Assessment 1 – Professional Task

Jacqueline Bryson, 17883304

Tutorial: Tuesday 7:30pm, Cheryle Steel

Table of Contents:

02-19. Unit Outline

20-21. Assessment Task Notification

22-23. Marking Criteria

24-30. Assessment Task

31-45. Lesson 1: Pre-Lesson

46- 63. Lesson 2: Post-Lesson

64- 66. Justification

67-69. Justification References

70. Appendix A: Scope and Sequence

71. Appendix B: Concept Map

72. Appendix C: Assessment Schedule

MODERN HISTORY UNIT OUTLINE Number of Weeks: 10 Weeks

Modern History: Stage 6 Preliminary Year 11

Core Study: The World at the Beginning of the Twentieth Century

Key Concepts/ Big Ideas The importance of this learning

autocracy, democracy, feminism, globalisation, imperialism,
industrialisation, internationalism, liberalism, nationalism, pan-
nationalism, sectarianism, socialism, urbanisation, trade-
unionism, Marxism, anarchism, suffrage, class, conflict,
patriotism, labour.
Principle Focus: Students lay the foundations for their twentieth-century studies by
investigating the forces and ideas for change and continuity that shaped the early
twentieth- century world using the methods of historical inquiry.
Students learn about SOME OR ALL of the following:
1. The nature of European society
 rich and poor

 urbanisation and industrialisation

 social change

 forms of government

2. Imperialism

 reasons for the growth of imperialism

 impact of imperialism on Africa and/or Asia and/or the Middle East and/or the
Pacific

 colonial rivalries

3. Emerging forces and ideas

 politics of the working class: socialism, trade unionism, Marxism

 anarchism

 nationalism

 internationalism, globalization

 democracy, liberalism

4. Causes of World War I

 2
 long-term and short-term causes

Resources for unit: Syllabus Outcomes

Students:
Anderson, M., Keese, I., & Low, A. (2008). Retrospective: Year 11 modern P1.1 describe the role of key individuals, groups and events of selected studies from the
history. Queensland, Australia: John Wiley & Sons Australia Ltd.
eighteenth century to the present
Board of Studies New South Wales. (2009). Modern history: Stage 6 syllabus.
Sydney, Australia. Retrieved from P1.2 investigate and explain the key features and issues of selected studies from the
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-
eighteenth century to the present
history-st6-syl-from2010.pdf
Brose D, E. (2005). A history of Europe in the twentieth century. New York, P2.1 identify forces and ideas and explain their significance in contributing to change and
United States, Oxford University Press Inc.
continuity from the eighteenth century to the present
Gardiner, J., Wendborn, N. (eds). (1995). The History Today Companion to
British History, London, Collins & Brown. P3.1 ask relevant historical questions
Hagan, J. (1966). Modern history and its themes. Camberwell, Victoria
P3.2 locate, select and organise relevant information from different types of sources
Australia: Longman Australia Pty Limited.
HST300 (2014). Lecture 10: The Moroccan and Bosnian crises, 1905. P3.3 comprehend and analyse sources for their usefulness and reliability
Retrieved from https://www.youtube.com/watch?v=Mg9ynQHbes0
P3.4 identify and account for differing perspectives and interpretations of the past
Black, J. (2013). People’s Century – Age of Hope. Retrieved from
https://www.youtube.com/watch?v=uYmbyOrM4gs
P3.5 plan and present the findings of historical investigations, analysing and synthesizing
Neale T, Bright, M. (2015). HSC modern history 2016-2018. Melbourne,
information from different types of sources
Victoria: Cambridge University Press.
Soft schools (2005-2017). Retrieved from P4.1 use historical terms and concepts appropriately
http://www.softschools.com/teacher_resources/timeline_maker/
P4.2 communicate a knowledge and understanding of historical features and issues using
Sterns, N, P., Gosch, S, S., Grieshaber, P, E., & Belzer, S, A. (2012). Documents
in world history volume 2: The modern centuries from 1500 to the appropriate and well-structured oral and written forms
present. New Jersey, United States: Pearson Education Inc.
https://www.text2mindmap.com
 3
Webb, K. (2016). The causes of world war 1. Mona Vale, New South Wales:
Get Smart Education Pty Ltd.
World History. (2014). Crisis and revolution in Russia (1905). Retrieved from
https://www.youtube.com/watch?v=55GvxYq9yXw
World War 1 History (2017). World war one: 1 word. Retrieved from
http://www.history.com/topics/world-war-i/world-war-i-
history/videos/world-war-i-one-word

Week/ Syllabus Content Teaching and Learning Strategies including assessment for learning. Resources
Sequence

P1.1, P1.2, P2.1, 1. Board of Studies New South Wales.

