1

Tuggerah Lakes Secondary College

Year 12 Modern History

2019

Course Outline

Outcomes

Assessment Planner

Yearly Planner

Syllabus Documents

Performance Band Descriptors

2

Contents

1 HSC Modern History Course Requirements 3 2 Modern History Course Objectives and Outcomes

3

3 Assessment Task Schedule

4

4 Information regarding the HSC Examination in Modern History

4

5 TLSC HSC Modern History Yearly Planner

5

6 Modern History Course Content

6-10

7 Performance Band Descriptors

10-11

8 Glossary from Syllabus

11-13

9 Websites

14

10 Source Analysis

14

3

Year 12 Modern History 2019

Year 12 Course Structure and Requirements

The Year 12 course is structured to provide students with opportunities to apply their understanding of

sources and relevant historiographical issues in the investigation of the modern world.

The course comprises four sections. Students are required to study all four sections of the

course.

Year 12 course

(120 hours)

Modern History Indicative hours

Core Study: Power and Authority in the Modern World 1919–1946 30

National Studies 30

Peace and Conflict 30

Change in the Modern World 30

Historical concepts and skills

The Historical concepts and skills content are to be integrated throughout the course. The topics provide

the contexts through which concepts and skills are to be developed. These provide the means by which

students are able to engage in historical analysis and argument.

The course comprises a study of:

Component Topic

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

2 National Studies Russia and the Soviet Union: 1917 – 1941

3 Peace and Conflict Conflict in Europe: 1935 – 1945

4 Change in the Modern World Apartheid in South Africa 1960 – 1994

Outcomes

Year 12 course outcomes

A student:

MH12-1 accounts for the nature of continuity and change in the modern world MH12-2 proposes arguments about the varying causes and effects of events and developments MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 analyses the different perspectives of individuals and groups in their historical context MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument MH12-7 discusses and evaluates differing interpretations and representations of the past MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

4

Assessment Task Schedule

History HSC Examination Specifications The examination will consist of a written paper worth 100 marks.

The time allowed is 3 hours plus 5 minutes reading time.

The paper will consist of four sections.

Questions may include sources and/or interpretations.

Questions may examine Key features and content from the Survey and Focus of study.

Section I – Core: Power and Authority in the Modern World 1919–1946 (25 marks)

There will be three or four questions.

This section will require candidates to analyse and interpret sources and apply their own knowledge.

One question will be worth 10 to 15 marks.

Candidates will be required to answer all questions.

Section II – National Studies (25 marks)

There will be one extended-response question for each of the eight topics.

Each question will have two alternatives.

Candidates will be required to answer one alternative on the topic they have studied.

The expected length of response will be around eight pages of an examination writing booklet

(approximately 1000 words).

Section III – Peace and Conflict (25 marks)

There will be one extended-response question for each of the six topics.

Each question will have two alternatives.

Candidates will be required to answer one alternative on the topic they have studied.

The expected length of response will be around eight pages of an examination writing booklet

(approximately 1000 words).

Section IV – Change in the Modern World (25 marks)

There will be one question for each of the six topics.

Questions will contain three or four parts.

One part will be worth 10 to 15 marks.

Candidates will be required to answer the question on the topic they have studied

TASK WHEN TOPIC/S TYPE OF TASK OUTCOMES VALUE

1 Term 4, 2018

Week 9

Change in the

Modern World:

Apartheid in South

Africa

Research

Extended Response

MH12-1, MH12-

2, MH12-5 25%

2

Term 1, 2019

Week 8

Core: Power and

Authority in the

Modern World 1919

- 1946

Historical Analysis

MH12-3, MH12-

4, MH12-6,

MH12-7

25%

3 Term 2, 2019

Week 5

National Study:

Russia and the

Soviet Union 1917 -

1941

Research Extended

Response

MH12-2, MH12-

8, MH12-9 25%

4 Term 3, 2019

Weeks 5 & 6 All Topics Trial HSC Exam All Outcomes 25%

5

THE ENTRANCE CAMPUS

YEAR 12 – Modern History

YEARLY PLANNER 2019

Term 4: 15/10/18 – 21/12/18

Week 1 15/10

Week 2 22/10

Week 3 29/10

Week 4 5/11

Week 5 12/11

Week 6 19/11

Week 7 26/11

Week 8 3/12

Week 9 10/12

Week 10 17/12

Term 1: 29/1/19 – 12/4/19

Week 1 29/1

Week 2 4/2

Week 3 11/2

Week 4 18/2

Week 5 25/2

Week 6 4/3

Week 7 11/3

Week 8 18/3

Week 9 25/3

Week 10 1/4

Week 11 8/4

Term 2: 29/4/19 – 5/7/19

Week 1 29/4

Week 2 6/5

Week 3 13/5

Week 4 20/5

Week 5 27/5

Week 6 3/6

Week 7 10/6

Week 8 17/6

Week 9 24/6

Week 10 1/7

Term 3: 22/7/19 – 27/9/19

Week 1 22/7

Week 2 29/7

Week 3 5/8

Week 4 12/8

Week 5 19/8

Week 6 26/8

Week 7 2/9

Week 8 9/9

Week 9 16/9

Week 10 23/9

REVISION

Exam

Feedback

Task 3

25%

Task 1

25%

Source skills

Task 2

25%

CHANGE IN THE MODERN WORLD – APARTHEID IN SOUTH AFRICA

1960 -1994

TRIAL HSC EXAMS

25%

CHANGE

REVISION

POWER AND AUTHORITY IN THE MODERN WORLD 1919 – 1946

PEACE AND CONFLICT – CONFLICT IN EUROPE

PEACE AND CONFLICT – CONFLICT

IN EUROPE

NATIONAL STUDY – RUSSIA 1917 -

1941

NATIONAL STUDY – RUSSIA 1917 - 1941

6

Content of the Year 12 Course Core Study: Power and Authority in the Modern World 1919–1946

Content Focus

Through a focus on the nature of power and authority 1919–1946, and a broader transnational perspective,

students investigate the rise of fascist, totalitarian and militarist movements after World War I; what drew

people to these movements; the regimes that emerged and ongoing international efforts to achieve

collective security.

Through a study of Germany as a key example, students develop an understanding of how a democracy

can collapse, the impact of dictatorship on a society, the elimination of individual freedoms, and the threats

that dictatorships can pose to peace and security. This provides students with insights that contribute to a

critical perspective on power and authority in the contemporary world.

In investigating this topic, students develop and apply their knowledge and skills to understand different

types of sources and relevant historiographical issues.

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

Content

Students investigate:

Survey

● an overview of the peace treaties which ended World War I and their consequences (ACHMH130)

Focus of study The rise of dictatorships after World War I

● the conditions that enabled dictators to rise to power in the interwar period (ACHMH130, ACHMH136,

ACHMH138)

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

The Nazi regime to 1939

● the rise of the Nazi party and Hitler in Germany and the collapse of the Weimar Republic (ACHMH129,

ACHMH130)

● the initial consolidation of Nazi power 1933–1934 (ACHMH130)

● the nature of Nazi ideology (ACHMH130, ACHMH132)

● the role of prominent individuals in the Nazi state (ACHMH130, ACHMH134)

● the various methods used by the Nazi regime to exercise control, including laws, censorship,

repression, terror, propaganda, cult of personality (ACHMH131, ACHMH132)

● the impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth,

women, minorities including Jews (ACHMH131, ACHMH132)

● opposition to the Nazi regime

The search for peace and security in the world

● an overview of the search for peace and security 1919–1946:

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

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

7

National Studies

Option F: Russia and the Soviet Union 1917–1941

Content Focus

Students investigate key features of the history of Russia and the Soviet Union 1917–1941. The Historical

concepts and skills content are to be integrated as appropriate.

Key features

● Bolshevik ideology in theory and practice

● competing visions for the Bolshevik Party and the USSR

● Bolshevik consolidation of power

● political and economic transformation

● social and cultural transformation

● nature and impact of Stalinism\

● aims, nature and effectiveness of Soviet foreign policy

Content

Students investigate:

Survey

● Bolshevik consolidation of power, including:

– an overview of Bolshevik ideology, the October coup 1917 and early Soviet government

(ACHMH136)

– the Treaty of Brest-Litovsk, the Civil War and the introduction of the New Economic Policy

(ACHMH136, ACHMH138)

Focus of study

● The Bolsheviks and the power struggle following the death of Lenin, including:

– the impact of the Bolshevik consolidation of power, including the creation of the USSR

(ACHMH138)

– power struggle between Stalin, Trotsky and other leading Bolshevik figures in the 1920s

