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Secondary Curriculum 2A – Modern History
Assessment 2

Part II – National Studies: Germany 1918-1939

Online Comparative Study

http://modernhistorycomparative.weebly.com

Part II – National Studies: Germany 1918-1939 ................................................................... 1

http://modernhistorycomparative.weebly.com .......................................................................... 1
Appendix A – Scope & Sequence ......................................................................................... 2
Appendix B – Concept Map ................................................................................................. 4
Appendix C1 – HSC Assessment Schedule ........................................................................... 5
Appendix C2 – Topic Assessment Task ................................................................................ 6
Appendix D – Unit Outline................................................................................................... 8
Appendix E – Relational Table ........................................................................................... 12
Lesson Plan 1 – Pre-OCS .................................................................................................... 15
Resources ................................................................................................................................... 21
Lesson Plan 2 – Post-OCS (i) .............................................................................................. 22
Resources ................................................................................................................................... 26
Lesson Plan 3 – Post-OCS (ii) ............................................................................................. 27
Resources ................................................................................................................................... 32
Justification ....................................................................................................................... 33
Introduction ............................................................................................................................ 33
Online Comparative Study (OCS) ............................................................................................. 33
Pre-OCS Lesson ....................................................................................................................... 34
Post-OCS Lessons .................................................................................................................... 34
Conclusion .............................................................................................................................. 35
References......................................................................................................................... 36
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Appendix A – Scope & Sequence

Scope and Sequence, Stage 6 Modern History
Week 1 2 3 4 5 6 7 8 9 10
Part I: Core study – World War I 1914-1919: A Source-based Study. (25%)
Outcomes: H1.1, H1.2, H3.2, H3.3, H3.4, H3.5, H4.1, H4.2
Assessment Task 1: Exam (Source analysis short answer and source based extended
response) 15%
Term 4 Key Concepts:
War on the Western Front
The home fronts in Britain and Germany
Turning points
Allied Victory
Part II: National Studies – Option C: Germany 1918-1939.
(25%)
Outcomes: H1.1, H1.2, H3.2, H3.3, H3.4, H3.5, H4.1,
H4.2
Assessment Task 2: Research & In-Class Essay (15%)
Term 1 Key Concepts:
Weimar Republic
The rise of the Nazi Party
Nazism in power
Nazi foreign policy
Part III: Personalities in the Twentieth Century – Option 21: Albert Speer
1905–1981 (25%)
Outcomes: H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5,
H4.1, H4.2
Assessment Task 3:Perspectives and interpretations – Essay
Term 2 (20%)
Key Concepts:
Historical context
Background
Rise to prominence
Evaluation

Term 3, Continued next page.

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Part IV: International Studies in Peace and Conflict – Option B: Conflict in Europe 1935–
1945 (25%)
Outcomes: H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5, H4.1,
H4.2
Assessment Task 4: Research & Oral Presentation
(20%)
Term Key Concepts:
3 Growth of European
tensions
Course of the European war
Civilians at war
End of the conflict
Assessment Task 5: Trail HSC Examination (20%)
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Appendix B – Concept Map

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Appendix C1 – HSC Assessment Schedule

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting

World Germany Albert Speer Conflict in Trial HSC

War I 1918- 1905-1981 Europe Examination
1939 1935–1945

Source Research Perspectives Research

analysis and in- and and oral
class interpretations presentation
essay – Essay

Year 11 Term 1 Term 2 Term 2/3 Term 3

Term 4

H1.1, H1.2, H1.1, H3.1, H2.1, H3.3, H1.1, H1.2,

H1.2, H2.1, H3.2, H3.4, H3.5, H4.2 H2.1, H3.3,
H3.3, H3.1, H3.5, H4.2 H3.4, H4.1,
H3.4, H3.2, H4.2
H4.1 H4.2.

Knowledge and 5 10 5 20 40
understanding
of content

Source-based 10 10 20
skills
Historical 10 10 20
inquiry and
research
Communication 5 10 5 20
of historical
understanding
in appropriate
forms
Marks 15 15 20 20 30 100
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Appendix C2 – Topic Assessment Task

Student Notice

Modern History – HSC

Part II: National Study: Germany 1918-1939

Assessment 2: Research and In-Class Essay

Part 1: Research

Students are to select ONE of the following topics:

• Political, economic and social issues in the Weimar Republic to 1929

• Hitler’s accession to power
• Social and cultural life in the Nazi state: role of Hitler Youth, women, religion
• Nature of Nazi foreign policy: aims and strategies to September 1939

Students are to find and analyse ONE (1) primary and TWO (2) secondary sources relating to their
selected topic.

