Assignment 2
Portfolio Artefacts and Critical Reflection
Modern History HSC Course
By Patricia Russo (17698665)
Table of ContentsPRE-ONLINE LEARNING RESOURCE LESSON....................................................................1
LESSON RESOURCES ATTACHED......................................................................................9CONNECTION TO ONLINE LEARNING RESOURCE...........................................................13POST- ONLINE LEARNING RESOURCE LESSON 1.............................................................14
LESSON RESOURCES ATTACHED....................................................................................22POST-ONLINE LEARNING RESOURCE LESSON 2..............................................................32
LESSON RESOURCES ATTACHED....................................................................................37JUSTIFICATION..............................................................................................................50APPENDICES.................................................................................................................54
APPENDIX A: SCOPE AND SEQUENCES..........................................................................54APPENDIX B: CONCEPT MAP.........................................................................................55APPENDIX C: HSC ASSESSMENT SCHEDULE & WW1 NOTIFICATION............................56APPENDIX D: UNIT OUTLINE..........................................................................................59APPENDIX E: RELATIONAL TABLE..................................................................................79
PRE-ONLINE LEARNING RESOURCE LESSON
Topic area: World War One – Pre-online Learning Resource Lesson
Stage of Learner: Stage 6 (year 12)
Syllabus Pages: 26-27
Date: N/A Location Booked: Computer lab/library
Lesson Number: Week 2 period 2
Time: 60 minutes Number of students: 25
Printing/preparationOLR notification
Outcomes Assessment Students learn about
Students learn to
H3.2 locate, select and organise information from different types of sources
H3.3 analyse and evaluate sources for their usefulness and reliability
H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well structures oral and written forms
Informal discussion/questioning and formal responses to OLR Practice module assess students understanding.
How to effectively undertake a source analysis.
How to operate the online learning resource
Reasons for the stalemate (Schlieffen Plan)
Locate, select and organise information from different types of sources, including ICT, about key features and issues related to WW1
Evaluate the usefulness, reliability and perspectives of sources
Communicate an understanding of the features and issues of WW1 using appropriate and well-structured written forms including ICT
Cross Curriculum themes & General capabilities ICT – Using the OLR as a resource to communicate ideas and learn from, students learn to use ICT effectively for educational purposes.
Literacy – visual literacy skills are developed via reading and comprehension of sources, and communicating understanding in written, oral and digital forms in the source analysis scaffold activity (ACARA, 2013).
Explicit subject specific concepts and skills
Students are prepared to develop and use their skills in analysing and communicating the usefulness and reliability of sources.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual QualityThis 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 requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning EnvironmentThis 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 develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations
2.4 Social Support2.5 Students’ self-regulation2.6 Student direction
SignificanceThis 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 of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration
3.4 Inclusivity3.5 Connectedness3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Element Indicators of presence in the lesson
Higher order thinking The Q&A aspect during the class scaffolding source analysis response, allows students
to critically think about the source and its usefulness and reliability for the historian, rather than just what the source is saying which was undertaken in the practice module multiple choice and short answer activities.
Engagement The use of ICT to present and undertake the OLR enhances student engagement in completing the task because they can show their understanding in a non-traditional way.
Background knowledge
The lesson builds from student’s prior source analysis skills from year 11, with the use of TOMAC PRU in both the OLR activities and class scaffolding activity. The students background content knowledge about the Schlieffen plan is also used to answer the source questions on the OLR practice module.
Time Teaching and learning actions Organisation Centred
T/S
Intro
5 mins
Roll Call
Teacher to Write and explain the lessons learning intentions i.e. the lesson will be broken into 2 main tasks, the OLR practice module and source analysis scaffolding task. These will be undertaken with the aim to give students opportunity to develop their source analysis skills needed for the online resource, assessment task 1 and the HSC.
Teacher: completes roll marking, writes and dictates lesson overview on the white board.
Student: place books and pens on desk, while listening to teacher overview.
Resources: Roll, whiteboard and marker
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Body
10 mins
OLR module explanation
Teacher passes around an OLR notification, whilst explaining todays lesson will begin by going through the OLR, how to use it, its purpose, and undertaking a practice module. Teacher explains the online resource will then be for students to complete in their own time and will be due for marking at certain dates.
On the projector/ smartboard teacher logs onto
Teacher: Hands OLR notification out and explains it referring to both the notification and the website.
Student: Listen to teacher whilst following the OLR notification
Resources: OLR notification (See Resource 1), internet, OLR
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OLR site. At this point students will just look at the screen and their notification. Teacher goes through notification sheet. Explains what links look like, how to access modules, the topics it covers and why.
At end of teacher overview of OLR teacher will ask students if there have any questions about OLR requirements.
link, projector/smartboard
15 minutes
OLR practice module
Using the link on the OLR notification students will log on to the OLR site and complete the tasks in the practice module. In pairs, they will complete activities 1-3 as collaborative work offers peer tutoring, to help with both ICT familiarity and content understanding.
Teacher: Walks around ensuring students are on task and if in need of help
Student: Log on to computers and OLR site (See Resource 2). They complete Activities 1-3.
Resources: Computers, internet, OLR notification & link
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5 mins Discussion
The class discuss the use of the OLR website and the answers to Activity 2 and 3.
Teacher: Asks for and explains OLR answers.
Student: answer OLR questions, and ask questions if unsure of anything.
Resources: Internet, computers, OLR answers
T/S
20 mins Scaffolding activity:
Teacher writes ‘TOMAC PRU’ on the board and asks students what each letter means to assess background knowledge, and to see if they downloaded the document from OLR activity 4.
Teacher explains this task is to build on the knowledge and comprehension of sources developed in the OLR practice module and
Teacher: Demonstrates response on projector screen, filling in the blanks of the downloadable scaffold in a different colour font whilst discussing how to find the answer in the sources
Student: help the teacher to fill out the scaffold and copy down
T/S
develops source analysis skills, which is needed for the assessment task, OLR and HSC.
Teacher and students break down activity 4 question together. They highlight key terms and note synonyms for main words.
Using the downloaded/printed Source Analysis scaffold, teacher models a response based on source A and B from practice module.
Teacher to facilitate Q&A on what should go in the blank spots on the scaffold to promote higher order thinking.
Students are to copy response.
final response
Resources: Workbooks & pens or computers, download source analysis scaffold and OLR sources (both found using Resource 2 link)
Summary
5 mins
Teacher summarises the main points mad Teacher: Talk about or write key points on the white board.
Student: Listen to teacher, copy any relevant notes down, ask questions if needed.
Resources: White board, marker, books, pens
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Reflection
Reflecting upon this lesson plan has taught me the importance of scaffolding students explicitly when introducing not only novel concepts but processes. In this lesson, it is the use of the OLR. How can you expect to assess student understanding of the content in the OLR, without having first ensured they know how to operate the site to get to the questions? It is a false assumption to assume they would have common ICT sense to figure out how to use the OLR alone.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
H3.2 Students ability to locate and select relevant information from source A and Source B in the OLR will be measured and recorded in their discussion responses to question 2 and 3, and their assistance in filling out the source analysis scaffold of activity 4. Teacher is to informally record observations and student interaction.
H3.3 Students ability to comprehend and analyse sources for the usefulness and reliability will be measured by Q&A when filling out the Source Analysis scaffold as a class. Note they will individually and formally be assessed in the proceeding OLR modules that require them to undertake source analysis alone. The OLR questions will be marked.
H4.2
Students ability to communicate understanding both orally and digitally will be assessed via the class discussion and use of the OLR in answering the practice module questions.
Demonstrated AISTL graduate standards in lesson
Graduate Standards Evidence within this lesson
1.3 students with diverse linguistic and socioeconomic backgrounds
Students with diverse linguistic backgrounds are supported by scaffolds, peer tutoring in the OLR practice module, assistance by the teacher if needed, and the use of having a visual source to analyse, which plays on their strengths as the written source alone may be challenging.
Students with socioeconomic backgrounds are supported as they may not be familiar with how to use ICT. Having a school computer and internet access at school will help them complete this lesson and the OLR in their own time.
2.2 Content selection and The two activities in the body of the lesson plan are created in that
organisation sequence to move students up Blooms taxonomy i.e. they progress from source comprehension skills in multiple choice and short answer formats in activities 2 and 3 of the OLR, to then source analysis skills in activity 4 of the OLR. Moreover, the teacher explicitly showing how to use the OLR first, and how to successfully complete source analysis in extended responses last, helps tie the lesson in a sequential order of need to not overload student cognition.
2.5 Literacy strategies A variety of strategies are implemented to improve student literacy abilities. Written and visual sources are presented in the OLR with questions to enhance student’s literacy skills, as they deconstruct sources to answer questions and analyse sources for their reliability and usefulness. Moreover, the partner work in the OLR practice module and direct instruction using the notification, as well as the source analysis scaffold is implemented to provide low literacy students, and low ICT skilled students’ scaffolding and peer tutoring to enhance their skills and capabilities.
2.6 Information and Communication Technology (ICT)
ICT is used to present and participate in the OLR as it is more engaging than traditional sources. The use of hyperlinks to download videos, navigate through the website, and watch videos teaches ICT skills relevant to all website use.
