inquiry



Focus: Written response to a hypothesis/question 1. Students use text sources and

documents to develop a response to the following question:

Discuss the extent to which the role of women changed in Australia during WW2 and the impact of this change on Australian society

2. After 30 minutes the students plan an essay response to the question (5 mins)

3. Students are then given ten minutes to write an introduction to essay

4. After ten minutes these introductions are collected, redistributed and peer evaluated (teacher guided) Students need to give constructive and clear feedback to the writer

Journal Students to rewrite introduction based on feedback Glossary WANS WAC Woman’s Land Army Auxiliaries WAAAF WRANS

9 HTAM


Focus: Life in Australia during WW2 Task 3: 1. View video extracts examining life in

Australia during WW2. Students then respond to a document study on the oral sources

DVDs life during War

Economic recovery

WWHN

Key people, ideas and events


Focus: Revision of political leaders to date and introduce the Petrov Affair 1. Review game looking at Australian

political leaders to date. Update timeline 2. Introduce the 1949 election and the

political implications of this election 3. Quiz on class material 4.


Update Timeline




Term 2

Week 1

HEAR



Focus: Petrov Affair 1. Students examine sources from Making

History–Middle Secondary units, Red Menace, about the Petrov affair and write answers based on the sources

2. Students read extract ‘Mrs. Petrov’s shoes’

3. Using the two sources above, students examine the varying perspectives of the Petrov Affair and how this event was used by power structures to influence political events


Task 5 Document Study (Oral sources WW 2) 7.5%

Chifley – ‘The light on the hill’ Post war construction/prosperity 1949 election Foreign policy Communist Party Dissolution Bill Petrov Affair DLP and Labor Party split

2 HTAM



Focus: Post-war economic growth and social change 1. Students read a range of sources and

take class notes looking at post-war economic growth and social change

2. B/S question—Who had the real power in the 1950s?

3. Analysis. Students divided into small groups, with each group preparing arguments for the above question. Each group then presents their ideas with other groups questioning their assertions


How did Australia recover from World War Two and evolve during the 1950s?

WWHN



Focus: Australia’s post-WW2 migration policies 1. Students take class notes on Australia’s

migration policies post WW2. Compare and contrast with post WW1 migration policies

2. Students read handout and do focus questions on migration. These questions are based on looking at the reasons




for/against migration, changes to migration policy, government actions and the resulting social impact of migration

3. Using a collection of source material, students examine social attitudes towards immigration during this period

3 WWHN


HTAM


HEAR


Focus: Attitudes towards Aboriginal Australians during the 1950s Students examine attitudes towards Aboriginal Australians during the 1950s. Using a variety of documents, students make notes on:

the extent to which attitudes were changing (pre-1950, during 1950s)

the causes and impact of these changing attitudes

how have perspectives of the period changed?

Handouts Glossary Assimilation Citizenship rights

WWHN



Focus: Australian foreign policy during the 1950s 1. Class notes and readings on Australian

foreign policy during the 1950s. Emphasis on ANZUS, SEATO, IMF, UN and role in Japan

2. Class discussion on foreign policy 3. Class quiz on foreign policy and

immigration

Handouts Glossary ANZAC IMF UN Australian foreign policy

Task 6: Explanation: Cognitive test

4 This period of time has been allowed for exam/revision/ lessons missed due to other school activities

Task 7: Semester 1 Exam

3BHIM – Ideas That Shaped History – Russian Revolution (1900s-1941)

Weeks Key Questions Topics Covered Tasks/Assessments Unit Content Term 2 Wk 7-8

MODULE 1 What is autocracy and what was Russia like at the beginning of the period (1900)? Transforming Russia - Ch 1, 2 Russia and the Soviet Union Ch 1

Booklets The Tsarist system - Autocracy Nicholas II Opposition groups Russo-Japanese War Bloody Sunday 1905 Revolution October Manifesto Dumas World War One

Task 1 Historical Inquiry (Distributed T 2 Wk 6 due/completed T 2 Wk 10)

Historical Thinking and Methodology Constructing historical inquiry Interpreting, analysing and synthesising information Communicating findings Working with Historical Narrative Elements of a society at the start of the period Key people, ideas and events over the period Consequences of continuity and change over the period Historical Explanation and Representation Explanations and representations of the past Understanding perspectives

Term 2 Wk 8-9

MODULE 2 What is Marxism and how did it apply to Russia? Russia and the Soviet Union Ch 1

Karl Marx and the Communist Manifesto Bolsheviks and Mensheviks Lenin

Task 1 Historical Inquiry in class essay T 2 Week 10

Term 2 Wk 10

Term 3 Wk 1

MODULE 3 What happened in1917- the year of revolution(s)? Transforming Russia – Ch 3, 4 Russia and the Soviet Union Ch 2

Tsar’s abdication (February Revolution) Provisional Government Petrograd Soviet April Thesis ‘July days’ October Revolution Soviet Government

Task 2 Document Study (T 3 Wk 1)

Term 3 Wk 2-4

MODULE 4 What was Leninism and how was it was implemented? Transforming Russia – Ch 4, 5, 6 Russia and the Soviet Union Ch 3

Leninism – implementing the program Cheka; new decrees; State capitalism; dissolution of Constituent Assembly; Treaty of Brest-Litovsk Civil War War Communism Kronstadt Rebellion NEP Death of Lenin

Task 3 Cognitive Test (T 3 Week 3)

Term 3 Wk 5-7

MODULE 5 What was Stalinism and how was it was implemented? Transforming Russia – Ch 7 Russia and the Soviet Union Ch 4, 5

Struggle for power ‘Socialism in one country’ v ‘permanent revolution’ Collectivisation and industrialisation Five Year Plans Dekulakisation the Great Terror 1936 Constitution Show Trials/Purges The Great Patriotic War

Task 4 Explanation: In-class essay (T 3 Wk 6) Task 5 Cognitive Test (Term 3 Wk 7)

Wk 8 Revision

Wk 9/10 Task 6 Exam (3ABHIM)

EXPLANATIONS Program Please note: weeks given are a guide. Glossary/Terminology sheet This is established to assist students with their understanding of the language of history and of this period. By including colloquial terminology and frequent abbreviations it is expected students will not find these so confusing when confronted with them in a Document study. Terminology and phrases are to be added as students are exposed to them in text and source material. Also include words to do with historical methodology as appropriate. History Journals These are a way to reinforce classroom learning. It also allows teachers to target specific skills that need developing or to encourage further reading by the more able students. The Journal can be used as a formative assessment piece. Timelines These are to be continually completed throughout the period of study to provide the chronology of the period. The timelines can also be colour coded (i.e. red for social, black for political). This colour coding can also be used to emphasise periods of cohesion/division through different colours as a visual learning tool.

MODERN HISTORY - Rossmoyne Senior High SchoolThe Modern History course is designed to facilitate the...

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Transcript of MODERN HISTORY - Rossmoyne Senior High SchoolThe Modern History course is designed to facilitate the...