Modern History Assessment 1

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Table of Contents
Table of Contents 1

Unit Outline 2

Pre-lesson 11

Assessment Task Notification 18

Assessment Task Question Handout for In-Class Assessment 20

Assessment Task Run Sheet 21

Post-lesson 22

Justification 29

Appendix A: Scope and Sequence 32

Appendix B: Concept Map 33

Appendix C: 2017 Year 11 Modern History Assessment Schedule 34

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Unit Outline
UNIT OUTLINE
​
Subject​ :​ Modern History Course: Preliminary Number of Weeks
10
Unit title: The World at the
Beginning of the 20th
Century

Key Concepts/ Big Ideas The importance of this learning

Autocracy, Anti-Semitism, Anarchism,  Principal Focus: ​Students lay the foundations for the twentieth-century 
Capitalism, Democracy, Imperialism,  studies by investigating the forces and ideas for change and continuity 
Industrialisation, Liberalism, Feminism,  that shaped the early twentieth-century world using the methods of 
Globalisation, Militarism, Marxism,  historical inquiry.
Nationalism, Pan-nationalism, 
Internationalism, Sectarianism, 
Self-Determination, Socialism, Trade 
Unionism, Traditional Diplomacy, 
Urbanisation, War.
Unit context within Scope and Sequence Syllabus Outcomes
This unit takes place within the final term of P1.1 describe the role of key individuals, groups and events of selected
the Preliminary year (term 3). This unit gives studies from the eighteenth century to the present
students the background knowledge to P1.2 investigate and explain the key features and issues of selected studies
succeed at the first HSC unit (World War I) in from the eighteenth century to the present
term 4. P2.1 identify forces and ideas and explain their significance in contributing to
change and continuity from the eighteenth century to the present
P3.1 ask relevant historical questions
P3.2 locate, select and organise relevant information from different types of
sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing
perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and
synthesising information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and
issues using appropriate and well-structured oral and written forms
Literacy Focus Numeracy Focus ICT Focus
Differentiation
This unit is source based, so This unit focuses on This unit attempts to This unit attempts to differentiate

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students will focus on
interpretation of sources as a
key factor of their learning.
Students will also complete a
lot of research and reading,
continuing to improve their
literacy skills.
numeracy through
statistics like death tolls,
and timelines. Students
will be asked to focus on
these aspects especially
within sources.
provide differentiation lessons for a variety of student needs,
to its students through but focuses on attaining meaningful
meaningful learning learning through technology, and
through technology, gifted and talented students by way
so a large majority of of extension tasks.
its lessons contain
substantial ICT skills
and usage.

Week/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequence learning.
Lesson 1 The nature of Introductory Lesson: Students begin the lesson with a Kahoot.it Kahoot.it
(all European Society: quiz on general concepts from within ‘The world at the beginning teacher created
lessons -Rich and Poor of the 20th Century’ as a pre-assessment of student knowledge. quiz
are 1 hour -Social Change (15 minutes) The quiz covers various syllabus content points and
long) has both common knowledge questions and more specific ones Smartboard
to test depth of student understanding before the unit has
started. Student laptops

Teacher hands out a glossary sheet of the key terms and their Glossary sheet
definitions from within the unit, and students will paste this in
their workbooks for future use. Textbook:
Retrospective
Arrange students into groups of 3-5, have one third of the groups (Anderson,
look at the lives of rich Europeans, one third look at middle class, Keese and Low,
and one third look at lives of poor Europeans in 1901 (180-181 of 2007)
Retrospective textbook). Ask each group to come up with 3 key
factors in their groups lives, and share those factors with the
class.

Individually students read page 185 of the textbook, and then

Think-Pair-Share with a neighbour on how they think women's
roles have changed since the early 1900’s.

The rest of the class is dedicated to teacher lead discussions of

the ‘people’ aspects of early 20th century Europe.
The nature of Students to read textbook pages 182-184 to themselves to Textbook
Lesson 2 European Society: inform their understanding of todays key terms.
-Urbanisation and Video
industrialisation Teacher shows a video that describes the effects of
industrialisation on European societies and how urbanisation was Smartboard
a natural next step within society.

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Teacher to facilitate a class discussion on the economic impact of

industrialisation, and how this economic boom had a carry on
effect within society. Teacher to reference Source 10.6 from page
184 of the textbook in this discussion, the differences between
wealthy and working class family homes.

Extension activity:​ Students who complete the reading before

their peers are encouraged to get a head start thinking about
Source 10.6, and write down any relevant insights they might
have.
Lesson 3 The nature of Divide students into pairs and have each pair pull a form of Student laptops
European Society: government out of the ‘government hat’. Have the pairs research
-Forms of government their form of government for 30 minutes. The teacher should ‘government
float around the classroom to answer any student questions at hat’ with slips of
this time, and to give personalised direction to the students. paper

After 30 minutes or almost all groups seem to have finished, have

pairs present their government forms to the class for the
remainder of the lesson. Teacher may give input to correct
students giving faulty or less informed information.

Students should aim to discuss the ways these government styles

worked, how well they worked (students opinion and factual
evidence), and any countries who notably use(d) that form of
government.

The teacher can easily assess student success with understand

the forms of government during their presentations.

Any remaining class time should be a teacher lead discussion on

any unclear governmental forms presented.
Lesson 4 Imperialism: Teacher describes the differences between imperialism and Video
-Reasons for the colonialism to the class. The teacher then asks students to name
growth of imperialism a few countries they think were affected by imperialism, and Smartboard
then pulls up a map of the world in 1901 and a current world
map to show them that imperialism was far more wide-reaching 1901 map from
than expected. page 188 in the
textbook
Teacher shows videos explaining imperialism's growth and
impact on the world. Current world
map from
The end of the lesson should be dedicated to a class wide google
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discussion on why students think imperialism might have been a

‘good’ idea, and why it might have been a ‘bad’ idea.
Lesson 5 Imperialism: Teacher shows powerpoint on the impact of European Powerpoint
- impact of imperialism in the pacific and specifically Southeast Asia. Leaves
imperialism on the time between slides for any student questions for clarification. Smartboard
Pacific Students should take notes on the powerpoint for future
reference. Student laptops

After the powerpoint teacher poses the question “How did Textbook
Imperial Europe divide up Southeast Asia and the Pacific, and
how did the colonized peoples react?” Students to write a one
page answer to this question for the remainder of class time, the
textbook is an encouraged resource for this task. This is a solitary
activity, but students may ask for clarification from the teacher at
any time.