In no more than 300 words per source, students will analyse their research findings paying particular
reference to:

Content – what is the main idea/argument behind the source?

Citation – who is the author/creator, when where why was this created?
Context - What is going on in the world, the country, the region, or the locality when this was
created?
Connections – What does the source say about your prior knowledge of the subject?
Communication – What is the point of view of the source? Is it biased? Is it reliable?
Conclusions – How does the source contribute to our understanding of history?

Due: In class week 7

Part 2: In Class Essay

Students will answer an unseen question that relates to their selected research topic.

Time for the task: 10 minutes reading time

45 minutes writing in class under test conditions

Assessment Date: Week 9

Task weighting: Research – 10%, In-Class Essay – 5%
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Teacher Notes – Execution/Assessment Process

Exam Question:

With reference to at least one (1) primary and two (2) secondary sources, and using your own
knowledge, discuss one (1) of the following historical features of Germany in the period 1918-1939.

• Political, economic and social issues in the Weimar Republic to 1929

• Hitler’s accession to power
• Social and cultural life in the Nazi state: role of Hitler Youth, women, religion
• Nature of Nazi foreign policy: aims and strategies to September 1939

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Appendix D – Unit Outline
Subject: Modern History
Unit title: Part II: National Study: Germany 1918-1939
Key Concepts/ Big Ideas
Key features and issues:
• successes and failures of
democracy
• nature and role of nationalism
• influence of the German army
• nature and influence of racism
• changes in society
• the nature and impact of
Nazism
• aims and impact of Nazi
foreign policy
Unit context within Scope and Syllabus Outcomes
Sequence
Term 2, Weeks 1-10
8
UNIT OUTLINE
Course: HSC Number of
Weeks: 10
The importance of this learning
• ask relevant historical questions
• locate, select and organise information from
different types of sources, including ICT, to
• describe and analyse relevant features and issues
• describe and evaluate the role of key individuals,
groups and events during the period
• explain and evaluate the significance of forces
contributing to change and continuity
• during the period
• evaluate the usefulness and reliability of sources
• account for and assess differing perspectives and
interpretations of the period
• present the findings of investigations on aspects of
the national study, analysing and
• synthesising information from different types of
sources
• communicate an understanding of relevant
concepts, features and issues using appropriate
and well-structured oral and/or written and/or
multimedia forms including ICT.
H1.1 describe the role of key features, issues,
individuals, groups and events of selected
twentieth-century studies
H1.2 analyse and evaluate the role of key features,
issues, individuals, groups and events of
selected twentieth-century studies
H2.1 explain forces and ideas and assess their
significance in contributing to change and
continuity during the twentieth century
H3.1 ask relevant historical questions
H3.2 locate, select and organise relevant information
from different types of sources
H3.3 analyse and evaluate sources for their usefulness
and reliability
H3.4 explain and evaluate differing perspectives and
interpretations of the past
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H3.5 plan and present the findings of historical

investigations, analysing and synthesising
information from different types of sources
H4.1 use historical terms and concepts appropriately
H4.2 communicate a knowledge and understanding of
historical features
Literacy Focus Numeracy Focus ICT Focus Differentiation
Analysis of Understanding ICT Differentiation for lower-SES students
different sources and interpreting development of will be provided for through the
in graphic, timeline and relevant incorporation of access to ICT
written forms, mapping website, resources on an individualised, per-
with concepts. database and needs basis
understanding of archival
evidence as material to
Meaningful learning through
textual. Applied assist in gaining
technology will be demonstrated
through a wide a deeper
through the participation of students in
variety of subject understanding
a Web 2.0 forum.
specific matter of the topic.
catering to a
wide range of Differentiation to GAT students is
learner needs. provided for through extension
activities in the OCS.

Continued next page.