3.3 Use teaching strategies Multiple teaching strategies are used throughout the lesson including: direct instruction, teacher modelling, peer-assisted learning, ICT, visual and written sources, discussion and analysis scaffolds.
4.1 Support student participation
Student participation is supported via collaborative pair learning which engages students and offers peer assistance. The use of having both visual and written sources to analyse, supports low literacy students to participate, and discussion allows all students the opportunity to show their understanding informally, be it via answers or questions.
5.1 Assess student learning Both informal and formal assessment of learning is evident in this lesson. This includes higher order questioning in the discussions and student responses in the practice module activities.
WHS
As ICT will be used i.e. computers and projector/smartboard to display teacher instruction, classroom lighting must be adequate to prevent eye strain. Any computer cable should be clear from pathways and away from liquids.
References (In APA)
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities in the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards
Board of Studies NSW (2009). Modern History Stage 6 Syllabus. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf
Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
LESSON RESOURCES ATTACHEDResource 1- online comparative notification
WW1 Online Learning Resource (OLR) Notification
What is he OLR
This term you will be undertaking a learning resource online in your own time to supplement your' in class learning for the topic WW1. It has four modules with activities that you must complete by certain dates. On these due-dates it is expected you bring your answers to class as they will be relevant to that lesson and they will be marked.
What is the OLR purpose:
Both part 1 of the HSC exam and assessment task 1 will test your source analysis skills and understanding about WW1 content. As such the modules and activities in the OLR will help prepare you for Assessment task 1 and Part 1 of the HSC exam, as you will be practicing your source analysis skills and learning about topic content simultaneously.
How to access the OLR:
You will access the OLR by typing the below link on your computer/computer internet search bar
http://ww1onlineresource.weebly.com/
Understanding the OLR
How to navigate the OLR:
The online learning resource is made up of an introduction, a practice module and 4 other modules that have activities based on specific syllabus content from the WW1 topic.
You can navigate through the different parts of the OLR using the links at the top of the websites page.
LINKS
What are you learning about in each Module:
Each module will have a coloured heading to indicate the syllabus heading the content and activities are about. It will also state the specific syllabus dot points covered in class on the due date.
How to identify different activities
Each activity will be separated by a clear heading ‘Activity’ and its corresponding sequential time on each activity. This is ok as the recommended time is a guide, but the whole module should take you about an hour to complete.
Types of important activities/questions
As Section one of the HSC exam and Assessment task 1 will test your source analysis skills and understanding of WW1 content via a mix of multiple choice, short answer and extended source analysis response questions, these will be seen in your Activities.
SYLLABUS DOT POINTS
SYLLABUS HEADING
Activity Heading
Recommended time
Questions with options for answers Indicates Multiple Choice Questions
Due Date identified
Types of Resources and how to access them
Apart from pictures of written and visual sources that your questions will be based on, there will be videos and documents to download to assist your learning
To watch a video, press the triangular Play button centres in the video clip.
To download a file to read or complete as part of an activity click where it says, ‘Download File’
Questions with no options for answers are short answers
Questions that ask for the usefulness of TWO sources are extended source analysis questions
Video play button
Written and visual sources will be named with a letter so you know what sources questions are referring to
Example of a source in the OLR
Resource 2- link to Practice module activities and source analysis scaffold
http://ww1onlineresource.weebly.com/practice-m
CONNECTION TO ONLINE LEARNING RESOURCE
Note: I have referred to the Online comparative study as an online learning resource (OLR) throughout this assignment.
The link to access the OLR is:
https://ww1russo.weebly.com
POST- ONLINE LEARNING RESOURCE LESSON 1
Topic area: WW1 – Post-OLR Lesson 1
Stage of Learner: Stage 6 (year 12)
Syllabus Pages: 26-27
Date: N/A Location Booked: Computer labs/library
Lesson Number: Week 7 period 2
Time: 60 minutes Number of students: 25
Printing/preparationWorksheet
Click on this to download a file
Print 26 x 2016 HSC exam
Outcomes Assessment Students learn about
Students learn to
H3.2 locate, select and organise relevant information from different types of sources
H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms.
Discussion of multiple choice answer, HSC exam paper and relational table answers, to show student understanding of both HSC requirements in Modern History and the relevance of the OLR to their learning.
How to prepare and do well in Section 1 of the HSC exam.
The relevance of the OLR to preparation and practise for Section 1 of the HSC.
Communicate an understanding of relevant concepts, features and issues using appropriate and well-structured written forms in the HSC extended response Section 1.
Cross Curriculum themes & General capabilities
Literacy – Oral literacy is developed by class discussions, while social literacy is developed by group work, and literacy for EALD and all students is developed with the use of table scaffolds which appeals to visual literacy aspects as well.
ICT – ICT skills are developed as student must use the internet in both research and the OLR to fill out the relational table
Explicit subject specific concepts and skills
Location of information from sources and the internet to develop understandings of WW1 via source analysis, and Modern History requirements via HSC are addressed in this lesson.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
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 requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
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 develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation
2.6 Student direction
Significance
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 of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How identified quality teaching elements are achieved in lesson
Teaching element Indicators of presence in the lesson
Substantive communication
Via applying deep knowledge regarding how to achieve higher bands in the HSC for Section 1 of the Modern History exam student enhance their substantive communication skills in this lesson. This is because they begin by being instructed on what to do in the exam and how to understand the paper, to then unpacking the OLR relevance in guiding them on how to communicate their understanding and answers when responding to Section 1 of the HSC paper.
Social support The use of collaborative learning via group work and class discussion, students can share their ideas about the OLR relevancies, as well as ask for support if they don’t understand the HSC paper or OLR relevance.
Knowledge Integration The OLR, unit work, and this lesson are all integrated to access Students knowledge of outcomes, and requirements of Section 1 HSC exam. This knowledge integration helps students to improve their understanding of questions asked in the paper as well as to identify their practice of skills needed in the Modern History Discipline and section 1 of the HSC. These can furthermore be relevant in all subject areas e.g. unpacking questions.
Time Teaching and learning actions Organisation Centred
T/S
Intro
5 mins
Teacher competes roll Call Teacher settles class and explains
todays lesson will be focusing on section 1 of the Modern History HSC Exam, and how to go about understanding its requirements, practicing for it and successfully taking the test. It will also be linked to the OLR to show students how that helped familiarise them with HSC questions and practise.
Teacher: Mark roll and dictate lesson overview to students
Student: place books and pens from bags to tables, while listening to teacher overview.
Resources: Roll
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Body
10 mins
Explaining Section 1
Teacher hands out a copy of the 2016 HSC exam.
Teacher notifies students they can ask questions at the end of this instructional activity on things they did not understand
Displaying the exam paper on the overhead the teacher will explain it page by page
Note: explain the following (refer to resource 2)
The time, the marks, and the question types addressed on the first page (break this further down as you go i.e. for part A spend 5 minutes on multiple choice, 5 minutes on short answer, 15 minutes on extended response to equate to 25 minutes for section A).
Sources are found at the end of the exam.
Stress the importance of reading i.e. what source to refer to, what HSC
Teacher: hands out 2016 HSC exam and explains page by page. Teacher will display the exam on the projector screen and point/highlight/write comments about it as she speaks about certain content of the exam (see resource 2 for guidance).
Note: This exam was slightly different and harder to previous years.
Student: Follow the teacher’s explanation and make relevant notes on their copies of the HSC paper. Ask questions if don’t understand
Resources: HSC paper (see resource 1), overhead projector, pens, refer to Resource 2 for what
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glossary key term (get to students to highlight and define these in Q6, 7 & 8), how many sources or points you need to write about.
Question instructions i.e. in multiple choice you circle the oval next to the correct responses, and in all other questions you write an answer out using the lines provided aiming to fill all lines.
Show how to change incorrect responses.
Teacher to then unpack short answer with class i.e. underline key words, and find definitions and synonyms for them
and where to explain.
10 mins Complete HSC questions 1 – 6 under exam conditions
Students are given ten minutes to answer questions 1-6 of the 2016 HSC exam (Multiple choice and short answer Part A). This is to get them to practise source analysis skills H1.3, location of relevant sources at the back of the booklet, and quiet conditions or exams, and time keeping.
Teacher: Ensures students follow exam conditions and notifies students when time is up.
Student: Answer question 1-6 under exam conditions
Resources: 2016 HSC paper, pens/pencils
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5 mins Discuss answers to 1-6
Teacher and students discuss the answers and where to find them in the source.
Teacher: Explains correct answers
Student: Share answers with class, correct wrong answers and highlight where the appropriate answer was in the source.
Resources: HSC exam, pen
T/S
5 mins 2016 relational table
Teacher hands out worksheet to students.
Teacher explains the activity and what each heading in the relational tables means.
Teacher: Fills out example of relational table showing where to find content.
Student: Listen and note how to access needed resource and copy
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Teacher shows students where to find answers for relational table i.e. accessing the exam paper and guidelines from NESA website, and using OLR to find its connections.
out 2016 relational table.
Resources: Computer, projector, internet, relational table from worksheet (See resource 3), pens, OLR, NESA website
10 mins Worksheet:
Teacher strategically (range of abilities) moves students into groups of four. two groups will be given 2013, two groups will be given 2014 and two groups will be given 2015.
Groups work together to fill out the relational table for their designated year.