Extension Activity​: Students who finish early are encouraged to

research the ways industrialization changed imperialism and
colonialism.
Lesson 6 Emerging forces and Students read pages 197 and 198 of the textbook and then Textbook
ideas: explore the timeline in Source 10.20 from textbook page 198.
- politics of the Students then spend a few minutes answering both source Video
working class questions. Students may work collaboratively with the student
- Socialism next to them for the questions, but reading should be solitary. Smartboard
-Trade Unionism
Students who feel confident in their answers may present their
ideas to the class, with the teacher contributing further
knowledge.

The teacher will show a video on the power of trade unionism,

and will parallel discussions from within the video with
discussions happening currently around the idea of unions.

Extension Activity:​ Students who finish their reading and set

questions early should attempt to answer the source question on
page 197 of the textbook for Source 10.19.
Lesson 7 Emerging forces and Students read the definition of Marxism on page 197 of the Textbook
ideas: textbook and have a brief classroom discussion on what they
- politics of the think Marxism means with the teacher. The teacher creates a Student Laptops
working class mind-map on the board around the ideas generated, and
- Marxism students should copy this into their books. Smartboard

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Students spend 30 minutes researching Karl Marx, and are to

write a one paragraph description of his key beliefs, and another
paragraph on his life.

The teacher then leads a discussion about source 10.19 on page

197 of the textbook, and how while it is about trade unionism, it
is also a useful source for considering Marxism. Students are
encouraged to chime in with any relevant information they found
in their research that can aide the class with their understanding
of the source.

Extension Activity:​ Students who finish the biography task early

should add any relevant information to their mind-map.
Lesson 8 Emerging forces and Teacher shows a video explaining the interplay between Kahoot.it quiz
ideas: socialism and Marxism, and explains how the workers struggle
-Marxism and unionisation leads to these governmental forms. Prize for the
-Socialism winner
-Trade Unionism Students then complete a kahoot quiz about socialism, trade
unionism, and Marxism with a prize for the winner. The quiz will Student laptops
contain both easy questions eg: ‘Is the Australian government a
Marxist government? Yes, no, sometimes, only on Fridays.’ As Video
well as more complex questions eg: ‘The creation of a classless
society was fundamental to which of these? Socialism, Marxism, Smartboard
Unionism, Imperialism’. The variety in difficulty of the questions
is so that all students can achieve to some level, and if any
students are particularly struggling, the teacher can identify their
areas of weakness.

After the quiz there is a teacher lead class discussion on how

these three key ideas come together within a state.
Lesson 9 Emerging forces and The teacher will divide students up into groups of two or three. Textbook
ideas: Using textbook pages 191 and 199 as well as their laptops, half of
-Anarchism the student groups are to research Anarchism and the other half Student laptops
-Nationalism Nationalism. Teacher is to float around the room answering
questions and keeping the students on track.

In the last 20 minutes each group is to nominate a speaker who

will describe their groups key findings about each topic. Naturally
groups will have overlap in discussion points, so later groups are
encouraged to make personal observations about their topics
and thoughts on their efficiency as a government.
Lesson 10 Emerging forces and Students are given five minutes to go through their notes, and 6 Prizes for

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ideas: are then asked to arrange themselves into one of the four students
corners of the classroom depending on whether they ultimately
prefer: Marxism, Anarchism, Nationalism or Imperialism. Question/answe
r sheet for
Teacher asks a yes or no question to each group relevant to that teacher
groups form of government (eg. Anarchists believes that the
government should be abolished without force. Yes or no?).
Students signal their yes or no answer, and the incorrect students
sit down at their desks.

The final students from each of the four corners wins a prize, and
then the grand finale. The four students go head to head on a
knowledge test about all four forms of government, with the
ultimate winner receiving an additional prize.

Extension activity​: If the quiz finishes early, students are

encouraged to attempt Question 1 a-e on page 207 of the book.
The student who completes the most answers thoughtfully wins
another prize.
Lesson 11 How to: Source Pre-assessment Lesson
Analysis
Lesson 12 Emerging forces and Students examine the mind-map on page 199 of the textbook Textbook
ideas: and consider the nature of democracy and liberalism as shown in
Democracy and the source. Student laptops
Liberalism
Students are to divide into pairs, half of the pairs will research Video
democracy, the other half liberalism. After twenty minutes,
students turn to their other side and explain their concept with
their new partner.

Once students are done sharing the teacher is to lead a

discussion on these two ideas and clarify any misunderstandings
or questions students have.

The remaining lesson time is for the teacher to show a video

explaining how democracy has evolved as a concept.
Lesson 13 In class debate As students enter they are given a slip of paper that either says Unfair/Fair slips
‘fair’ or ‘unfair’, and are asked to go to the side of the classroom of paper
that reflects their slip of paper. On the fair side of the room is the
word ‘democracy’. The unfair side has ‘autocracy’. The teacher Democracy/Aut
should explain that this will inform students debate points. ocracy papers

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Students are given 20 minutes to prepare as a group for a debate Stopwatch for
on the question ‘Does a government have to be fair to be timing speeches
effective?’ (eg. ‘democracy is fair because everyone voted,
autocracy isn’t fair because everyone didn’t vote, so it can’t be
effective because it doesn’t speak for the people’ countered by
‘yeah but democracy might elect an idiot, and then the
government just isn’t effective’ and so on).

Each of the 3 nominated speakers per group is allowed a

maximum of 4 minutes to convey their argument and sway the
class.