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Week/ Syllabus Content Teaching and Learning Resources

Sequence Strategies including assessment
for learning.
Term 1 H1.1 Unit introduction Web based multi-
Week 1 H1.2 media
H2.1 OSC PRELESSON Introduction to
H3.1 OCS Textbook
H3.2
H3.3 WEIMAR REPUBLIC OCS
H3.4
H3.5
H4.1
H4.2
H1.1 RISE OF NAZISM Web based multi-
2 H1.2 media
H2.1
H3.1 Textbook
H3.2
OCS
3 H3.1 RISE OF NAZISM Web based multi-
H3.2 media
H3.3
H3.4 Textbook
H3.5
OCS
4 H1.1 NAZISM IN POWER Web based multi-
H1.2 media
H2.1 Textbook
H3.1 OCS

5 H3.3 NAZISM IN POWER Web based multi-

H3.4 media
H3.5 Textbook
H4.1 OCS
H4.2
6 H3.3 NAZI FOREIGN POLICY Web based multi-
H3.4 OCS POST LESSON (i) media
H3.5 Textbook
H4.1 OCS
H4.2
7 ASSESSMENT – RESEARCH DUE Web based multi-
media
Textbook
OCS
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8 H1.1 REVISION WEEK Web based multi-

H1.2 OCS POST LESSON (ii) media
H2.1 Textbook
H3.1 OCS
H3.2 Library
H3.3
H3.4
H3.5
H4.1
H4.2
9 ASSESSMENT - IN CLASS ESSAY
10 H3.3 NAZI FOREIGN POLICY
H3.4
H3.5
H4.1
H4.2
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Appendix E – Relational Table

HSC questions The dot points these questions Marker’s feedback (can be
address downloaded from BOS)
2016 Question A 2 The rise of the Nazi Party – Candidates showed strength in
To what extent were political rise of the Nazi Party (NSDAP) these areas:
issues responsible for the from 1923 – Hitler’s accession • presenting a
failure of democracy in to power – initial consolidation
sophisticated
Germany by 1933? of Nazi power 1933–1934
judgement that
2016 Question B 4 Nazi foreign policy – nature clearly reflected the
Assess the impact of ideology of Nazi foreign policy: aims and demands of the
on Nazi foreign policy to strategies to September 1939 – question
September 1939. impact of ideology on Nazi
• supporting a
foreign policy to September
judgement with
1939
relevant and
accurate historical
information.
Candidates need to improve in
these areas:
• providing a sustained
judgement rather
than a narrative of
events
• providing accurate
knowledge that
refers to and is
relevant to the
question
• avoiding unnecessary,
incorrect and
distracting
historiography
• providing information
from the correct
time period.
2015 Question A 3 Nazism in power – Hitler’s Candidates showed strength in
How effective was the Nazi role in the Nazi state – Nazism these areas:
party up to 1939 in dealing as totalitarianism – the role of • making a judgement
with the political economic and propaganda, terror and
or assessment
social issues arising from the repression; SA and SS;
opposition to Nazism – social
• presenting a
Weimar Republic?
and cultural life in the Nazi sophisticated
state: role of Hitler Youth, argument or
women, religion – Nazi racial explanation as the
policy; anti-Semitism: policy question requires
and practice to 1939