Teacher: Places students in groups and walks around aiding and ensuring students are on task
Student: Fill out relevant table
Resources: Worksheet (see resource 3), computers, internet, OLR, past HSC papers
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10 mins Relational table presentations
One student from a 2013, 2014 and 2015 group will display their table responses on the projector for students to copy.
Teacher: Asks certain students to show their tables
Student: Share, listen and copy other relational tables
Resources: Filled relational tables, projector, worksheet, pens
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Summary
5mins
Discussion/revise
Each group shares why they think the OLR is important learning for HSC preparation.
Teacher to do a mind map on the board with students to summarise key things consider for undertaking section 1 of HSC exam.
Home work: attempt question 7 of 2016 HSC exam paper.
Teacher: Talk about, ask and write key skills and tell students about homework
Student: Listen to teacher, share answers, copy mind map, note homework down
Resources: Books, pens
T/S
Reflection
Reflecting upon this lesson plan has taught me that all teaching activities should be meaningful. This is because students will better develop the skills and content they need to excel in the subject and in life, as the contemporary career world is more interested in cross
capable skills. As the OLR was additional work in students own time it is very important they learnt the purpose and relevance of the OLR, which was to help them with general analytical skills that can be used in life to make judgements about anything and the HSC exam.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
H1.3 Multiple choice practise
P4.2 Students ability to communicate their understanding of HSC requirements including understanding what the question is asking, the relevance of the OLR via class discussion, as well as the oral communication of explaining relational tables and multiple choice answers, all assess student communication skills of features relevant to modern history in general and its HSC exam specifically.
Demonstrated AISTL graduate standards in lesson
Graduate Standards Evidence within this lesson
1.2 Understand how students learn
Many strategies are contained in this post lesson displaying an understanding of how students learn. These include teacher instruction of understanding HSC exam requirements, where students apply literacy skills in note taking forms. The use of group work for the relational table activity accommodates Peer tutoring and social literacy to be developed to help the overall student learning experience be it teaching others or learning from others. Moreover, providing a table scaffold helps students structure ideas and findings to visually show them the use of OLR.
2.2 Content selection and organisation
The lessons content is ordered to first provide students with familiarity and explanation to the actual HSC exam requirements, while the second activity uses this knowledge and organizes it in a way to show students the OLR was a meaningful learning experience as it helped develop their skills relevant to the HSC exam Section 1.
3.3 Use teaching strategies
Many teaching strategies are included in this lesson plan e.g. teacher instruction, collaborative learning, class discussion and relational table scaffolding
4.1 Support student participation
Scaffolds and group work offer literacy support and peer tutoring, while discussions allow all students, no matter their academic abilities to share ideas.
WHS
As computers and projector will be used the teacher should ensure the lighting is appropriate so students can see both the projector and their work books to prevent eye strain. Computers cables should be tucked away to prevent tripping hazards, and away from water to prevent electrical hazards.
Also as this lesson involves group work student will be placed into their groups of 4 one at a time, so movement of chairs poses as a smaller risk.
References (In APA)
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards
Board of Studies NSW (2009). Modern History Stage 6 Syllabus. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf
Board of Studies Teaching & Educational Standards NSW. (2016). Higher School Certificate: Modern History.Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
LESSON RESOURCES ATTACHED
Resource 1 – 2016 HSC exam
Link to 2016 Modern History HSC exam
http://educationstandards.nsw.edu.au/wps/wcm/connect/2798031b-db0c-4098-b049-067d26fff4a9/2016-hsc-modern-history.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-2798031b-db0c-4098-b049-067d26fff4a9-lHPDH61
Teacher to print 26 copies!
Resource 2 – what to talk about when explaining HSC exam structure and content
Resource 3 – Relational table worksheet
HSC & OLR Relational Tables
Task: Fill out the below relational tables using past Modern History HSC exam paper and marking guidelines accessible on NESA website.
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers
Procedure:
1. Class will fill out the 2016 relational table together, so you know where to find the resources needed to fill in the table, and what you are looking for in the resources.
2. In groups of 4 you will be allocated a specific HSC year and fill out the one table designated to that year.
3. Each group will present their findings to the class so they can fill out the relational tables for the other HSC years.
4. Class discussion on the relevance of the OLR
Modern History 2016 HSC Exam: Section 1
Question Question type (multiple choice, short answer, extended response, useful/reliable source analysis)
Syllabus: students learn about
Syllabus outcomes
Connections to OLR (the module and activity that relates to this topic in the form of short answer, extended response or source analysis usefulness and reliability)
Part A
Q1
Part A
Q2
Part A
Q3
Part A
Q4
Part A
Q5
Part A
Q6
Part A
Q7
Extended Response
Part B
Q8
Source analysis
Modern History 2015 HSC Exam: Section 1
Question/part Question type Syllabus: students learn about
Syllabus outcomes
Connections to OLR
Part A
Q1
Part A
Q2
Part A
Q3
Part A
Q4
Part A
Q5
Part A
Q6
Part A
Q7
Extended Response
Part B
Q8
Source analysis
Modern History 2014 HSC Exam: Section 1
Question/part Question type Syllabus: students learn about
Syllabus outcomes
Connections to OLR
Part A
Q1
Part A
Q2
Part A
Q3
Part A
Q4
Part A
Q5
Part A
Q6
Part A
Q7
Extended Response
Part B
Q8
Source analysis
Modern History 2013 HSC Exam: Section 1
Question/part Question type Syllabus: students learn about
Syllabus outcomes
Connections to OLR
Part A
Q1
Part A
Q2
Part A
Q3
Part A
Q4
Part A
Q5
Part A
Q6
Part A
Q7
Extended Response
Part B
Q8
Source analysis
Resource 3 - Pre-filled 2016 Relational table
Modern History HSC Exam: Section 1 year (2016)
Question/part Question type (multiple choice, short answer, extended response, useful/reliable source analysis)
Syllabus: students learn about
Syllabus outcomes
Connections to OLR (the module and activity that relates to this topic in the form of short answer, extended response or source analysis usefulness and reliability)
Part A
Q1
Mc Women’s lives in Britain
H3.2 Module 1 Activity 2
Part A
Q2
Mc Women’s lives in Britain
H3.2 Module 1 Activity 2
Part A
Q3
Mc Allied victory H3.2 N/A
Part A
Q4
MC USA entry H3.2 Module 4 Activity 2
Part A
Q5
MC USA entry H3.2 Module 4 Activity 2
Part A
Q6
Short answer Russia withdrawal
H1.1, H3.2 Module 4 Activity 3
Part A
Q7
Extended Response USA entry and Russia withdrawal
H1.1, H3.2 Module 4 Activity 1
Module 4 Activity 3 Q3
Part B
Q8
Source analysis Women’s lives in Britain
H1.2, H3.2, H3.3, H3.4
Module 3 Activity 5
POST-ONLINE LEARNING RESOURCE LESSON 2
Topic area: WW1- post OLR Lesson 2
Stage of Learner: Stage 6 (year 12)
Syllabus Pages: 26-27
Date: N/A Location Booked: Classroom
Lesson Number: week 9 Lesson 3
Time: 60 minutes Number of students: 25
Printing/preparationworksheet on marking exemplars
Outcomes Assessment Students learn about Students learn to
H3.3 analyse and evaluate sources for their usefulness and reliability
H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms
Informal assessment – discussion of how and why students graded the exemplar responses.
How to improve their skills and knowledge to achieve better marks for the HSC
Evaluate the achievement of responses regarding marking criteria
Evaluate the usefulness, reliability and perspectives of sources
Communicate an understanding of the features and issues of WW1 using well-structured oral/written forms
Cross Curriculum themes & General capabilities
Literacy – Lteracy skills developed via reading and marking exemplar responses.
Numeracy – Numeracy elements of marking criteria are basically used.
Explicit subject specific concepts and skills
Students learn how to effectively communicate the usefulness and reliability of a variety of sources.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual QualityThis 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 requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning EnvironmentThis 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 develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations
2.4 Social Support2.5 Students’ self-regulation2.6 Student direction
SignificanceThis 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 of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration
3.4 Inclusivity3.5 Connectedness3.6 Narrative
How identified quality teaching elements are achieved in lesson
Teaching element Indicators of presence in the lesson
Substantive communication
Students learn how to improve their communication of source analysis in written forms and literacy in general by evaluating exemplar response that allow students to compare different types of level responses to each other and to the student’s responses in the OLR.
The evaluation and comparison of different level exemplar responses helps students to understand the differences and complexities of well to mid ranged written communication in history source analysis.
Explicit quality criteria Throughout lesson students engage with explicit quality marking criteria used for source analysis reliability and usefulness.
Background knowledge The lesson explicitly build from the students’ background knowledge of source analysis scaffolds used throughout the unit and OLR.
Time Teaching and learning actions Organisation Centred
T/S
Intro
5 mins
Roll Call Teacher explains learning
intentions to students i.e. the lesson will consist of analysing the quality of exemplar responses and the students own responses to OLR extended questions.
Teacher: Mark roll, dictate lesson overview to students
Student: Take workbooks and pens out and Listen to teacher overview.
Resources: Roll
T
35 mins Group activity: Marking sample answers
Teacher splits students into groups of 3-4
Teacher gets students to pass around the worksheet.