At the end of the lesson the teacher determines the winning side,
and points out valid arguments made by both sides of the
question.

Students are given the opportunity to ask any questions, and the
teacher should clarify these.
Lesson 14 Emerging forces and Teacher asks the class what they think ‘internationalism and Smartboard
ideas: globalisation’ mean and through discussion encourage students
Internationalism and into the correct definitions. Teacher creates a mind-map on the Video
Globalisation board for both terms, and students can copy this into their
books. Student laptops

Students read page 192 of the textbook to continue their

understanding of this lessons key terms. Students are given time
to conduct online research about the terms if they feel they need
to.

Then the teacher shows a video explaining the two topics more
thoroughly and differentiating the meanings.

Extension activity:​ If students finish early, they should answer

the question ‘How have the previous models of imperialisation
and colonisation paved the way for internationalism and
globalisation?’ They may use their laptops for this task.
Lesson 15 Assessment Assessment Lesson
Lesson 16 How did we do? Post assessment lesson
Lesson 17 Causes of World War Students complete an introductory pre-assessment Kahoot quiz Kahoot.it quiz
I: about the Causes of World War I, some questions will be easy
and others much harder, so all students are offered some degree Student laptops
of success within the quiz.

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Videos
The teacher will take into account the levels of understanding in
the topic already, and will then spend the rest of the lesson Smartboard
showing videos on the causes of the war. (Old news reports,
Franz Ferdinand, etc) and discussing their significance.
Lesson 18 Causes of World War Students are to read pages 199 and 200 of the textbook and Textbook
I: think about Source 10.22 on page 200.

Students then pair with a neighbouring student and share their

thoughts about the Source for two minutes.

The teacher then leads a class discussion around question 1 from

the textbook, calling on quiet students to contribute to the class.
Teacher explains who any unfamiliar characters are from the
source, and answers any questions student have about it.

After the discussion students are to attempt questions 2-4 by

themselves in their books.
Extension Activity​: Students who finish early are encouraged to
view Source 10.24 on page 201 of the textbook and answer the
provided questions.
Lesson 19 Causes of World War Timeline activity: Students are given a list of dates on one sheet Prize for
I: of paper, and corresponding events on cut-outs of paper. students
Working in pairs students are to arrange the timeline correctly
for 20 minutes. The teacher is to help keep students on track and Timeline sheet
answer any questions, but not help them with the timeline. In
the last two minutes students have access to their laptops and Cut-out answers
textbooks to finish the activity. for timeline

Students swap timelines with the pair next to them, and mark Last lessons
each others work. The teacher goes through the correct timeline, source
and the pair that got the most correct answers wins a prize. responses

Extension activity:​ Any pairs who finish their timeline early are
encouraged to add to and revise their source answers from the
previous lesson.
Lesson 20 Causes of World War Students are given 10 minutes to prepare with their notes, and Kahoot.it quiz
I: then each student is to provide a one minute sentence to the rest
of the class that summarises their understanding of the causes of Smartboard
World War I.
Student laptops
Students then take a kahoot quiz covering all the aspects of the

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Assessment Details
Students are to complete an
in-class source based analysis task
that is worth 20% of their final
grade.
Evaluation of the Learning and
Teaching
I think this unit outline works well
for students, though I think I might
need to shorten group work times
for student efficiency and cutting
down on ‘chat-time’ amongst
friends.
I think I could improve the
prevalence of extension tasks that
do not revolve around source
analysis, though perhaps the focus
on source analysis is appropriate
for this unit.
unit. The teacher is to take note of any questions multiple Prizes for 3
students got wrong, and briefly recap this before the end of the students
lesson. The highest scoring three students win small prizes, and
are encouraged to help answer any questions their peers have.
Outcomes
P3.1 ask relevant historical questions
P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and
synthesising information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues
using appropriate and well-structured oral and written forms
Indicators of Learning
Students complete multiple Kahoot.it quizzes throughout the unit, which provide
non-graded assessment and opportunity for students to reflect on their learning.
This also allows for the teacher to revise the less understood content before building
on that knowledge further.
Classroom discussions also allow for students to prove their knowledge and teachers
to assess their learning success.
Peer activities allow students to measure their own understanding against their
peers, and allow them to prove their content knowledge by passing it on correctly to
other students.
There will be one formal graded task, the in-class source analysis task. Lessons 17-20
will be assessed during the next semester.
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Pre-lesson
Lesson Plan# 11
Pre-assessment lesson

Topic area: The world at the Stage of Learner: Year 11 Syllabus Pages:
Beginning of the 20th Century Preliminary Modern History 24-25

Date: N/A Location Booked: History Lesson Number: 11 / 20

Classroom #2 with Smartboard
Time: 60 minutes Total Number of students:25 Printing/preparation: No
printing needed.

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
P3.1 ask relevant historical
questions
P3.3 comprehend and analyse
sources for their usefulness
and reliability
P4.1 use historical terms and
concepts appropriately
P4.2 communicate a
knowledge and understanding
of historical features and
issues, using appropriate and
well-structured oral and
written forms
Cross Curriculum themes & General
capabilities
Not applicable
Lesson assessment
Informal assessment
through the creation of a
group-work source
response. The teacher can
track who made what
contributions to the task in
real time through Google
docs, and this provides
insights into student
comprehension of the task.
Informal assessment
through the students two
sentence response, that all
students share with the
class. This provides another
opportunity for the teacher
to check student learning.
about
3 the process of • ask relevant historical questions
historical inquiry about the world at the beginning
4 communicating of the twentieth century
an understanding • evaluate the usefulness and
of history reliability of sources
• present the findings of
investigations on aspects of the
period, analysing and synthesising
information from different types
of sources
• communicate an understanding
of relevant concepts, features and
issues using appropriate and
well-structured oral and/or
written and/or multimedia forms
including ICT.
Explicit subject specific concepts and skills
Source analysis

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding thinking
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic knowledge 1.5 Metalanguage
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self