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2015 Question B
To what extent was Nazi racial
policy the key factor in the
consolidation of Nazi power in
Germany up to 1939?
2014 Question A
Germany between 1918 and
1939 was the triumph of
nationalism over democracy.
To what extent is this
statement accurate?
2014 Question B
Explain why the Nazis were
able to consolidate power in
the period 1933–1934.
13
3 Nazism in power – Hitler’s • using very specific,
role in the Nazi state – Nazism relevant and
as totalitarianism – the role of accurate historical
propaganda, terror and information.
repression; SA and SS; Candidates need to improve in
opposition to Nazism – social these areas:
and cultural life in the Nazi
state: role of Hitler Youth, • providing a sustained
women, religion – Nazi racial judgement or
policy; anti-Semitism: policy assessment rather
and practice to 1939 than a narrative or
general response
• integrating specific
historical detail to
support the
response
• making reference to
the statement where
it is part of the
question.
2 The rise of the Nazi Party – Candidates showed strength in
rise of the Nazi Party (NSDAP) these areas:
from 1923 – Hitler’s accession • making a judgement
to power – initial consolidation
or assessment
of Nazi power 1933–1934
• presenting a
sophisticated
2 The rise of the Nazi Party – argument or
rise of the Nazi Party (NSDAP) explanation as the
from 1923 – Hitler’s accession
question requires
to power – initial consolidation
of Nazi power 1933–1934
• using very specific,
relevant and
accurate historical
information.
Candidates need to improve in
these areas:
• providing a sustained
judgement or
assessment rather
than a narrative
response or
generalisation
• integrating specific
historical detail to
support the
response
• making reference to
the statement where
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2013 Question A
To what extent was the Great
Depression responsible for the
collapse of the Weimar
Republic?
2013 Question B
Assess the impact of the Nazi
state on social and cultural life
in Germany in the period 1933
to 1939.
it is part of the
question.
1 Weimar Republic – Candidates showed strength in
emergence of the Democratic these areas:
Republic and the impact of the • making a judgement
Treaty of Versailles – political,
or assessment
economic and social issues in
the Weimar Republic to 1929 –
• presenting an
collapse of the Weimar argument
Republic 1929–1933 – impact • using relevant and
of the Great Depression on accurate historical
Germany information
3 Nazism in power – Hitler’s • using accurate and
role in the Nazi state – Nazism relevant
as totalitarianism – the role of historiography to
propaganda, terror and support the
repression; SA and SS; argument.
opposition to Nazism – social Candidates need to improve in
and cultural life in the Nazi these areas:
state: role of Hitler Youth,
women, religion – Nazi racial
• providing a judgement
policy; anti-Semitism: policy rather than a
and practice to 1939 narrative response
• making an assessment
rather than
generalisations
• supporting responses
with historical detail
• using historiography
that is accurate and
relevant
• making reference to
the statement where
it is part of the
question.
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Lesson Plan 1 – Pre-OCS

Topic area: National Studies: Stage of Learner: 6 (HSC) Syllabus Pages: Online
Germany 1918-1939
Date: N/A Location Booked: Yes Lesson Number: 1/30

Time: 60 minutes Total Number of students: Printing/preparation:

Assumed 10-30 PPT 1.1
Unit Outline/Assessment
Schedule
Prep includes ensuring access
to devices for students (school
devices), consideration to be
made for low-SES students.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes OCS Quiz • Political, Identify and locate
economic and historical sources.
• Describe the role of social issues in
key features, issues, the Weimar Analyse and evaluate
individuals, groups Republic to historical source (The
and events of selected 1929 Treaty of Peace between
twentieth-century the Allied Powers and
studies (H1.1) Germany).
• Analyse and evaluate
sources for their Understand relevance of
usefulness and historical document to
reliability (H3.3) future study of topic.

• Plan and present the

findings of historical
investigations,
analysing and
synthesising
information from
different types of
sources (H3.5)
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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
N/A in Stage 6
• ask relevant historical questions
• locate, select and organise information
from different types of sources, including
ICT, to describe and analyse relevant
features and issues
• present the findings of investigations on
aspects of the national study, analysing
and synthesising information from
different types of sources
• communicate an understanding of
relevant concepts, features and issues
using appropriate and well-structured
oral and/or written and/or multimedia
forms including ICT.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important, substantive concepts,
skills and ideas. Such pedagogy treats knowledge as something that requires active construction and 1.3 Problematic knowledge 1.6 Substantive communication
requires students to engage in higher-order thinking and to communicate substantively about what
they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and among students.

Significance 3.1 Background knowledge 3.4 Inclusivity

3.2 Cultural knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to students. Such
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside 3.3 Knowledge integration 3.6 Narrative
of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.1 & 1.5 Intellectual quality present in lesson as deep knowledge is encouraged by source based
activity requiring identification and analysis of an historical document. Meta language
incorporated into activity.
2.2 Engagement evidenced by whole class participation in ICT activity and multi-modal
(group demonstration and individual work) presentation of activity and differentiation
evident in extension activities provided for GAT.
3.3 & 3.5 Knowledge integration evident in overview video, setting up a basis of understanding
of the not only prior knowledge, but also where the topic is leading. Connectedness
evident in the use of Australian documents and questions of national participation.
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Time Teaching and learning actions Organisation Centred