Teacher briefly explains the worksheet activities and purpose i.e. it contains source analysis response from different bands to a past HSC question.
Together the class unpacks the question prior to marking responses.
In groups students must complete the worksheet activities which lead to their estimated band grade of the exemplar responses and their own response in module 2 of OLR.
Teacher: Place students in groups, hand out and instruct worksheet activities. Go around class and check students are on task and if in need of help.
Student: Work together to complete the activities.
Resources: Worksheet (See Lesson Resource 1), Paper, pen, printed/marked OLR responses
S
15 mins Class discussion:
Each group reveals the mark they gave to the exemplar responses and why.
Teacher reveals the appropriate band that was given to the sample responses and why.
Teacher to go through activity answers prompting students to share what they highlighted or wrote in scaffolds.
Teacher will highlight response differences using over head for all students to see and verbally discuss the fill in the blanks.
Teacher: Discuss the sample responses real marks and highlight difference on projector screen
Student: Discuss the marks they gave the exemplar responses, and make any appropriate adjustments to their worksheet answers.
Resources: Worksheet, paper, pen, highlighter, projector/smartboard
T/S
Students to adjust their activity answers if necessary.
Teacher to give general tips for improvements based on the marking of the OLR.
Summary
5 mins
Close/revise:
Summarise the key skills regarding the HSC exam.
Students to jot down one thing they did well and one thing they need to improve on when analysing source usefulness and reliability.
Teacher asks students to volunteer and share what they need to improve on.
Teacher: Talk about or list key points on white board
Student: Listen to teacher summary as well as writing down the skills they need to improve on, and what they already do quite well.
Resources: Books, pens, marker, whiteboard
T/S
Reflection
Reflecting upon this lesson plan has made the importance of post scaffolds clear. It is one thing to prepare students for a task, assessment, process etc. but another to scaffold them on improving after the task, process etc. Like feedback, post scaffolding provides direction and purpose to improvement. In this case improvement on source analysis which is purposeful to the HSC exam and student’s ability to make judgements in real life situations.
Moreover, viewing different responses whilst searching for exemplars was beneficial to me as a teacher/marker as it gave me insight regarding teacher expectations of students.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
H3.3 Students ability to analyse and evaluate sources for the usefulness and reliability will be measured during the discussion exemplar responses. The exemplar responses themselves can be used as a source for learning, as well as the sources that are being analysed in the exemplar responses as students must consider their own analysis understanding of these sources to identify if the exemplar response is correct.
H4.2 Students ability to communicate their understanding of marking criteria, improvements and communicating source analysis in written forms will be assessed orally via the discussion surrounding activity answers.
Demonstrated AISTL graduate standards in lesson
Graduate Standards Evidence within this lesson
1.1 Physical, social and intellectual development and characteristics of students
The intellectual development of students considered in this lesson as it surrounds the idea on them improving source analysis responses. By using varying standards of responses for the exemplar marking activity students can compare them to each other and their own works to evaluate the intellectual aspects they need to improve on.
2.5 Literacy and numeracy strategies
Literacy is present in this lessons via comprehension of the exemplar responses to highlight and fill in the blanks for activities. Verbal literacy is addressed as students must explain to the class why they marked the way they did which assesses their understanding.
Numeracy elements are present in this lesson as students must make summations using marking criteria’s.
3.3 Use teaching strategies Collaborative learning via group work, class discussion and student marking are teaching strategies evident in this lesson plan.
4.1 Support student participation
Students participation is supported for strategically and collaboratively completing the ‘marking exemplar’ activity with peers. Class discussions also support everyone to contribute learning and ideas.
WHS
Sufficient lighting should be available so students can see the teacher, board and work materials.
References (In APA)
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards
Board of Studies NSW. (2006). Higher School Certificate: Modern History.
Board of Studies NSW. (2007). 2006 HSC Notes from the Marking Centre Modern History. Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/b454154e-badd-41fc-96c5-2db585d78334/modern-history-hsc-notes-2006.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-b454154e-badd-41fc-96c5-2db585d78334-lHm6a0Z
Board of Studies NSW. (2007). 2006 HSC – Modern History Band ¾ - Sample 1 Question 1-3. Retrieved from
https://arc.bostes.nsw.edu.au/standards-packs/SP06_15270/go/2006/modern-history/section-i/question-1-3/band-3/4/sample-1/index.html
Board of Studies NSW. (2007). 2006 HSC – Modern History Band 5/6- - Sample 3 Question 1-3. Retrieved from
https://arc.bostes.nsw.edu.au/standards-packs/SP06_15270/go/2006/modern-history/section-i/question-1-3/band-5/6/sample-3/index.html
Board of Studies NSW (2009). Modern History Stage 6 Syllabus. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf
Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
Steel, C. (2017). Guide to Modern History source analysis: TOMAC PRU [Class Handout]. Department of Education, Western Sydney university, Sydney, NSW.
LESSON RESOURCES ATTACHEDResource 1 – Marking exemplar responses worksheet
Marking Exemplar activity
In groups of 3 to 4 you are going to look at some exemplar responses from past HSC papers. You will be required to mark what band you would place these responses. Your decision will be based off marking criteria and referring to your source analysis scaffold presented in this unit, and downloaded in your OLR. You will then also consider your response in the OLR module 2 regarding this marking criteria. This is to help you visualise where you currently fit and what you need to do to improve and move up to higher bands for the HSC.
Question from 2006 HSC paper
Assess how useful Sources C and D would be for an historian studying the impact of total war on the home fronts during World War I.
In your answer, consider the perspectives provided by the TWO sources and the reliability of each one (10 marks)
Source C
Source D
Exemplar responses from the 2006 HSC paper
Response 1
Source C is a primary literacy source from American ambassador James Gerard. It outlines the effects the war had on the German Homefront and the consequences from the naval blockade imposed by Britain. The sources Perspective is that of an American who takes the role of an onlooker to the situation unfolding in Germany. His account is free from personal bias, making the source a reliable one. Although source C is not a particularly emotive-driven one, it still provides an overview of life in Germany during the war, providing detail of food shortages and employment. The source does have its limitation. It provides only a picture of civilian life in Germany, which was vastly different to the conditions experienced in Britain. It also doesn’t provide details of other facts of total war including the political and economic situations of Germany and measures taken to overcome these problems.
Source C doesn’t detail the initial reaction to war in Germany and the factors which brought about the descent into eventual revolution, and changes in attitudes.
Source D is a primary pictorial source. It is a British propaganda poster from the Ministry of Food, printed in 1917.
The poster reflects the attitudes and lives of civilians in Britain during the war. Voluntary rationing was introduced in 1917, which this poster demonstrates. The symbolism of the British Navy in the background of the poster and the Slogan ‘Defeat the U-Boat’ encourage feelings of nationalism and pride, which propaganda posters hoped to achieve. The women in the posters foreground represents the increasing role women were playing during the war.
The perspective of Source D is a British one, allowing historians to analyse the effectiveness of propaganda which played a large role in the war. It is reliable in showing the British government’s role in the lives of civilians and the measures gone to, to encourage nationalism and further support for the war. It is limited as it presents only one view, and that of the government may differ to the public opinion. Because the poster is propaganda also, other sources need to be used in conjunction with source D to provide an overall picture of conditions on the Homefront.
These sources C and D, can be used in corroboration with other sources to provide a comprehensive understanding of the roles of the Homefront’s in terms of total war. Total war involved several factors and all these would have to be considered by an historian studying total war.
Response 2
Each source shows the different perspectives on the importance of food at the time (1917), which would help a historian studying this a some of the impacts of total war on the home fronts.
Source C is an extract from ‘My four years in Germany’ written by farmer American Ambassador James Gerald. Written in a descriptive text, it explains the rationing system and scarcity of food in 1917, Germany. Created to inform the audience of whom reads it, we learn that transportation, resources (coal) and entertainment all
Halted in the third winter of the war. As a source, it is useful as evidence to show the impact WW1 had on the German home front. It is factually reliable in that it was written at the time by someone who was there, making it a first-hand account. Thus, Source C is very useful and reliable to show the conditions at the time and the extent of the war on the home front (Germany).
Source D depicts a woman, who looks like a house wife, cutting and rationing her bread. Linking with the bold writing, the poster formed text clearly states – ‘Don’t waste bread’. Claiming saving two slices a day will help in the war effort and stop German U-boat attacks. Made in 1917 by the Ministry of food, it intends to encourage the public of time to save food and ration wisely. Postered in Britain at the time of the war it is useful to a historian studying the Homefront as evidence of the lengths that will be gone to in order to show how important rationing was at the time. The source is factually reliable in showing this and indicates the ideology of the home front of the British nations. Therefore, it is also both useful and reliable in showing the impact of WW1 from the perspectives of the British home front.
Things to consider when Grading the responses
did they talk about usefulness? did they talk about reliability? did they discuss perspective was perspective related to only source origin and/or the reliability and usefulness to
the source source C perspective was that of an ambassador source c was neutral perspective rather than bias because it was likely written before
the USA entered the war. While source D is propaganda it encouraged positive action.
Marking Criteria
Comments from the Marking centre about the general responses to this question
TASK
1. Using the source analysis scaffolds below, fill in the blanks based on each response analysis of the sources.
2. Compare response 1 to response 2. Highlight what response 1 has that response 2 does not have.
3. Having completed activity 1 and 2, grade both response 1 and response 2 using the marking criteria and considerations above.