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teachers work productively in an environment clearly focused on 2.3 High Expectations regulation
learning. Such pedagogy sets high and explicit expectations and develops 2.6 Student
positive relationships between teacher and students and among direction
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and 3.2 Cultural knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.3 Knowledge integration 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
1.2 Deep Students must demonstrate their understanding of what is required of them for the lessons
understanding
task, and must demonstrate they understand how to most effectively respond to the source
question. This demonstration of knowledge proves that students have interacted with and
understood previous course content.
1.4 Higher-order Completing this lessons task correctly involves students synthesising and creating new and
thinking
deeper arguments for the sources, and improving their source analysis skills through a depth of
understanding.
2.4 Social Support Students complete the group work activity together, allowing for each student to contribute
directly to the final response. This encourages effort and participation from every student, and
the support of their peers prompts greater learning and understanding within the students.
3.1 Background Students are expected to make connections between this lesson and their previous learning
knowledge
within the unit, especially regarding what is needed in a high level response for source analysis.

Time Teaching and learning actions Organisation Centred

T/S
0-5 Students arrive and get ready, teacher marks the roll and settles Teacher: Mark roll, settle class. T
the class.
Student: Settle and get ready to learn.

Resources: Attendance roll.

5-10 Teacher introduces the lesson as 'How to create a great Teacher: Introduces lesson, pulls up T
response to various sources'. Teacher pulls up both attached the sources.
source maps on the Smartboard and lets students observe
Student: View sources.
them.
Resources: Source maps A and B,
Smartboard.
10-15 Teacher writes the source analysis model on the whiteboard. Teacher: Writes response model on T
Students copy the model in their books. whiteboard.

Student: Copy model into books, ask

(Source analysis model: TOMAC PRU: type, origin, motive, questions.
audience, content, perspective, reliability, usefulness)
Resources: Whiteboard, students
The teacher explains how the model works to students (Type is books.
the type of source: a photo, diary entry, statistics report, or
newspaper article, Motive is the reason the source was created,

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Usefulness is how useful it would be when studying the

relevant events, and is a combination of the answers to the
other questions in TOMAC PRU) and students ask any questions
they have.
15-20 Teacher leads a class discussion on how TOMAC PRU can be Teacher: Lead discussion for the class. T
used with the source we are studying today. Explains that
Source A is a map of the world from 1901 displaying imperial Student: Answer questions and
contribute to the discussion.
empires, and Source B is a current world map. ‘How might these
maps differ? How might they be the same? What are some big Resources: Smartboard, whiteboard.
changes you can see?’
20-40 Student lead collaborative effort on google docs (displayed on Teacher: Observe class, answer any S
the Smartboard, accessed on student laptops) for a short questions, remind students of TOMAC
answer that addresses the question ‘How might a historian use PRU use in the response.
these two sources to understand how imperialism affected the Student: Use google doc to
world during its peak, and how useful would this be?’ collaboratively create the question
response.
Teacher reminds the students half way through to use the
Resources: Google docs collaborative
TOMAC PRU model when answering the question (eg, would
document (Resource A), student's
these be considered reliable? Who is the audience? What is the laptops, smartboard.
motive of the producers?)
40-50 Teacher critiques the response, provides ways for students to Teacher: Critique response, provide T
improve this answer (Pay attention to what the question asked, better alternatives for work that is
would this be good for historians?). Gives examples of ways to lacking. Make sure to point out
moments of strength within the
phrase the content better (Don’t say ‘Source A is an okay response too.
source, and B is better because…’ Say ‘Source A provides an
interpretation that differs from Source B, and while they are Student: Listen to critique, take any
both useful to historians Source B may prove to be more useful notes for future use they find
appropriate.
because…”) and to more thoroughly answer the question.
Resources: Smartboard, student
The teacher must make sure to point out any particularly good laptops.
moments within the response too, from linking sentences to
sentences where content knowledge and engagement is
especially evident.
50-60 Students spend three minutes coming up with their two Teacher: Observe class, then facilitate T/S
sentence answer to the question ‘What is the most important sentence sharing and sum up the
thing to remember about source analysis?’ lesson.

Student: Create a two sentence

The remaining class time is spent having students share their answer to the question and share it.
sentences and allowing the teacher to point out any other key
remembrances that students have forgotten. Resources: n/a.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

While preparing this lesson I learned that it is hard to judge how much time students need to
complete individual and group work activities. I am not sure if I have allocated enough time for
some tasks, and for others I wonder if I have given too much, and presented opportunities for
students to become off task and distracted.

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I have also learned that it is important to give clear directions and expectations to students
completing group work, so that one student might not side track the whole group.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.1 ask relevant historical
questions
P3.3 comprehend and analyse
sources for their usefulness and
reliability
P4.1 use historical terms and
concepts appropriately
P4.2 communicate a knowledge and
understanding of historical features
and issues, using appropriate and
well-structured oral and written
forms
Students must ask the relevant questions around source
analysis to correctly complete the activities within this
lesson. This outcome will be met when students
demonstrate their questioning of the sources presented to
them.
Students must comprehend the presented sources content
to successfully achieve within this lesson, and analysing the
sources usefulness and reliability is one of the major lesson
topic points. Students also prove they have met this
outcome when they use the TOMAC PRU outline.
If students use correct terminology and apply concepts
correctly within the group response, the end of lesson
individual responses, or classroom discussions they have
met this outcome.
Students meet this outcome when the demonstrate their
historical knowledge in the source based response.
Students who contribute to the response correctly use
appropriate language when discussing the issues present.

Other considerations

Complete the table below by inserting the AITSL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
2.6 Information The lesson relies heavily on students using ICT to complete the main task. This ICT usage
and allows students to demonstrate their unit content capabilities and provides a meaningful
Communication alternative to standard board work focused collaborative learning.
Technology
3.3 Use teaching This lesson predominantly uses student driven group work, but also includes framework
strategies strategies, and student summarising and condensing their knowledge into two sentence
sound bites.
3.4 Select and The use of ICT within this lesson should encourage all students to contribute and learn.
use resources
4.1 Support Students are encouraged participate in the group work, and are also encouraged to share
student their two sentence summary. These activities encourage engagement and participation
participation within the classroom.