T/S
Intro Do Now PowerPoint 1.1 Teacher: Has PowerPoint S
5-10 min slide up as students walk in,
After roll marked, teacher introduce National settle students with do-now
Studies Unit through do now answers. questions and mark roll.
Student: Settle and answer
questions
Resources: PPT 1.1,
whiteboard/marker.
Body Outline Unit Teacher: Teacher lead T
Teacher provides students with Unit Outline discussion.
10 min and Assessment schedule (printed), and leads
class through requirements. This is an Student: Respond to
opportunity to build expectations. Teacher to questions as directed, taking
ensure that expectations are differentiated notes as required.
with relation to assessment items, statements
may include “If you need to work on [aspect of
assessment], you can practice with [relevant Resources: printed Unit
task].” Outline and Assessment
schedule.

Teacher to go through syllabus items

individually and ensure understanding of
concepts through questions.
10 min Introduce OCS Teacher: Guide through OCS T
Teacher to introduce OCS by showing website Student: Respond to
on smartboard/projector. Question: Why are questions, follow on own
we doing this online? devices.
Resources:
Teacher outlines modules of OCS, when they Smartboard/projector
must be completed and explains student portal
(specifically forums) section where students
may connect and ask questions.
10 min Video: 10 Minute History: Weimar Republic
Teacher: Watch video with T/S
class, supervise/classroom
Put you devices down for 10 min, Watch management
Module 1 video. Student: Watch video

Resources:
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Module 1 Teacher: Classroom S

20 min Teacher explains to student that the rest of this management/answer
class will give them time to go through Module questions if they arise.
1 in detail, and answer the questions at the end
of the page. Student: Complete Module 1.
If you have any questions about the OCS, the
unit or assessments, now is the time to ask. Resources: Devices, OCS
website.
Teacher to answer student questions if they
arise. As this is students’ working time, answer
only questions that apply to the whole class. If
a student asks an individual question, do not
interrupt the class, but direct them to use
online resources. Advise that this will get a
better response.

GAT: Direct students who finish earliest to

extension activities.
Conclusion Dismiss class with instructions to complete Teacher: Wrap up class. T
Module 1 by next class. Identify students with access
1 min issues.
Low-SES: tell students: “If you need to discuss Student: Follow instructions
access to devices, if you don’t have your own, and dismiss
it’s not a problem, but stay back and we will Resources: N/A
work out how to get the activity done, or
please see me before next class.”
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

The biggest issue in this lesson was the dealing with the practicalities of providing access to
devices for those without. Alternatives may be made by providing library time or using a
borrowed school device, however different students require different solutions. The ability
to either stay back or come to see the teacher at a different time (to avoid student shame or
stigma) is crucial.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording

Outcome
1.1 All learning outcomes are targeted in questions for module 1. As this is an introductory
3.3 lesson, these questions fit into a wider scaffold and will be built on across the unit.
3.5

Other considerations

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

Graduate Evidence within this lesson

Standards
1.3, 1.5 Differentiation made for low-SES and GAT students
2.2, 2.3 Content selected and organised for effective learning, lesson plan based on
curriculum, assessment and reporting knowledge
2.6 Focus on ICT in lesson plan
3.4 Resources selected engage student learning
4.2 Classroom activities managed through clear directions and task outcomes
5.1 Student learning assessed through specific task (OCS questions)
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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?

Classroom based lesson, regular WHS considerations apply.

References

Holt, S (2017). HSC Modern History Online Study. Website, accessed 20 April, 2017 form
http://modernhistorycomparative.weebly.com/

League of Nations. (June 28, 1919). The Treaty of Peace between the Allied Powers and
Germany. Retrieved from http://www.foundingdocs.gov.au/item-did-23.html

Llewellyn, J. et al, (2014). “Why the Weimar Republic failed?”, Alpha History, accessed 20
April, 2017 from http://alphahistory.com/weimarrepublic/why-the-weimar-republic-
failed/.