4. Consider you response to module 2. What band would you place your response in. were you missing any elements of source analysis? How can you improve your response to achieve a better band grade?
SOURCE ANALYSIS FORMULA
Fill in the blanks using Response 1 Source C
1st Sentence
Introduction
Source C, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).
1st Paragraph
Discuss the perspective and reliability
This source is a type of ________________________and comes from _____________________________________________
The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because ____________________________________________. Thus, making it_______ (more or less reliable) because __________________________________________________.
One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because________________________________________ For example ___________________________________________
Another CONTENT/FEATURE of the source that impact on reliability includes _____________________________ ________________________________________. This affect reliability because ____________________________ ______________________________________________ For example _______________________________________
A third CONTENT/FEATURE of the source that impact on reliability includes _______________________ __________________________________________. This affect reliability because __________________________________ ____________________________________ For example ___________________________________________________
Concluding Sentence As a result of factors such as ______________________ ___________ this source can be considered _______________
Final judgement on the sources reliability
(highly reliable/unreliable, fairly reliable/unreliable).
2nd Paragraph
Evaluate the usefulness of the source for addressing the question
EITHER:
Despite the __________________ (fairly unreliable or highly unreliable) nature of the source, it can still be considered ______________ (how useful) useful when studying _______________________________________ (the question)
OR
The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying ________________________________________ (the question).
Specifically state what can be learned from the source
The source provides information about ________________ _________________________(information) as can be seen ____________________________________(example).
Identify limitations of the source
Due to the limitations of the source such as _____________________________________________the usefulness of the source is diminished.
Concluding statement
Overall usefulness
Despite this/Due to this Source C being a ______________ (how useful) useful to a study of _____________________________ ________________________________ (topic of the question).
Fill in the blanks using Response 1 Source D
1st Sentence
Introduction
Source D, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).
1st Paragraph
Discuss the perspective and reliability
This source is a type of ________________________and comes from _____________________________________________I
The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because _____________________________. Thus making it __________________ (more or less reliable) because ___________________________________________________.
One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because ________________________________ _________ For example _______________________________
Another CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________ ______________________________________ For example _______________________________________________
A third CONTENT/FEATURE of the source that impact on reliability includes ________________________ ________________________________________. This affect reliability because ________________________ _____________________________________ For example _______________________________________________
Concluding Sentence
Final judgement on the sources reliability
As a result of factors such as __________________ ________________________________________ this source can be considered _______________ (highly reliable/unreliable, fairly reliable/unreliable).
2nd Paragraph EITHER:
Despite the __________________ (fairly unreliable or highly
Evaluate the usefulness of the source for addressing the question
unreliable) nature of the source, it can still be considered ___________________ (how useful) useful when studying ______________________________________ (the question)
OR
The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying ______________________________________ (the question).
Specifically state what can be learned from the source
The source provides information about _____________ ________________________(information) as can be seen ____________________________________(example).
Identify limitations of the source
Due to the limitations of the source such as ___________________________________________the usefulness of the source is diminished.
Concluding statement
Overall usefulness
Despite this/Due to this Source D being a ______________ (how useful) useful to a study of ______________ (topic of the question).
Fill in the blanks using Response 2 Source C
1st Sentence
Introduction
Source C, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).
1st Paragraph
Discuss the perspective and reliability
This source is a type of ________________________and comes from ____________________________________________I
The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because _____________________________. Thus making it ______________ (more or less reliable) because ___________ ___________________________________________________.
One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because ____________________________ _____________ For example __________________________ ________________________________________________
Another CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because ________________________________ _________ For example _______________________________
a third CONTENT/FEATURE of the source that impact on reliability includes ___________________________________ _________________________. This affect reliability because ______________________________________________ ___________________________________ For example ____________________________________________
Concluding Sentence
Final judgement on the sources reliability
As a result of factors such as __________________________________________ this source can be considered _______________ (highly reliable/unreliable, fairly reliable/unreliable).
2nd Paragraph EITHER:
Despite the __________________ (fairly unreliable or highly
Evaluate the usefulness of the source for addressing the question
unreliable) nature of the source, it can still be considered ___________________ (how useful) useful when studying ____________________________________ (the question)
OR
The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying _______________________________________ (the question).
Specifically state what can be learned from the source
The source provides information about ______________________(information) as can be seen ____________________________________(example)
Identify limitations of the source
Due to the limitations of the source such as ___________________________________________the usefulness of the source is diminished.
Concluding statement
Overall usefulness
Despite this/Due to this Source C being a ______________ (how useful) useful to a study of ______________ (topic of the question).
Fill in the blanks using Response 2 Source D
1st Sentence
Introduction
Source D, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).
1st Paragraph
Discuss the perspective and reliability
This source is a type of ________________________and comes from ___________________________________________I
The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because _____________________________. Thus making it __________________ (more or less reliable) because _________________________________________________.
One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________________________ For example ________________________________________________
another CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________________________ For example ______________________________________________
a third CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________________________ For example _________________________________________________
Concluding Sentence
Final judgement on the sources reliability
As a result of factors such as _________________________________ this source can be considered _______________ (highly reliable/unreliable, fairly reliable/unreliable).
2nd Paragraph EITHER:
Evaluate the usefulness of the source for addressing the question
Despite the __________________ (fairly unreliable or highly unreliable) nature of the source, it can still be considered ___________________ (how useful) useful when studying ______________________________________ (the question)
OR
The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying _____________________________________ (the question).
Specifically state what can be learned from the source
The source provides information about ______________________(information) as can be seen ____________________________________(example).
Identify limitations of the source
Due to the limitations of the source such as _______________the usefulness of the source is diminished.
Concluding statement
Overall usefulness
Despite this/Due to this Source D being a ______________ (how useful) useful to a study of ______________ (topic of the question).
JUSTIFICATION
Created for Modern History HSC Core Study: World War One 1914-1919, the above Online Learning Resource (OLR), Pre-OLR Lesson, and two Post-OLR Lessons were planned with the intentions to enhance the source analysis skill set of students’ undertaking Modern History. Supporting the planning and design of the above materials present in this portfolio, are
various pedagogical theories, models, and approaches (TMAs). These TMAs were used to influence the creation of an integrated and meaningful learning experience, which will be justified below.
The OLR
The OLR was specifically created to aid student preparation for Section 1 of the Modern History Higher School Certificate (HSC) Exam. This was achieved as students further develop their source analysis skills via practising such use of skills in the OLR on various syllabus dot points within the World War One unit. This familiarity with, and practice of HSC style questions should build student confidence in their abilities to undertake exams (Tompkins, 2014). However, more than this, the analytical skills embodied in the OLR are highly useful to students outside of the school context, as it equips them with the skills to make effective evaluations, key in creating future informed citizens (Board of Studies, NSW, 2009).
With the use of backward mapping inherited in the Understanding by Design (UbD) Framework, a catalyst to the development of the OLR was formed. Here, the OLR outcomes and content were predefined using past HSC papers (2013-2016), to clarify what content and question types be present in the OLR. This strategic planning is to promote the OLR as a meaningful and engaging learning experience for students (McTighe & Wiggins, 2015).
Beyond past HSC exams heavily influence on the OLR content and questions, Blooms Taxonomy was also consulted to ensure elements of critical and creative thinking were implemented to further support the OLR as meaningful and effective learning experience. Synthesis and comprehension were required in the multiple choice and short answer questions, while analysis and evaluation of sources was required in extended responses (Nenti & Zietlow, 2007). Moreover, having the overlap of question types evident in the HSC exam that progress students up Blooms Taxonomy was integrated across all modules. This is because the multiple assessment key outcomes, but in different types better supports overall learning (McTighe & Wiggins, 2015).
Pre-lesson
The pre-assessment lesson plan aimed to teach students how to use the OLR and undertake source analysis effectively to receive high band grades. The Centre for Education Statistics and Evaluation (2014) findings that novel information should be taught via explicit
instruction was abided in this pre-lesson first activity. Here the teacher explicitly shows students how to use the OLR via the notification worksheet and teacher modelling of the website.
The decision to input a practice module to be undertaken in class time was implemented to further ensure the student can use the OLR. This is because without this skill, effective assessment of OLR tasks cannot be performed. Here in, the notion to have this task completed via a collaborative pedagogy i.e. in student pairs, was strategically decided to further ensure students could walk away from the lesson equipped to use the OLR effectively as peer learning enhances engagement and further provides students with support in understanding novel concepts (Westwood, 2015; McTighe & Wiggins, 2015).
As performing source analysis was undertaken in the preliminary course this was not a novel concept. Instead it was planned that the second activity where the class works together to perform source analysis under heavy scaffolding, required pedagogy that related to background knowledge. An example of this is when the teacher writes TOMAC PRU on the board to begin the activity. Underpinning this decision is the cognitivism theory, which supports that new learning can only be achieved when prior knowledge is addressed and blended in to current context (Nenti & Zietlow, 2007).