(ACHMH137)

– reasons for the emergence of Stalin as leader of the USSR by the late 1920s (ACHMH137)

● The Soviet State under Stalin, including:

– the nature of the USSR under Stalin, including dictatorship and totalitarianism (ACHMH138)

– economic transformation under Stalin and its impact on Soviet society, including collectivisation and

the five-year plans (ACHMH138)

– political transformation under Stalin: growth of the Party, use of terror, show trials, gulags,

propaganda and censorship (ACHMH138, ACHMH139)

– social and cultural change in the USSR under Stalin (ACHMH138)

● Soviet foreign policy, including:

– the nature of Soviet foreign policy 1917–1941

– the role of ideology in Soviet foreign policy 1917–1941

8

Peace and Conflict

Option C: Conflict in Europe 1935 – 1945

Content Focus

Students investigate key features in the history of the conflict in Europe 1935–1945. The Historical

concepts and skills content are to be integrated as appropriate.

Key features

● causes of the conflict

● aims and strategies of the Allied and Axis powers

● turning points of the war

● impact of the war on civilians

● impact of the Holocaust in occupied territories

● reasons for the Allied victory

Content

Students investigate:

Survey

● Growth of European tensions, including:

– the collapse of collective security – Abyssinia, the Spanish Civil War

– Britain, France and the policy of appeasement

– significance of the Nazi–Soviet Non-Aggression Pact

Focus of study

● German foreign policy, including:

– aims and strategy of German foreign policy to September 1939

– impact of Nazi ideology on German foreign policy to September 1939

● Course of the European war, including:

– German advances: the fall of Poland, the Low Countries and France

– the air war and its effects: The Battle of Britain and the Blitz, the bombing of Germany

– Operation Barbarossa, the Battle of Stalingrad and the significance of the Russian campaign

– Battle of El Alamein and the significance of the conflict in North Africa to the European War

● Civilians at war, including:

– social and economic effects of the war on civilians in Britain, Germany and the Soviet Union

– the nature and effects of the Holocaust in the Nazi-occupied territories

● End of the conflict, including:

– ‘D’ Day and the liberation of France

– Russian counter-offensives 1944

– final defeat 1944–1945 (ACHMH133)

– Nuremberg War Crimes trials

9

Change in the Modern World

Option F: Apartheid in South Africa 1960 – 1994

Content Focus

Students investigate key features of apartheid in South Africa 1960–1994. The Historical concepts and

skills content are to be integrated as appropriate.

Key features

● differing visions of democracy

● nature and impact of apartheid

● role and impact of state terror and repression

● resistance to apartheid

● changes in society

● reasons for the collapse of apartheid

● international responses to apartheid

Content

Students investigate:

Survey

● The nature of the apartheid system, including:

– political, economic, social and demographic issues in South Africa in 1960

– apartheid: ideology, policy and practice

– impact of apartheid on rural and urban communities

Focus of study

● National resistance to apartheid, including:

– the nature, growth and impact of the African National Congress (ANC) and the Pan Africanist

Congress (PAC)

– significance of the Sharpeville Massacre

– Mandela as head of Umkhonto we Sizwe, ‘The Spear of the Nation’ (MK)

– Rivonia Trial, imprisonment on Robben Island, ‘Free Mandela’ campaign

– role of Mandela’s leadership of the ANC

– significance of Stephen Biko and the Black Consciousness Movement

● Repression and control by South African governments, including:

– the nature, impact and significance of tactics of repression and oppression

– role of South African security forces

– role and significance of Bantustans and independent black states

– relations with neighbouring African countries

– international responses to South African policies

● End of apartheid, including:

– political, economic and social factors contributing to the end of apartheid

– international factors contributing to the end of apartheid

– problems facing the National Party and the ANC in the transition to democracy in South Africa

10

Band Descriptors Band 6

demonstrates extensive knowledge and understanding of a range of historical features, people, ideas, movements,

events and developments, and their significance

demonstrates comprehensive understanding of continuity and change over time

demonstrates comprehensive understanding of different perspectives of individuals and groups in the past

analyses and interprets sources for evidence and synthesises evidence

evaluates differing interpretations and representations of the past

demonstrates sophisticated understanding and use of historical concepts and terms

communicates a high level and sustained argument through well-structured and comprehensive texts