Museum of Australian Democracy (Undated) Cover of Australia's copy of the Treaty of

Versailles, Scan. Retrieved from http://www.foundingdocs.gov.au/scan-sid-925.html

Ten Minute History. (2016). The Weimar Republic and Nazi Germany (Short
Documentary). YouTube. Retrieved from https://www.youtube.com/watch?v=vO-
_HXO7HwY&t=26s

Resources Attached

Handouts:
Assessment Schedule (See Appendix C1, C2)
Unit Outline (See Appendix D)
PPT 1.1
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Resources

PPT 1.1 – Do Now

Do Now!

u Write one sentence describing why the period 1918-1939 is of

historical significance
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Lesson Plan 2 – Post-OCS (i)

Topic area: National Study: Stage of Learner: Syllabus Pages:

Germany 1918-1939 6 - HSC Online

Date: N/A Location Booked: YES Lesson Number: 18 / 30

Time: 60 minutes Total Number of students: Printing/preparation:

Assumed as above PPT, past paper(s), marking
criteria, relational table,
markers notes, sample
responses

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Teacher to assess HSC Exam format Compose HSC extended
students response answers
H4.2 understanding of Marking criteria for
assessment HSC examinations Communicate
requirement effectively in HSC
through targeted examinations regard
questions and Assessment literacy
course concepts
observation.

Students submit
collaborative
response for
marking.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

N/A in Stage 6 plan and present the findings of historical

investigations, analysing and synthesising information
from different types of sources
use historical terms and concepts appropriately
communicate a knowledge and understanding of
historical features and issues, using appropriate and
well-structured oral and written forms
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Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important, substantive concepts,
skills and ideas. Such pedagogy treats knowledge as something that requires active construction and 1.3 Problematic knowledge 1.6 Substantive communication
requires students to engage in higher-order thinking and to communicate substantively about what
they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and among students.

Significance 3.1 Background knowledge 3.4 Inclusivity

3.2 Cultural knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to students. Such
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside 3.3 Knowledge integration 3.6 Narrative
of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.2, 1.6 Deep understanding of assessment requirements present in students’ ability to apply
information to problem. Substantive communication required both in terms of
collaborative learning activity, and outcome of activity
2.1, 2.3, 2.6 Quality learning environment is provided by student directed collaborative learning,
quality criteria provided by past HSC markers notes, High expectations inherent it
directing students to reach the standards of HSC marking
3.1 Background knowledge integrated into meaning construction, especially with
reference to identifying verbs in exam questions
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Time Teaching and learning actions Organisation Centred

T/S
Intro Do Now activity: PPT1, question: what have Teacher: Marks roll T
you found interesting during the OCS? Student: Completes do-now
5-10 Resources:PPT1, projector,
marker

Body Introduction to HSC exam Teacher: Walks through past T

paper
20-30 Teacher lead walk-through of past (2016) exam Student: follows on printout
paper. Resources:
past paper(s), marking
Particular reference to be made to key verbs in criteria, relational table,
questions and sample responses markers notes, sample
responses
Invite students to ask questions at numerous
points, don’t assume they will ask if not
offered.
Constructing a response. Teacher: Split student into
Rest of In groups of 3-4, students will collectively groups of differentiated
class construct a sample response. abilities
Student: Collaborative
Teacher to leave marking rubric/feedback on working
smartboard for students to reference Resources:

Students may complete task as they wish, but Teacher: supervises room,
encouraged to work collaboratively on shared assessing progress
digital platform Student: collaborative
learning
Resources: butchers
paper/notebooks or on online
platform
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In preparing this lesson, I had a clear idea in mind that students would walk-through the exam
format, then attempt one of the answers in a collaborative manner. The issue with the above
plan is that there is not enough clear direction on how these activities will actually work, and
I don’t know the answer to it. In my mind, it’s a matter of tell the students and they will do
it, an added a layer of engagement over the structure is required.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.2 Student will present a paper with response to question.

Other considerations

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

Graduate Evidence within this lesson

Standards
2.1 Collaborative learning task demonstrates appropriate teaching strategy for
demonstration of knowledge and understanding of the concepts,
substance and structure of the content
3.5 Lesson plan identifies a range of verbal and non-verbal communication
strategies to support student engagement.
4.2 Lesson plan demonstrates the capacity to organise classroom activities and
provide clear directions.
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WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

Given group-work, student likely to move around, causing access issues/trip hazard. Teacher to
monitor.
Other WHS considerations as per classroom practice.