Post-OLR Lesson 1
The first post-OLR lesson was designed to explain the HSC to students and the relevance of the OLR to the HSC. Greene & Melton (2007) research found that the common strategies in successfully preparing students for any test require demonstration, student practice, sharing and assessment. As such the sequence of this lesson followed this structure. The teacher demonstrates how to read the HSC paper, the students practice undertaking the multiple-choice section, then share their answers so learning and assessing understanding can consequently occur.
Furthermore, the use of the relational table tasks also contributes in student preparation for the exam. This knowledge regarding the relevance of the OLR should help students better prepare for the HSC exam as Stages 2 & 3 of Smiderle & Green (2011) model of best practice claim that “students that decide to use study materials provided by the teacher based on the information they have about the exam lead to better results”. As such if the students know the relevance of the OLR regarding the HSC exam, they will be more inclined to use it as a study tool, which in turn should move them up band descriptors.
Post-OLR Lesson 2
The second post lesson was designed to help students achieve higher band descriptors by having students mark exemplar responses to visually help them understand the requirements to achieve high HSC bands. Unpacking the question as a class and having student engage in the marking criteria and markers comments provides students with an explicit quality criteria to effectively analyse the quality of their own similar response in the OLR. Unpacking the question helps student prepare for the exam, because key to exam success is understanding what the question is asking you to do. This was evident in stage 5 of Smiderle & Green (2011) model of best practice in exam preparation. Stage 6 of Smiderle & Green (2011) model of best practice also influenced this lesson in the self-reflection component. Here, student identify what they did well, and where they can improve their OLR response based on personal feedback, as well as the general marker comments in the work sheet. Furthermore, Orsmond, Merry and Reiling (2002) research influenced this activity as they found a student’s ability to understand marking criteria aids the production of higher quality work in the long run i.e. better band descriptors in the HSC exam.
Conclusion
To conclude the various TMAs that influenced the development of the OLR and its associated lesson plans, seek to prepare students for success in Section 1 of the HSC and the general outcomes of the Modern History course. It was also developed to assist students outside of the school context. Here it is hoped students further extend their analytical skills to transform into informed citizens who can evaluate situations for themselves.
References
Board of Studies NSW. (2009). Modern History Stag 6 Syllabus. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf
Centre for Education Statistics and Evaluation (CESE). (2014). What works best: Evidence-based practices to help improve NSW student performance. NSW Department of Education and Communities. Retrieved from https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-22644863_1/courses/102090_102091_102092_2017_1h_modernhistory/what_works_best.pdf
Greene, A., & Glennon, D.M. (2007). Test talk: Integrating test preparation into reading workshops. Portland, ME: Stenhouse Publishers.
McTighe, J., & Wiggins, G. (2015). Solving 25 Problems in Unit Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Nentl, N., & Zietlow, R. (2007). Using Bloom’s taxonomy to teach critical thinking skills to business students. Journal of College & Undergraduate Libraries, 15(1-2), 159-172. doi: http://dx.doi.org.ezproxy.uws.edu.au/10.1080/10691310802177135
Orsmond, P., Merry, S, & Reiling, K. (2010). The use of exemplars and formative feedback when using student derived marking criteria in peer and self- assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323. doi.org/10.1080/0260293022000001337
Smiderle, D., & Green, P.L. (2011). How should students prepare for exams: A knowledge management approach. International Journal of Knowledge Management. 7(4), 55-69. doi: 10.4018/978-1-4666-2485-6.ch020
Tompkins, G.E. (2014). Preparing for Standardized Tests. Retrieved from https://www.education.com/reference/article/preparing-standardized-tests/
Westwood, P. (2015). Common sense Methods for Children with Special Educational Needs. London: Routledge.
APPENDICES
APPENDIX A: SCOPE AND SEQUENCES
APPENDIX B: CONCEPT MAP
APPENDIX C: HSC ASSESSMENT SCHEDULE & WW1 NOTIFICATION
HSC ASSESSMENT SCHEDULE
ASSESSMENT NOTIFICATION FOR ASSESSMENT TASK 1: WW1 SOURCE ANALYSIS EXAMFACULTY: HSIE
COURSE: HSC Modern historyUNIT: Core Study: World War I 1914–1919
TASK NAME: Assessment Task 1DUE DATE: Tuesday Term 1 Week 7 WEIGHTING: 20%MARKS: 25 Task Type: Source Analysis Exam
ASSESSED OUTCOMES:
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 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
TASK OUTLINE: You will be required to answer questions on a variety of written and visual sources. This task will be completed in class, on the due date, under exam conditions. No notes may be used. You will be given 45 minus to complete the task.
TASK PREPARATION: Revise your notes on the World War 1 and practise your source analysis skills.
POLICY REQUIREMENTS: If absent on the due date and no medical certificate or misadventure appeal is received students will receive a zero for the task. Students will still be required to sit the task for feedback purposes.
MARKING CRITERIA:
You will be assessed on your ability to:
Incorporate your own knowledge and understanding of course content in your analysis of sources
Locate, select and organise information from different types of sources about WW1 Evaluate the usefulness, reliability and perspectives of sources Account for and assess differing historical interpretations of WW1
Question Content Mark
Part A A source-based objective response and short-answer questions 15
Part B One source-based question 10
APPENDIX D: UNIT OUTLINE
UNIT OUTLINE
Subject: Modern History
Course: HSC (year 12)
Number of Weeks: 9
Unit title: Part I: Core Study: World War I 1914–1919: Key Concepts/ Big Ideas The importance of this learning
- Western Front- Stalemate- Trenches- War- Allies- Verdun- The Somme- Passchendaele- Soldiers- Civilians- Total war- Recruitment- Conscription- Censorship- Propaganda- Armistice- Treaties
This unit is important to learning because students are reequipped with both content and skills to analyse and evaluate the great social, technological, economic, political and moral transformations that have shaped today’s society. This is important to students as issues relevant to World War One still exist in the contemporary world they will be the future active citizens of.
Unit context within Scope and Sequence Syllabus Outcomes
This is the core topic for HSC Stage 6. It will begin in HSC term 1 week 1 and end in HSC term 1week 9.
H1.1 describe the role of key features, issues, individuals, groups and events of selectedtwentieth-century studiesH1.2 analyse and evaluate the role of key features, issues, individuals, groups and events ofselected twentieth-century studiesH3.2 locate, select and organise relevant information from different types of sourcesH3.3 analyse and evaluate sources for their usefulness and reliabilityH3.4 explain and evaluate differing perspectives and interpretations of the pastH3.5 plan and present the findings of historical investigations, analysing and synthesizinginformation from different types of sources
H4.1 use historical terms and concepts appropriatelyH4.2 communicate a knowledge and understanding of historical features and issues, usingappropriate and well-structured oral and written forms
Literacy Focus Numeracy Focus
ICT Focus Differentiation
- Glossaries- cartoons- Social literacy - group work
presentations - Close passages- Essays- Discussion- Reading & writing- Summaries- Debates- Role plays- Unpacking Key
terms - Modelling Source
Analysis- TOMAC PRU
scaffold
Analysing Statistical data and timelines
Internet research
Video clips
Online sources
multimodal presentations
Word processing
Cmaps
extension work i.e. can do more source analysis (GAT)
Discussions so they can express understanding beyond what is asked in activities, or to avoid written expression (GAT & EALD)
scaffold sheets, teacher modelling, and close passages (low learners)
Glossaries and visual activities e.g. role play (low literacy learners)
Group work to learn from others and teach others (GAT & low literacy earners)
Week/ Sequence
Syllabus Content Teaching and Learning Strategies including assessment for learning
Resources
Week 1 Period 1
Introductory Lesson Hand out HSC Glossary term, definitions sheet for this unit, and source analysis TOMAC PRU booklet.
Briefly explain the Modern History HSC course and this units focus on source analysis, the assessment task and the online resource activities.
Class mind map – ask students what the main reasons for war were to refresh what was learnt in preliminary year and leads up to this unit.
Cartoon – discuss cartoon on events behind World War One
HSC Glossary Sheet Definitions sheet TOMAC PRU
booklet White board Marker Cartoon
Week 1 Period 2
Students learn about:
War on the western front -The reason for the stalemate on the Wester Front
Students learn to:
Use historical terms and concepts appropriately
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Outcomes: H4.1, H3.2
List – write a list of reasons for the stalemate. Teacher to explain them.
Map activity – class looks at a map of western front and discusses what student define the Western Front as
Worksheet – short answer questions on written and visual sources about stalemate
Discussion – class discusses answers to worksheet
Whiteboard Marker Paper Pens Map
Week 1 Period 3
Students learn about:
War on the western front -The nature of trench warfare and life
Lecture – teacher lectures students about trench structure and main commanders. Discussion- class
Lecture Computer/project
or smartboard
in the trenches dealing with experiences of Allied and German soldiers
Students learn to:
Make deductions and draw conclusions about key features and issues of World War 1
Outcomes: H1.1
discussion based on diagrams about trench structure from lecture.
7 strips activity - students write 7 main points about lesson. They share their points with another peer. They then collectively turn their 14 points into 7.
Time permitting textbook Source analysis questions
Workbooks Pens Textbook
Week 1 period 4
Students learn about:
War on the western front -The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
Outcomes: H1.2
Trench Tactics and weapons worksheet – class read information on methods of trench warfare and weapons. Class discuss causality statistics (focus on disease), and fill out the table on weapons and their use and effectiveness.