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4.5 Use ICT The lesson involves students editing the same document, but the teacher views the
safely, document in real time and can make sure no student is being innapropriate.
responsibly and
ethically
5.1 Assess This lesson provides the opportunity to informally assess student knowledge through their
student learning contributions to the shared response. Students who are underperforming or not
contributing at all are easily identified.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
This lesson is particularly laptop usage heavy, and some students may need to
charge their laptops throughout the lesson. As the cables may create a trip hazard I
would encourage all students who need to charge their laptops to sit as close as
practical to the chargers, so they do not run their cables across the ground any
further than necessary.
I would also advise students to be careful of where they walk, incase there are any
stray cables.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Anderson, M., Low, A., & Keese, I. (2007). ​Retrospective: year 11 modern history. Milton,
Qld.:
John Wiley & Sons Australia.

Create documents. (n.d.). Retrieved March 22, 2017, from

https://www.google.com.au/docs/about/

Steele, C., (2017) Guide to Modern History Source Analysis - TOMAC PRU. Handout

World Map - Political. (n.d.). Retrieved March 22, 2017, from

http://geology.com/world/world-map.shtml

Resources Attached:
You must list all the resources that you have created or found in this space.

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Source A

Source B

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Resource A

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Assessment Task Notification

The World at the Beginning of the 20th Century - Source Analysis

Assessment task 1​: This assessment is worth 20% of your grade

Due date:​ First lesson of Week 7, Term 3

Task:

Students must find in their own time​ two (2) ​to​ four (4)​ sources, print them and bring them to
class on assessment day. These sources must contain at least ​one (1)​ Primary Source, and
at least ​one (1)​ Secondary Source.

These sources ​must​ be relevant to the ‘changing nature of European society at the beginning
of the 20th century’.

On the day students will be given in class the question that they must answer by using their
sources. Students are encouraged to choose sources from a wide range of perspectives and
types, to best answer the question.

Outcomes being assessed:

P3.1 ask relevant historical questions

P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms

You will be assessed on how well you:

● Locate and select relevant sources from a diverse range of perspectives and types.
● Evaluate sources based on usefulness, reliability and perspectives.
● Use historical terms and concepts appropriately.
● Utilise the sources to answer the given question.
● Organise and present information.

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Criteria Mark

● Locates and selects relevant and useful sources from a variety of 16-20
backgrounds
● Sophisticatedly evaluates all sources based on usefulness, reliability
and perspectives
● Uses historical terms and concepts in a sophisticated way
● Integrates source content to answer the question
● Presents information clearly and in an organised way

● Locates and selects accurate and useful sources 11-15

● Evaluates sources based on usefulness reliability and perspectives
● Uses historical terms and concepts appropriately
● Answers the question with sources
● Presents and organises information well

● Locates and selects accurate sources 6-10

● Attempts to evaluate the sources based on usefulness, reliability or
perspectives
● Attempts to use historical terms and concepts appropriately
● Makes an effort to answer the question with sources
● Presents information somewhat clearly with attempts at organisation

● Does not locate or select sources, or selects inaccurate or not useful 1-5
sources
● Does not evaluate the sources based on usefulness, reliability or
perspectives
● Does not use historical terms or concepts appropriately
● Does not answer the question
● Does not present information clearly

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Assessment Task Question Handout for In-Class

Assessment

You have 50 minutes to complete this assessment. Please write your name on this sheet as
well as your sources and writing sheets.

Question:

Using at least two of your Sources as well as your own knowledge, examine how
industrialization changed life in Europe at the beginning of the 20th century. Evaluate how
useful your sources would be for a future historian to understand these changes in society.

You must use at least one Primary Source and one Secondary Source in your response.

Remember --- every source is useful somehow.

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Assessment Task Run Sheet

Assessment Run Sheet - for teachers

Task: Year 11 Modern History in Class Source Analysis

1. Students are met at the door by the teacher, advised to move the desks into rows and
sit with an empty space between them and the next student. Their bags are to be at
the front of the room, and they can have a bottle of water, their pens/pencils and their
2-4 sources with them at the desk.

2. Students sit and settle down with appropriate materials in front of them.

3. Teacher reminds students that the task is to be sat under exam conditions with no
notes or help sheets, and then places the assessment task sheet and writing paper
face down on each students desk.

4. Once every student has their papers the teacher tells the class they have 50 minutes,
that there will be a warning at 10, 5, and 1 minutes left, and that they may begin. The
teacher sets a timer for 50 minutes.

5. Teacher observes the class, makes sure no students have notes out or are talking.

6. Teacher calls when the time is up, and students put their pens down. Students are to
ensure they have their names on the assessment sheet and all used pieces of writing
paper as well as each source they brought to the lesson.

7. Students pass all of their papers to the front of the class where the teacher can collect
them.

8. Once all papers have been collected, students may talk quietly until the bell. The
teacher should answer any reasonable questions about the assessment now.

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Post-lesson
Lesson Plan#16
Post Assessment Lesson

Topic area: The world at the Stage of Learner: Year 11 Syllabus Pages:
Beginning of the 20th Century Preliminary Modern History 24-25

Date: N/A Location Booked: History Lesson Number: 16 /20

Classroom #2 with
Smartboard
Time: 60 minutes Total Number of students:25 Printing/preparation: Copies
of Resource A and B for each
student.