References (In APA)

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

Resources Attached:

2016 HSC paper

Bostes website

Resources

N/A
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Lesson Plan 3 – Post-OCS (ii)

Topic area: National Study: Stage of Learner: Syllabus Pages:

Germany 1918-1939 6 - HSC Online

Date: N/A Location Booked: Library Lesson Number: 24 /30

Time: 60 minutes Total Number of students: As Printing/preparation

above Student feedback on OCS
extended response

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Feedback/revision Current progress on Evaluate their own
3.5 lesson. ability to produce HSC learning
4.1 extended respose
4.2 Teacher to asses
student
understanding of
feedback through
interview

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Writing for HSC examination
N/A stage 6
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Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important, substantive concepts,
skills and ideas. Such pedagogy treats knowledge as something that requires active construction and 1.3 Problematic knowledge 1.6 Substantive communication
requires students to engage in higher-order thinking and to communicate substantively about what
they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work productively in an
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and among students.

Significance 3.1 Background knowledge 3.4 Inclusivity

3.2 Cultural knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to students. Such
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside 3.3 Knowledge integration 3.6 Narrative
of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.2, 1.5, 1.6 Individual feedback provided to students for formative assessment task

2.1, 2.2 Engagement with students in their own learning provided through one-on-one teacher
2.6 interactions, explicit quality criteria to be discussed individually
Student direction demonstrated as week is marked for revision, self directed revision
in library session
3.3 Student provided with opportunity to integrate knowledge regarding previous
task/lesson relating to to HSC exam
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Curriculum 2A – Modern History
Assessment 2

Time Teaching and learning actions Organisation Centred

T/S
Intro Lesson is explicitly set aside for revision of S
subject in library. Student:
An assessment is due the next week, students
provided with the opportunity to catch-up with Resources:
research if needed

Body Teacher to conduct one-on-one interviews Teacher: interviews T/S

with students to discuss their work in OSC
Module 4 task Student: formative
assessment

Resources: feedback on work

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

While it may look like a skinny lesson, there was a lot of thought given to providing students
with an opportunity to have a truly self-directed lesson. Timing across the sequence is key,
leading into an assessment item and towards conclusion of unit. Obvious issues remain with
classroom management, but may be mitigated by selecting students for interviews to break
up disruption.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording

Outcome
3.5 Outcomes recorded in student extended response feedback, interview allows teacher to
4.1 explain recorded result and measure student understanding of improvements they can
make
4.2

Other considerations

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

Graduate Evidence within this lesson

Standards
1.5 One-on-one allows for differentiated discussion of exam expectations
3.1 One-on-one allows for teacher to establish individual goals
5.2 Given
5.5 Given
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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?

Standard WHS considerations in library

References (In APA)

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

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

N/A
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Resources

N/A
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Justification

Introduction

The above lesson plans and Online Comparative Study (OCS) has been developed for teaching the

Modern History Stage 6 Syllabus (BOS, 2009). The OCS is provided as a learning component of the Part

II – National Studies elective (The Unit), and relates to Elective C, Germany 1918-1939. The

development of the OCS and related lessons is theoretically based in Weinburg’s (2001) identification

of six concepts that constitute a student’s ability to think historically. These six concepts include:

Establish historical significance, use primary source evidence, identify continuity and change, analyse

cause and consequence, take historical perspectives, and understand the ethical dimension of

historical interpretations. As will be demonstrated, these subject-specific, pedagogical concepts are

complimentary to the pedagogical requirements placed on New South Wales teachers, and is

theoretically supported by constructivist approaches to education, specifically developments applied

to Vygotsky’s Zone of Proximal Development (ZPD) theory in Clara’s (2017) ‘How Instruction Influences

Conceptual Development.’

Online Comparative Study (OCS)

The OSC has been developed as a process of four modules for students to move through at a semi-

structured pace. Module 1 is designed as a stand-alone practice module to develop students’ ability

to engage with the OCS itself, Modules 2 and 3 compliment regular classwork by developing literacy,

numeracy and historical thinking skills through activities based on a graph detailing an aspect of the

rise of National Socialism, while Module 4 applies this accumulation of historical thinking into an

activity to develop specific assessment (exam) skills. Theoretically, the implementation of the OCS is

justified by Clara’s (2017) re-conception of a Vygotskian ZPD as “no longer a relationship between

people, but rather a structural relationship between meanings.” The opportunities provided by ICT

mean that an activity such as the OCS allow for a digital ZPD to be created between student, teacher
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and, most significantly, both the sources of history (primary and/or secondary) and the historical

context in which they exist. To clarify this, in the example of Module 2, meaning is created by the

teacher through the activity, the student’s participation, the document (the Treaty of Versailles

(1919), a primary source) as well as historical, contextual information provided by the Museum of

Australian Democracy website. Questions for each module are then scaffolded to prompt students

into constructing procedural knowledge. With relation to historical thinking, the OCS specifically

addresses the use of primary source evidence (Module 2) and identify continuity and change (Module

3).