Computers Internet PowerPoint Email Computer/projector
or smartboard Textbook
Week 2 period 1
Students learn about:
War on the western front -The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
Students learn to:
Ask relevant questions in relating to World War 1
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Communicate an understanding
Jigsaw task – in groups of 2-3, using the textbook and computers students are to create a PowerPoint presentation on a given condition of Trenches. They will summarise the effects of their condition and complete one source question from the textbook on their topic and place it in their power point.
Students are to email these to their teacher to put together and hand out to all students.
Topics include – Lice, Dysentery, Fatigue, V.D, Rats, Shellshock, Cholera, Rations, Gas Gangrene,
Textbook Computers Internet PowerPoint email Computer/projector
smartboard
of the features and issues of WW1 using appropriate and well-structured multimedia forms
Outcomes: H1.1, H3.2, H4.2
Trench fever, Mud, trench foot
Presentations- depending on time get x number of students to present their findings to the class
Week 2 period 2
PRE-LESSON PRE-LESSON PRE-LESSON
Week 2 period 3
Students learn about:
War on the western front -
Overview of strategies and tactics to break the stalemate
Students learn to:
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Outcomes: H1.1, H3.2
Jigsaw task – in groups of 3-4 give students a tactic to study i.e. ‘breakthrough’, ‘Bite and hold’, ‘Leapfrogging’ or ‘infiltration’. On a word document students are to define their tactic and list its process.
Students will email their document to the teacher to create as one document for the whole class.
Source analysis – in the same groups students will complete source analysis questions on a DIFFERENT tactic and share responses with the class
Textbook ‘internet Computers Microsoft Word Email Workbooks Pens
Week 2 period 4
Students learn about:
War on the western front -Overview of strategies and tactics to break the stalemate including key battles: Verdun and the Somme
Students learn to:
Locate, select and organise
Key battles booklet- students are given a booklet with information, timelines, sources and activities on Verdun, the Somme and Passchendaele to work through I the next two lessons. Class will read the information together and discuss answers
Key battles booklet Workbooks Pens
information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Outcomes: H1.1, H1.2, H3.2
Week 3 period 1
Students learn about:
War on the western front -Overview of strategies and tactics to break the stalemate including key battles: Passchendaele
Students learn to:
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Outcomes: H1.1, H1.2, H3.2
Work through Passchendaele section of ‘key battles booklet’
Summative mind map – teacher to draw a summative mind map on tactics to break the stalemate and key battles.
key battles booklet Workbooks Pens whitebeard marker
Week 3 period 2
Students learn about:
War on the western front -Changing attitudes of Allied and German soldiers to the war over time
Students learn to:
Locate, select and organise information from different types
Essay – using the textbook students are to write a mini essay on the changing attitudes of soldiers over time.
MC HSC practise – students to complete multiple choice questions about ‘war on the western front’ from past HSC papers. Teacher to
Work books Pens Textbook HSC part 1 paper
of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured written forms
Outcomes: H3.2, H4.1, H4.2
discuss answers afterwards.
Week 3 period 3
Summary of War on Western Front
OLR Module 1 due: discuss answers
Worksheet – multiple choice and short answer questions covering all dot points under War on the Western Front in syllabus.
Discuss answers to worksheet and get students to ask questions on answers they did not know.
Worksheet White board Marker Answers to module
1 Computer workbooks Pens
Week 3 period 4
Students learn about:
The home fronts in Britain and Germany- total was and its social and economic impact on civilians in Britain
Students learn to:
Locate, select and organise information from different types of primary and secondary sources, about key features and
Teacher to draw mind map on Britain home front covering trade and industry, role of government, social changes and politics
7 strips activity - students write 7 main points about lesson. They share their points with another peer. They then collectively turn their 14 points into 7.
Source analysis activities and discussion
Whiteboard Marker Textbook Workbooks pens
issues related to World War 1
Ask relevant questions in relating to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Outcomes: H1.1, H3.2, H3.3
Homework: Module 3 of OLR
Week 4 period 1
Students learn about:
The home fronts in Britain and Germany- total was and its social and economic impact on civilians in Germany
Students learn to:
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Outcomes: H1.1, H3.2, H3.3
Teacher to draw mind map on Germany Homefront covering trade and industry, role of government, social changes and politics
Source analysis activities and discussion
Homework: Module 2 of OLR due. Discuss answers.
Whiteboard Marker Textbook Workbooks Pens
Week 4 period 2
Students learn about:
The home fronts in Britain and Germany- recruitment in Britain and Germany
Students learn to:
Teacher explains what recruitment is
Class source analysis – using the four-box source analysis scaffold on ‘your country needs you’ featuring Lord Kitchener, teacher and
Whiteboard Marker 4 box source
worksheet sources workbooks pens
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Outcomes: H3.2, H3.3
students together fill out the scaffold
Think pair share – source analysis using the same 4 box scaffold, students will analyse two other sources, share responses with a friend then the whole class.
Week 4 period 3
Students learn about:
The home fronts in Britain and Germany- conscription in Britain and Germany
Students learn to:
Make deductions and draw conclusions about key features and issues of WW1
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Outcomes: H1.1, H3.2
Worksheet – students given a worksheet with conscription information, statistics, and sources. They will complete short answer questions, and fill in the blank questions to test comprehensions skills
Worksheet Pens
Week 4 period 4
Students learn about:
The home fronts in Britain and Germany- censorship in Britain
Teacher explains censorship
Censorship comparison - Students are given a letter that a soldier
Workbooks Pens 3 censorship letters
and Germany
Students learn to:
Ask relevant questions in relating to World War 1
Make deductions and draw conclusions about key features and issues of WW1
Outcomes: H1.1
wrote to a loved one, and a letter that a loved one receives. Students are to note differences in experiences based on letter content. Teacher then reveals this was the same letter but censored.
Teacher then explains censorship
Censor a letter task – students are given another letter a soldier wrote and must censor it based on a government approval list the teacher will hand out.
Discussion – class discusses empathy and implications of censorship.
government approval content information sheet
Week 5 period 1
Students learn about:
The home fronts in Britain and Germany- propaganda in Britain and Germany
Students learn to:
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Ask relevant questions in relating to World War 1
Outcomes: H1.1, H1.2, H3.2,
Work booklet – students are given a work booklet on propaganda. It will entail the reasons for, types of and how to analyse propaganda. It will also have notes decoding source analysis on both a written and visual propaganda source. Class will read and discuss information together. Students will then work through source analysis activities alone.
Work booklet Pens
H3.3
Week 5 period 2
Students learn about:
The home fronts in Britain and Germany- recruitment, conscription, censorship and propaganda in Britain and Germany
Outcomes: H1.1
Summative mind maps – using Cmaps students are to create 4 different mind maps on recruitment, conscription, censorship and propaganda – they will summarise what they are and key considerations in analysing their types of sources.
Discussion – class discusses mind maps, and teacher asks every student to share something they have learnt or found interesting bout the home fronts in Britain and Germany topic.
Computers Cmaps
Week 5 period 3
Students learn about:
The home fronts in Britain and Germany-the variety of attitudes to the war and how they changed over time in Britain and Germany
Students learn to:
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Ask relevant questions in
Flow chart – teacher draws and explains the changing attitudes from the enthusiastic beginnings to war weariness.
List- students to list key events, statists, and dates about why attitudes changed using the textbook and own research.
7 strips activity - students write 7 main points about lesson. They share their points with another peer. They then collectively turn their 14 points into 7.
Source analysis questions in textbook
White board Marker Textbook Work nooks Pens Computers Internet
relating to World War 1
Outcomes: H1.2, H3.2, H3.3
Week 5 period 4
Students learn about:
The home fronts in Britain and Germany- The impact of war on women’s lives and experiences in Britain
Students learn to: Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Ask relevant questions in relating to World War 1
Outcomes: H1.1, H3.2, H3.3
Lecture on change and continuity of women’s roles
Source analysis questions form textbook
Homework: work on module 4 of OLR
Work books Pens Textbook lecture
Week 6 period 1
Students learn about:
The home fronts in Britain and Germany- The impact of war on women’s lives and experiences in Britain
Students learn to:
Use historical terms and concepts appropriately
Present the findings of investigations on aspects of WW1, analysing and
DUE: module 3 of OLR – discuss answers
Research task- students are to research one occupation British women took up in WW1 and write an essay about it, referring to sources they found. This will be assessed.
Computers Internet Textbook Workbooks pens
synthesising information from different types of sources
Communicate an understanding of the features and issues of WW1 using oral forms
Outcomes: H3.5, H4.1, H4.2
Week 6 period 2
Students learn about:
Turning points – impacts of the entry of the USA and Russian withdrawal
Students learn to:
make deductions and draw conclusions about key features and issues of WW1
Outcomes: H1.1
Video clip – introductory short clip on turning points of WW1. Students to take notes.
Textbook summaries – students to summarise USA entry and Russia withdrawal from textbooks
Discussion – class discusses what they have learnt and teacher lists important points on board
Video/projector Textbook Work books Pens Whiteboard marker
Week 6 period 3
Students learn about:
Turning points – impacts of the entry of the USA and Russian withdrawal
Students learn to:
Communicate an understanding of the features and issues of WW1 using oral forms
Ask relevant questions in relation to WW1
Outcomes: H1.2, H4.2
Debate – which impact had the more significant influence on the Allies Victory, the USA entry or Russia Withdrawal of WW1?