Outcomes Assessment Students Students learn to

learn about
Syllabus outcomes Lesson 3 the process of • ask relevant historical questions about
P3.1 ask relevant historical questions assessment historical inquiry the world at the beginning of the twentieth
4 communicating century
P3.3 comprehend and analyse sources for Informal an understanding • evaluate the usefulness and reliability of
their usefulness and reliability assessment of history sources
through the • present the findings of investigations on
P3.4 identify and account for differing rewriting and aspects of the period, analysing and
perspectives and interpretations of the past completion of synthesising information from different
the ‘analysing types of sources
P3.5 plan and present the findings of historical resources’ • communicate an understanding of
investigations, analysing and synthesising handout. relevant concepts, features and issues
information from different types of sources using appropriate and well-structured oral
Informal and/or written and/or multimedia forms
P4.1use historical terms and concepts assessment including ICT.
appropriately through sharing
sentences of
P4.2 communicate a knowledge and students own
understanding of historical features and issues work and class
using appropriate and well-structured oral and discussion.
written forms
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Source analysis
Not applicable

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.5 Metalanguage

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that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets high 2.3 High Expectations regulation
and explicit expectations and develops positive relationships between teacher and 2.6 Student
students and among students. direction
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing 3.3 Knowledge
all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
1.4 Higher-order Students must combine their feedback from their assessment and the structure of the source
thinking
analysis handout to rewrite their previous assessment. Completing this lessons task correctly
involves students synthesising and creating new and deeper arguments for the sources, and
improving their source analysis skills through a depth of understanding.
2.1 Explicit quality Students are presented with a framework to rewrite their previous assessment, providing
criteria
them with explicit instructions on how to best complete a source analysis. The completion of
this ensures all students have been given the opportunity to check their learning and
comprehension of the requirements of the task.
3.1 Background Students are expected to make connections between this lesson and their previous learning
knowledge
within the unit, especially regarding what is needed in a high level response for source
analysis.

Time Teaching and learning actions Organisation Centred

T/S
0-5 Students arrive and get ready, teacher marks the roll and settles Teacher: Mark roll, settle class. T
the class.
Student: Settle and get ready to learn.

Resources: Attendance roll.

5-15 Teacher hands out marks from previous assessment task, gives Teacher: Hand out marks and T
students a moment to reflect on their mark. Resource A, answer general
questions, explain lesson topic.
Teacher hands out general feedback sheet (Resource A), and Student: Receive marks and Resource
answers any questions about this. If asked, the teacher should A, ask general questions.
disclose the average mark for the assessment.
Resources: Student assessments from
previous lesson, Resource A
Teacher answers any general questions about the marks, and
explains that students with specific questions can ask them later in
the lesson.

The teacher generally praises student achievement within the task,

and explains that this lesson will be a revision of source analysis,

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and a further learning opportunity for students who wish to

improve their marks in the future.

The teacher should remind all students that every assignment had
room for improvement somewhere, and that little things like
grammar and punctuation matter.
15-25 Teacher hands out the ‘analysing sources’ handout (Resource B) Teacher: Hand out Reference B, T
and walks students through the sheet. Teacher should explain that explain the handout and lesson plan,
this is an ideal base framework that can be modified, but that guide students through the beginning
of the handout.
responses should adhere to this general structure.
Student: Begin completing the
Teacher explains the activity for todays lesson, to redo each framework of the handout.
student's assessment task in this new framework, and see if it helps
Resources: Analysing sources handout
students organise their thoughts. Teacher guides the first step of
(Resource B), previous assessment
this framework with students, then lets them work independently. pages.
25-45 Students redo their response within the handouts framework. Teacher: Give personalised feedback S
Students may work in pairs if they wish, but this is a quiet activity. to each student about their marks and
answer any specific questions about
their assessment details.
During this time the teacher wanders through the room, asking
each student if they had any specific questions about their marks Student: Ask any questions about
and giving them a personalised response and detailed feedback. their assessments, listen to and
acknowledge feedback, and work on
rewriting their source analysis with
the framework.

Resources: Resource B, students

previous assessment pages.
45-55 Teacher calls various students to share a sentence or two from Teacher: Facilitate sentence sharing T/S
their rewritten analysis. The teacher then leads a class discussion and class discussion. Praise students
on what makes this a good sentence or how it could be improved, who contribute to the discussion.
and makes sure to point out ways that each student's contributions Student: Share sentences from
are good. reworked assessment, and contribute
to the class discussions.

Resources: Completed Resource B’s.

55-60 Teacher reiterates that each student obviously tried hard on their Teacher: Praise students in general for T
assessment task, and invites students who have further questions hard work on assessment task,
about their marks to come see them during lunch for further answer any further questions and sum
up the class.
clarification.
Student: Ask any further questions.
Teacher then sums up the class (it is important to remember how
to analyse a source, this can help make average responses great)
Resources: nill
and dismisses students.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

While preparing this lesson I have learned that providing ample opportunities for giving
feedback can be difficult. In a classroom of 25 students, giving each student even three minutes
of time for detailed personal feedback would take longer than the entire lesson. I have had to
assume that some students would only have a basic question about their marks, or that some

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students would not be interested in asking any questions. Each student would receive feedback
on their assessment, and the feedback handout, but I am not sure this would be comprehensive
enough for every student.

I have also learned that during a lesson like this, it might be hard to keep under-performing
students on task, as they may not enjoy going over their less successful attempts. I am sure the
issue of being on task can be rectified with continued supervision and encouragement, but I am
unsure how fulfilling this lesson will be for such students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.1 ask relevant historical
questions
P3.3 comprehend and analyse
sources for their usefulness and
reliability
P3.4 identify and account for
differing perspectives and
interpretations of the past
P3.5 plan and present the findings of
historical investigations, analysing
and synthesising information from
different types of sources
P4.1use historical terms and
concepts appropriately
P4.2 communicate a knowledge and
understanding of historical features
and issues using appropriate and
well-structured oral and written
forms
Students must ask the relevant questions around source
analysis to correctly complete the activities within this
lesson. This outcome will be met when students
demonstrate their questioning of the sources presented to
them.
Students prove they have met this outcome when they
engage with their sources and assess their usefulness and
reliability in class in conjunction with their source analysis
handout.
Students sources from the assessment should come from a
variety of places, and students will meet this outcome
when they acknowledge and discuss how their sources
portray the past.
Students met this outcome within the in-class assessment,
as this lesson is redoing the assessment, they will meet this
outcome the same way, by composing a response to the
source question, and evaluating the sources they brought
to class.
To succeed in the class activities, students need to
demonstrate the correct usage of historical terms, and
need to apply their knowledge of concepts accurately.
These skills should be evident in the students shared
sentences from their rewritten responses.
To succeed in this lesson students must appropriately
communicate their ideas in the source response question.
These skills should be evident in the students shared
sentences from their rewritten responses.