Band 5

demonstrates thorough knowledge and understanding of a range of historical features, people, ideas, movements,

events and developments, and their significance

demonstrates a well-developed understanding of continuity and change over time

demonstrates a well-developed understanding of different perspectives of individuals and groups in the past

analyses and interprets sources for evidence

analyses differing interpretations and representations of the past

demonstrates thorough understanding and use of historical concepts and terms

communicates a coherent and sustained argument through well-structured and comprehensive texts

Band 4

demonstrates sound knowledge and understanding of a range of historical features, people, ideas, movements,

events and developments, and their significance

demonstrates sound understanding of continuity and change over time

demonstrates sound understanding of different perspectives of individuals and groups in the past

uses sources for evidence

discusses interpretations and representations of the past

demonstrates understanding of historical concepts and terms

communicates a general argument through well-structured texts

Band 3

demonstrates basic understanding of historical features, people, events, and their significance

identifies features of continuity and change over time

demonstrates basic understanding of different perspectives of individuals and groups in the past

makes reference to sources

identifies interpretations and representations of the past

uses basic historical concepts and terms

communicates basic information through descriptive texts

11

Band 2

describes historical features, people and events

recognises aspects of continuity and/or change

demonstrates limited understanding of different perspectives of individuals and groups in the past

makes reference to sources

uses limited historical concepts and terms

provides limited information in narrative style

Glossary

Glossary term Definition

Aboriginal and

Torres Strait

Islander Peoples

Aboriginal Peoples are the first peoples of Australia and are represented by over 250

language groups each associated with a particular Country or territory. Torres Strait

Islander Peoples whose island territories to the north east of Australia were annexed by

Queensland in 1879 are also Indigenous Australians and are represented by five cultural

groups.

An Aboriginal and/or Torres Strait Islander person is someone who:

is of Aboriginal and/or Torres Strait Islander descent

identifies as an Aboriginal person and/or Torres Strait Islander person, and

is accepted as such by the Aboriginal and/or Torres Strait Islander community in which they live.

Aboriginal Cultural

Protocols

Aboriginal Cultural Protocols describe appropriate ways of behaving, communicating and

showing respect for diversity of histories and cultures. This involves appreciation of the

knowledge, standing and status of people within the local Aboriginal community. Protocols

inevitably vary between communities, and between people within a community. In

establishing partnerships between Aboriginal communities and industries or professions, it

is especially important that protocols are acknowledged and respected.

Anarchism An ideology that argues a society can be run without rules or a government and that the

abolition of these things will lead to freedom, equality and justice

Ancient As defined in the NSW Ancient History Stage 6 Syllabus, the Ancient period covers history

from the development of early human communities to the end of late antiquity (around AD

650).

Anti-Semitism Hostility or hatred towards peoples of Semitic origins but is used to mean anti-Jewish

ANZAC The word ANZAC refers to the Australian and New Zealand Army Corps (ANZAC) troops

who first fought at Gallipoli in Turkey from April to December 1915.

Apartheid a policy of racial segregation, exploitation and oppression developed by white minority

South African governments

Appeasement A policy attributed to European governments in the 1930s that met the expansionist

policies of Nazi Germany by offering concessions

Bolshevism An ideology advocating the seizure of power by a revolutionary elite in the name of the

proletariat

12

Glossary term Definition

Capitalism An economic system that encourages individuals to make profits through investments and

the private ownership of goods, property and the means of production, distribution and

exchange

causation A process that includes a range of possible reasons for an historical event, situation or

development.

chronology A chronology places events and dates in order in time.

colonisation In Modern History – a process by which a different system of government is established by

one nation over another group of peoples. It involves the colonial power asserting and

enforcing its sovereignty according to its own law, rather than by the laws of the colonised,

and may involve dispossession of land.

In Ancient History – a process by which ancient societies establish settlements in other

lands and establish trading connections.

Communism A theory that a nation should be organised around different regional communities and that

a nation is merely a federation of such states. In India these communities are mostly

religious.

concepts The key ideas that shape the practice of the discipline of history, eg causation, continuity,

change, and significance. They provide the scope for judgement, interpretation and

argument and are the major means by which knowledge is constructed, analysed,

questioned and represented.

contestability Contestability involves examining how interpretations and representations of the past

differ, for example, as a result of using differing evidence or resulting from different

perspectives.

continuity and

change

Aspects of the past that have remained the same over a period of time or have changed

over time. Change can be understood as a ‘process’.