Workbook notes pens
Week 6 period 4
Students learn about:
Turning points- Ludendorff’s
Worksheet- students given a worksheet with information about, short answer and source analysis
Worksheet Workbooks Pens
Spring Offensive and the Allied response
Students learn to:
make deductions and draw conclusions about key features and issues of WW1
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Outcomes: H1.1, H3.3, H3.4
questions on Ludendorff’s Spring Offensive and the Allied response. Class to read together and discuss answers
DUE: module 4 OLR- Discuss answers
Week 7 period 1
Revision for assessment task 1 Students to study for exam and ask anything they are unsure of
Workbooks Pens computers
Week 7 period 2
POST-LESSON 1 POST-LESSON 1 POST-LESSON 1
Week 7 period 3
Assessment task 1- Source Analysis Exam
Assessment task 1- Source Analysis Exam
Assessment task 1- Source Analysis Exam
Week 7 period 4
Students learn about:
Allied victory- events leading to the Armistice, 1918
Students learn to:
Locate, select and organise information from different types
Timeline activity – class to construct a timeline together and making important notes about the events that lead to the Armistice
Source analysis questions from textbook
Work books Pens White board Marker Textbook
of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
make deductions and draw conclusions about key features and issues of WW1
Outcomes: H1.1H3.2
Week 8 period 1
Students learn about:
Allied victory- reasons for the Allied victory
Students learn to:
Ask relevant questions in relation to WW1
Make deductions and draw conclusions about key features and issues of World War 1
Account for and assess differing historical interpretations of WW1
Communicate an understanding of the features and issues of WW1 using appropriate and well-structured multimedia forms including ICT
Outcomes: H1.1, H3.5
Mini research task- using the textbook and internet, in groups of 3 to 4, students will research reasons for Allied victory and briefly describe each reason in a multimodal presentation, or word document table.
Discussion – class to discuss findings and teacher to list reasons on board
Computers Internet Workbooks Textbook
Week 8 period 2
Students learn about:
Allied victory- reasons for the German collapse
Mini research task- using the textbook and internet, in groups of 3 to 4, students will research
computers Internet Workbooks
Students learn to:
Ask relevant questions in relation to WW1
Make deductions and draw conclusions about key features and issues of World War 1
Account for and assess differing historical interpretations of WW1
Communicate an understanding of the features and issues of WW1 using appropriate and well-structured multimedia forms including ICT
Outcomes: H1.1, H3.5
reasons for German collapse and briefly describe each reason in a multimodal presentation, or word document table.
Discussion – class to discuss findings and teacher to list reasons on board
Textbook
Week 8 period 3
Students learn about:
Allied Victory – reasons for Allied victory and German collapse
Students learn to:
Make deductions and draw conclusions about key features and issues of WW1
Ask relevant questions to WW1
Communicate an understanding of the features and issues of WW1 using appropriate and well-structured oral forms
Outcomes: H1.2, H4.2
Debate – did the Allies win due to German collapse or did the German collapse due to reasons that helped the Allies become victorious?
Past lessons knowledge and work
Week 8 period 4
Students learn about: Research task on Wilson and Lloyd George. Students to note their goals
Computers
Allied Victory – the roles and differing goals of Clemenceau, Lloyd George and Wilson in creating the Treaty of Versailles
Students learn to:
Make deductions and draw conclusions about key features and issues related to WW1
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Account for and assess differing historical interpretations of WW1
Present the findings of investigations on aspects of WW1, analysing and synthesising information from different types of sources
Outcomes: H1.1, H3.2, H3.3, H3.4, H3.5
and roles in the creation of Treaty of Versailles using the textbook and internet.
Source analysis questions on Lloyd George and Wilson
Internet Textbook Workbooks pens
Week 9 period 1
Students learn about:
Allied Victory – the roles and differing goals of Clemenceau,
Teacher lecture on the role and goals of Clemenceau
Source analysis questions on
Lecture Textbook workbooks
Lloyd George and Wilson in creating the Treaty of Versailles
Students learn to:
Make deductions and draw conclusions about key features and issues related to WW1
Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1
Ask relevant questions in relating to World War 1
Evaluate the usefulness, reliability and perspectives of sources
Account for and assess differing historical interpretations of WW1
Outcomes: H1.1, H3.2, H3.3, H3.4
Clemenceau
Summative discussion – student and teacher sum up the role and goals in point form in the creation of Versailles
pens
Week 9 period 2
Students learn about:
Allied Victory – the roles and differing goals of Clemenceau, Lloyd George and Wilson in creating the Treaty of Versailles
Students learn to:
Ask relevant questions in relating to World War 1
Account for and assess differing
Role play – teacher to put students into 6 groups. 2 groups will get Lloyd George, 2 groups will get Wilson and 2 groups will get Clemenceau. Students are to create a script their character would take in to the Treaty of Versailles meeting to argue their goals and opinions on Germany repercussions.
One person from each group will be the actor. The actors from each
Workbooks Pens
historical interpretations of WW1
use historical terms and concepts appropriately
Communicate an understanding of the features and issues of WW1 using appropriate and well-structured oral forms
Outcomes: H1.1, H3.4, H4.1, H4.2
different group will come together and form a group as they will act their differing roles in front of the class.
Week 9 period 3
POST-LESSON 2 POST-LESSON 2 POST-LESSON 2
Week 9 period 4
Revision Lesson Teacher to hand out a syllabus summary scaffold that students can fill in using their knowledge and recorded lesson tasks and information.
Syllabus summary scaffold
Workbooks pens
APPENDIX E: RELATIONAL TABLE
HSC year
Topic: WW1 Targeted Syllabus Dot Point Targeted Outcome
Connection to OLR
2013 Section 1AQ 1-2, 4-6 (multiple choice 1 mark each)
Ludendorff’s Spring Offensive and the Allied response
changing attitudes of Allied and German soldiers to the war over time
reasons for Allied victory and German collapse AND total war and its social and economic impacts on civilians in Germany
H1.1, H3.2
Module 4 Activity 4 (Ludendorff - multiple choice)
Module 2 Activities 1, 3 & 4 (total war - multiple choice
2013 Section 1A Q3 (2 marks)
The impact of the war on women’s lives and experiences in Britain
H3.2, H4.1
Module 3 Activity 3 (Women - Short answer)
2013 Section 1A Q7 (8 marks)
Reasons for Allied victory and German collapse
H1.1, H1.2, H3.2, H4.2
N/A
2013 Sections 1B (10 marks)
Total war and its social and economic impact on civilians in Britain and Germany
H3.3, H3.4, H4.2
Module 2 Activity 5 (total war – source analysis usefulness & reliability)
2014 Section 1A Q1-3, 5-6) (multiple choice 1 mark)
The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
Overview of strategies and tactics to break the stalemate
H1.1, H3.2
Module 1 Activity 2 (trench warfare- multiple choice)
2014 Section 1A Q4 (2 marks)
The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
Overview of strategies and tactics to break the stalemate
H3.2, H4.1
Module 1 Activities 1, 3 & 4 (trench warfare – short answer)
Module 1 Activity 5 (tactics short- answer)
2014 Section 1A Q7 (8 marks)
The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
Overview of strategies and tactics to break the stalemate
H1.1, H1.2, H3.2, H4.2
Module 1 Activity 4 (life in trenches- extended response)
2014 Section 1B (10 marks)
The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers
Overview of strategies and tactics to break the stalemate
H3.3, H3.4, H4.2
N/A
2015 Section 1 A Q1-3, 5-6 (multiple choice 1 mark each)
changing attitudes of Allied and German soldiers to the war over time
the variety of attitudes to the war and how they changed over time in Britain &and Germany
H1.1, H3.2
N/A
2015 Section 1A Q4 (2 marks)
changing attitudes of Allied and German soldiers to the war over time
the variety of attitudes to the war and how they changed over time in Britain &and Germany
H3.2, H3.4, H4.1
N/A
2015 Sections 1A Q7 (8 marks)
changing attitudes of Allied and German soldiers to the war over time
the variety of attitudes to the war and how they changed over time in Britain &and Germany
H1.1, H1.2, H3.2, H4.2
N/A
2015 Section 1B (10 marks)
changing attitudes of Allied and German soldiers to the war over time
the variety of attitudes to the war and how they changed over time in Britain &and Germany
H3.3, H3.4, H4.2
N/A
2016 Section 1A Q 1-5
The impacts of the war on women’s lives and experiences in Britain
Allied Victory AND Impacts of the entry of the USA
H3.2 Module 5 Activity 2 (women – multiple choice)
Module 4 Activity 2 (USA – multiple choice)
2016 Section 1A Q6 (3 marks)
Impacts of the Russian withdrawal H1.1, H3.2
Module 4 Activity 3 (Russia short answer)
2016 Section 1A Q7 (7 marks)
Impacts of the entry of the USA and of the Russian withdrawal
H1.2, H3.2
Module 4 activities 2 & 3 (Russia extended response)
2016 Section B (10 marks)
The impact of the war on women’s lives and experiences in Britain
H1.2, H3.2, H3.3, H3.4
Module 3 Activity 5 (women source analysis usefulness and reliability)