Other considerations

Complete the table below by inserting the AITSL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the

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standard.

Graduate Evidence within this lesson

Standards
2.3 Curriculum, The lesson is planned around maximising student assessment scores on source analysis
assessment and questions, as the lesson is designed to explicitly teach good strategies for responses.
reporting
3.4 Select and This lesson engages students with their learning through the use of the source analysis
use resources handout, which informs their response and helps shape their response to the sources.
4.2 Manage Students are given clear directions on what is to happen in class and how to do it, and are
classroom given the opportunity to ask any questions. The work assigned to students allows the
activities teacher to manage any behaviours that appear.
5.2 Provide This lesson provides many opportunities for feedback - general assessment feedback, as
feedback to well as student specific feedback on their achievements or shortcomings in the assessment
students on their task previously completed.
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Some students may need to charge their laptops throughout the lesson, and the
cables may create a trip hazard. I would encourage all students who need to charge
their laptops to sit as close as practical to the chargers, so they do not run their
cables across the ground any further than necessary.
I would also advise students to be careful of where they walk, incase there are any
stray cables.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Steele, C., (2017) Guide to Modern History Source Analysis - TOMAC PRU. Handout

Resources Attached:
You must list all the resources that you have created or found in this space.

Resource A:
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General feedback for students after source analysis task

● Remember everyone, answer the question that is asked.

● Paragraphs are important for organisational reasons, as well as the flow of a
response. Please use them.
● Please remember that proper spelling and punctuation is also important. Nt evry1 spks
lke dis yo, and it’s totes innapropes dude. Language appropriate to content, task, and
audience please.
● Read the question thoroughly, it may contain contextual hints for the unknown aspects
of the sources.
● If a question asks you to compare two sources, do that. If it asks you to contrast them,
then do that. Remember which is which.
● What was the creator's intent when making this source? Do you know? Could you
make an educated guess? Is this source reliable? These are important questions, and
ones you should try and answer in a response.
● Identify the form of the source when talking about it. It’s important to mention that you
are talking about a photo, as this is a very different source compared to a diary extract,
and etc.
● Put your name on your paper. This is key.

Overall, good job everyone! I can see that you all tried in this task, and that everyone tried to
do their best.

Resource B:

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Justification
This sequence of lessons and the assessment were developed for the Stage 6 Modern History
Preliminary course Part 3 Core Study, ‘The World at the Beginning of the Twentieth Century’
(Board of Studies, 2010, pp. 24-25). Each lesson within the unit outline and the lesson plans
provided have been designed to develop historical thinking and awareness within the students,
and with the ultimate outcome of students having a more complete knowledge of the world at
the beginning of the 1900’s. This knowledge will prove useful for all students who continue to
the Modern History HSC course, as this unit was created in part to give background knowledge
to the HSC core Study ‘World War 1 1914-1919’ (Board of Studies, 2010, pp 26-27). Through
the use of multiple teaching strategies and the application of various theories, these lessons
should promote the achievement of high outcomes for all students.

Within the pre-assessment lesson there was a focus on collaborative group learning, specifically
through ICT usage. This fulfills some differentiation needs within a classroom by providing
meaningful learning through ICT, while the collaborative nature also encourages student
achievement across a variety of skill levels (Killen, 2006; Westwood, 2015 pp. 96-97). This
focus on ICT is in line with Hall and Kimmons theory that students achieve educational
outcomes more efficiently when ICT is “applied effectively in a given situation to support deep,
meaningful learning with technology.” (2016, pp. 59). This ICT engagement also allows students
to direct the pace of their own learning, becoming an active agent of their education instead of a
passive student receiving their education (Marsh & Hart, 2001).The pre-assessment lesson
focus on a collaborative student created response to two sources also works with Levesque’s
model for source-based historical inquiry (2008). Levesque argues that students should
endeavour to begin source analysis with tasks of ‘identification and attribution’ before they can
move onto higher levels like ‘contextualisation and corroboration’ (2008, pp. 118-132) which
allow them to more fully understand the sources studied. The intrinsic dynamics with the group
task allows for this natural flow of understanding to happen. The pre-assessment lesson is a
designed to be a stepping stone to success for the actual assessment.

The assessment itself requires students to be aware of what they are researching and planning
to use as sources within the assessment. This in particular calls for students to be aware of
Serafin’s expanded four resources model (2012), that asks students to become navigators,
interpreters, designers, and interrogators of sources to best understand them. This continues to
link back to Levesque’s 2008 argument for skills building in historical source understanding.
This is knowledge that can be applied to students everyday lives outside of the classroom once
understood - how to interrogate the reliability of a current news article, the reliability of gossip or
how to interpret vague explanations. Through Serafin’s models application (unknowingly on the
students behalf, though the benefit from it just the same), the previous lesson's content and a
students background knowledge within the history faculty, they are expected to meet the
assumed outcomes of this unit and task, and have the opportunity to exceed the expected

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outcomes if they dedicate time to source collection and detailed historical inquiry. This
assessment provides a practice run for students experiences with the HSC, where
source-analysis is a key component to the HSC exam.