Pre-OCS Lesson

The Pre-OCS lesson is the first lesson in The Unit sequence, and has been designed as an introduction

to both The Unit and the OCS. The lesson consists of two distinct phases; (1) Outline Unit, and (2)

Introduce OCS. The phase 1 learning activities are teacher directed as it serves the administrative

function of providing an opportunity for students to question how the unit will work. It is assumed

that questions will generally relate to the assessment. Pedagogically, this stage also sets a basis for

students understanding of what Levesque’s (2008) Thinking Historically, describes as the substantive

knowledge of history. The Unit Outline provides early material on which procedural knowledge

Levesque (2008) may be built. Phase 2 introduces the OCS by shifting from a teacher centred

explanatory walk through, to a student-centred practice module, Module 1. As with phase 1, there is

a focus on building a basis of substantive knowledge of the period (video), however with the shift to

student-centred activities comes a shift into an understanding of the procedural knowledge of history.

Post-OCS Lessons

The Post OCS lessons primarily serve the purpose of HSC exam preparation, with a focus on

constructing extended response answers. Both lessons are deliberately timed, with Post-OCS (i) to

lead into OCS Module 4, and Post-OCS (ii) to provide formative assessment for the Module 4 activity.
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Given the Module 4 task is the completion of a past HSC question, Post-OCS (i) develops what Smith,

Worsfold, Davies, Fisher and McPhail (2013) describe as ‘assessment literacy.’ Just as the historical

content of the unit is based on students’ ability to construct meaning, so too is Post-OCS (i) designed

to engage students in constructing meaning in assessment. The collaborative task provides an

opportunity for students’ “judgements about the quality of the work in front of them” (Smith, et al.

2013) and allows for students to be self-directed when applying such evaluation with to the Module

4 task. Post-OCS (ii) provides scope for students to receive individualised formative assessment on

this task through the framework of Hattie and Timperley’s (2007) effective feedback model, where

students are encouraged to identify their own goals, the progress towards those goals and what

activities may be undertaken to make better progress. Beyond the feedback for Module 4, Post-OCS

(ii) also enhances student understanding of HSC requirements.

Conclusion

Weinburg (2001) articulates a compelling case for a subject-specific pedagogy, historical thinking. The

OCS and related lessons are conceived to specifically address the establishment of historical

significance, the use of primary source evidence, and the identification of continuity and change in

students. As demonstrated, the OCS and related lessons are also theoretically informed by

constructivist approaches to meaning creation, both in terms of subject content and assessment skills.

The digital space created by the OCS and related student interactivity provided by the (Web 2.0

platform) forum allow for a ZPD to be created in both the physical and cyber-spaces in which students

are engaged. As shown in the lesson plans and this justification, this approach is theoretically justified

while meeting the requirements placed on NSW teachers through the syllabus and professional

standards.
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References
Board of Studies NSW. (2009). Modern History Stage 6 Syllabus. Sydney: Board of Studies NSW.
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf

Clarà, M. (2017) How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited,
Educational Psychologist, 52:1, 50-62, DOI: 10.1080/00461520.2016.1221765 To link to this
article: http://dx.doi.org/10.1080/00461520.2016.1221765

Hattie, J. & Timperley, H “The Power of Feedback” Review of Educational Research, Vol. 77, No. 1
(Mar., 2007), pp. 81-112 Published by: American Educational Research Association Stable URL:
http://www.jstor.org/stable/4624888 Accessed: 16-03-2017 23:10 UTC

Lévesque, S. (2008). Thinking Historically. Toronto: University of Toronto Press

Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment Literacy and
Student Learning: The case for explicitly developing students ‘assessment literacy’.
Assessment & Evaluation in Education, 38, 44-60.

Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia, PA: Temple University
Press, 2001.