Decolonisation The process of colonies being freed from imperial rule through their own initiatives or the

granting of self-government

dispossession The removal of people from their lands which had been occupied and cared for by their

ancestors over thousands of years.

evidence The information elicited and interpreted from a source that is used to support an historical

argument or inform a specific historical inquiry.

heritage Tangible or intangible aspects of the past that are valued by an individual, group,

community or nation as a result of birth, inheritance or membership. It can also be applied

to significant examples of the human or natural environment.

historical

authentication A process of verifying the origins of an artefact or object and establishing it as genuine.

historical inquiry The process of developing knowledge and understanding by posing questions about the

past, and applying skills associated with locating, analysing, evaluating and using sources

as evidence to develop an informed argument or interpretation.

historiography The study of how history is constructed. It involves the critical analysis and evaluation of

historical methodologies and the way history has been written over time.

13

Glossary term Definition

ideology A framework of beliefs that guides actions, for example fascism and communism.

Indigenous cultural

and intellectual

property

Includes objects, sites, cultural knowledge, cultural expression and the arts, that have

been transmitted or continue to be transmitted through generations as belonging to a

particular Indigenous group or Indigenous people as a whole or their territory.

Indigenous peoples This term is used when referring collectively to the first peoples of a land in international

communities.

interpretation A way of understanding and explaining what has happened in the past. The discipline of

History acknowledges that there is often more than one view of what has happened in the

past.

Marxism A political and economic theory developed by Karl Marx and Frederick Engles that called

for the abolition of private property and emphasised the role of the state in providing work

and benefits for all leading eventually to a socialist order and a classless society

Modern As defined in the NSW Modern History Stage 6 Syllabus, the period of time in the modern

world generally between 1750 and the present.

perspective A point of view from which historical events, problems and issues can be analysed, for

example the perspective of an individual or group in the past. This may involve empathetic

understanding – the capacity to enter into the world of the past from the point of view of a

particular individual or group from that time, including an appreciation of the circumstances

they faced, and the motivations, values and attitudes behind their actions.

reconstruction A process of piecing together evidence from sources to develop an understanding or

picture of the past. It may include the physical reconstruction of ancient sites.

reliability Consideration of the context, purpose, origin and audience of a source, in order to

determine how accurately an area of historical study is represented. A source is neither

reliable nor unreliable in and of itself. It can only be judged reliable or useful for the

question that is asked. Reliability requires an understanding of perspective.

representation A portrayal of the past that may reflect a popular view within society, past or present, or

that may be constructed by historians.

significance The importance attributed to a particular aspect of the past such as an individual or event.

Significance involves an understanding of the various considerations which cause different

groups at different times to judge aspects of the past more or less historically significant.

source Any written or non-written materials that can be used to investigate the past. A source is

used to elicit ‘evidence’ in order to answer a specific historical question, inform an

historical inquiry, or to support or refute an interpretation.

terms A word or phrase used to describe abstract aspects or features of the past, eg

imperialism, democracy or republic; and more specific features such as trench warfare, or

a dictator, gladiator or vizier.

terra nullius A concept in international law meaning ‘a territory belonging to no-one’ or ‘over which no-

one claims ownership’.

14

Websites

Some useful websites for Study Guides and Strategies:

• https://educationstandards.nsw.edu.au/wps/portal/nesa/home

• www.boredofstudies.org

• https://www.hscintheholidays.com.au/

• https://www.artofsmart.com.au/

• https://libguides.csu.edu.au/HSC

(Each of the universities’ websites also has tips and guides, so try a search under their names.)

Source Analysis

Try this simple formula…

Source (A) is a (primary / secondary) source. It is a (cartoon, diary entry, speech extract, photograph, table

of statistics, etc) from (comment on the origin of the source). It shows (describe the content of the source).

The perspective of Source (A) is that of (talk in detail about the perspective – consider nationality, class,

gender, age, politics, involvement in an event, time source created).

Source (A) (would / would not) be considered reliable because (say why we can or can not trust the

information in the source – is it an accurate reflection of events, is it for personal or public consumption, can

the information be verified by other sources).

By examining Source (A) we can see that it is (very / partially) useful to a historian studying (restate the

topic from the question) because (give a reason for your judgement based on the tests you have applied for

perspective and reliability).