Throughout the post-assessment lesson explicit teaching and expectations are laid out for the
students. The source analysis handout provides specific details for what is required to produce
a high quality response, and as students refer back to the handout throughout the lesson they
are given the keys to their future success. The Centre for Education Statistics and Evaluation
(2014) argues that specific instruction provides students with higher outcomes in classwork and
assessment, and allows for a deep understanding of concepts (pp. 8-12). Within the
post-assessment lesson plan there is also a lot of room for general and specific feedback to be
given which has been shown to increase student learning and comprehension, as the CESE
says, “students whose teachers discussed students’ work after they had finished assignments in
most or all classes performed better (526) than students who’s teachers did so hardly ever…”
(2014, pp. 13). This post-assessment lesson is heavily focused on providing this feedback to
students to help perform better in class. The use of feedback also allows for teachers to tailor
their teaching to student needs, as the general feedback helps the students but any questions
they have helps the teacher better understand gaps in students knowledge. This duality of the
feedback promotes healthy learning environments for both the student and teachers (CESE,
2014) and encourages students to apply their learning in future assessments.

This sequence of lessons provides students with the opportunity to demonstrate their source
analysis skills three separate times, and encourages students to improve their abilities each
subsequent time. Edwards-Groves and Kemmis (2016) argue that it is the combination of
multiple teaching strategies that promotes best outcomes within students, and this is reflected in
the sequence of lessons provided: one features collaborative work, while the other favours
individual, both provide instances of whole class discussions, they both provide opportunities for
feedback, one favours ICT usage, the other favours the more traditional book and pen, and one
lesson has explicit instruction while the other is more creative. It is this mixture of teaching styles
that creates diverse lessons that are accessible to all students, and this is why these lessons
have been designed as such.

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Resources:

Board of Studies NSW. (2012). Modern History Stage 6 Syllabus. Sydney: Board of Studies
NSW.

Centre for Education Statistics and Evaluation. (2014) What works best: Evidence-based
practices to help improve NSW student performance. Sydney: NSW Department of
EDucation and Communities. Accessed March 22, 2017, at
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-22644863_
1/courses/102090_102091_102092_2017_1h_modernhistory/what_works_best.pdf

Edwards-Groves, C., & Kemmis, S.(2016). Pedagogy, Education and Praxis: understanding
new
forms of intersubjectivity through action research and practice theory. ​Educational Action
Research, ​24(1), 77-96. doi:10.1080/09650792.2015.1076730

Hall, C., Kimmons, R. (2016). Emerging Technology Integration Models. In G. Velesianos (Ed.),
Emergence and Innovation in Digital Learning. Alberta: Athabasca University Press.

Killen, R. (2006). Effective Teaching Strategies. Melbourne: Thomson

Lévesque, S. (2008). Thinking Historically: Educating students for the twenty-first century.
Toronto: University of Toronto Press.

Marsh, C., & Hart, C. (2011). Teaching the social sciences and humanities in an Australian
curriculum (6th ed.). Frenchs Forest, Australia: Pearson.

Serafin, F. (2012). Expanding the Four Resources Model: Reading Visual and Multi-modal
Texts.
Pedagogies: An International Journal. 7(2), 150-164.

Westwood, P. (2015). Commonsense Methods for Children with Special Educational Needs.
London: Routledge.

 
 
 

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Appendix A: Scope and Sequence

Scope and Sequence
Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the
B5, The Netherlands A4, The Decline and The world at the HSC course in this
East Indies in the early Fall of the Romanov beginning of the 20th term.
twentieth century Dynasty Century

Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:

P3.1, P3.2, P3.3, P3.4, P3.1, P3.2, P3.3, P3.4, P1.1, P1.2, P2.1, P3.1,
P3.5, P4.1, P4.2 P3.5, P4.1, P4.2 P3.2, P3.3, P3.4, P3.5,
P4.1, P4.2

Duration in weeks and Duration in weeks

hours: ​10 weeks, 40 and hours: ​10 weeks, Duration in weeks and
hours 40 hours hours:​10 weeks, 40
hours

Course Term 4 (year 11) Term 1 Term 2 Term 3

HSC Topic: Topic: Topic: Topic:
World War 1 National Study G, ​Personality 24, Leon International study B,
1914-1919 Russia and the Soviet Trotsky 1879-1940 conflict in Europe
Union 1917-1941 1935-1945
Syllabus outcomes: Syllabus outcomes:
H1.1, H1.2, H3.2, H3.3, Syllabus outcomes: H1.1, H1.2, H2.1, H4.1, Syllabus outcomes:
H3.4, H3.5, H4.1, H4.2 H1.1, H1.2, H2.1, H3.1, H4.2 H1.1, H1.2, H2.1,
H4.1, H4.2 H3.1 H3.2, H3.3,
Duration in weeks and Duration in weeks and H3.4, H3.5, H4.1,
hours: ​10 weeks, 40 Duration in weeks hours:​ 10 weeks, 40 H4.2
hours and hours: ​10 weeks, hours
40 hours Duration in weeks
and hours: ​10 weeks,
40 hours

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Appendix B: Concept Map

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Appendix C: 2017 Year 11 Modern History

Assessment Schedule

Case Study: The Historical Case Study: The The World at the
Netherlands East investigation Decline and Fall of Beginning of the
Component Indies in the early the Romanov Twentieth Century
twentieth century
Dynasty

Historical inquiry Individual research In-class essay on the In-class source

assessed as oral task assessed as an role of WWI in the response
presentation, on the essay, on a topic fall of the tsarist (Students provide
cause and spread of chosen by the regime their own
Nature of sources)
ethnic, Muslim, student.
Task
secular and
communist
nationalist
movements.

Weighting 20% 30% 30% 20%

Term 1 Week 7 Term 2 Week 7 Term 2 Week 9 Term 3 Week 7

Time (Lesson 1)
(Lessons 1 and 2) (Lesson 1) (Lesson 2)

P3.2, P3.3, P3.4, P1.1, P1.2, P2.1, P3.2, P3.3, P3.4, P3.2, P3.3, P3.4,
P3.5, P4.1, P4.2 P3.1, P3.2, P3.3, P3.5, P4.1, P4.2 P3.5, P4.1, P4.2
Outcomes:
P3.4, P3.5, P4.1,
P4.2

Marks 50 50 50 50

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