P3.1, P3.2, P4.1 (2009). Modern history: Stage 6
Week 1 - Students are introduced to the new topic/unit of work and teacher syllabus
guides students through the syllabus content and outcomes outlined
for the World at the Beginning of the Twentieth Century. Teacher People’s Century – Age of Hope
Students Learn instructs students on what topics and areas will be covered as well as (2013)
Lessons to: information on how this unit relates to building on skills for the HSC https://www.youtube.com/watch?v=u
1-4
- Analyse the as it is a source based analysis topic. YmbyOrM4gs
major events and - Students watch Part 1 of documentary series called People’s Brose D, E. (2005). A history of
issues relevant at Century- Age of hope to get an overview of the topic, events, and Europe in the twentieth century. New
the turn of the issues at the beginning of the century. York, United States, Oxford
twentieth century University Press Inc.
- Students write annotations as they listen and view the video.
- ask relevant (EALD: Visual representations and videos used to enhance Anderson, M., Keese, I., & Low, A.
historical knowledge and understanding of key themes, major events and (2008). Retrospective: Year 11
questions about issues). modern history. Queensland,
the world at the Australia: John Wiley & Sons
(G & T: write a 2-page response analysing one key feature that was Australia Ltd.
beginning of the shown in the documentary).
twentieth century Teacher Resource collaborated by
2. using source Retrieved from
 4
- communicate an - Students are given a glossary of terms provided in the syllabus to fromhttp://mentalfloss.com/article/522
understanding of refresh their memory. Teacher asks students to highlight key words 07/12-cruel-anti-suffragette-cartoons
relevant and concepts such as “Industrialisation” “feminism” “globalisation”
“liberalism etc. Teacher facilitates whole-class discussion about what https://www.text2mindmap.com
concepts, features
and issues using some of these terms mean in history. (Glossary definitions and
appropriate and meanings can assist EALD students build on cultural understandings
and to gauge prior knowledge of events and perspectives).
well-structured
oral/and/or - Flipped Classroom approach: Students were to have read
written and/or “Industrialisation and Imperialism” document as homework (Brose,
multimedia forms 2005 p.12-21) so that they can participate in the next activity.
including ICT Students work in groups to discuss the following questions given by
the teacher:
- assess the
forces for change 1. What time period did industrialisation start occurring?
and continuity at 2. How did industrialisation influence imperialism?
the turn of the
century 3. What parts of the world were being colonised?
- Teacher brings students attention back to the whole-class and asks
each group to discuss their answers.
Students Learn
About: - As a class, Teacher and students analyse the map of Africa 1900-
1914 (p.19) in the document and what empires were occupying the
continent.
- The unit of (G&T: invited to analyse the map further by researching about one of
work the empires colonised in Africa during this time-period).
- topics to be
covered
3.
- glossary of key
terms - Flipped classroom approach: Students were to have read the
document “European Society” (Brose, p.21-34) for homework so they
- major key can be prepared for the class activities.
events that
shaped the - In case students did not read the article or only some of it, the
modern world at teacher conducts a brainstorming activity using
the beginning of https://www.text2mindmap.com to create a mind map about the main
 5
the twentieth ideas and topics presented in the article about class systems and
century through Marxism. Students are to create their concept maps on their laptops
visual modes and ICT devices and add other student ideas and suggestions as a
class. (EALD: Scaffolding task influenced by Vygotsky’s
- analysis of sociocultural theory to enhance individual knowledge and skills
sources through peer learning and scaffolding through the Zone of Proximal
- Nature of Development)
European society - Teacher allocates students into groups of mixed abilities to analyse
-Industrialisation sources 10.2 and 10.3 in the Retrospective Textbook (p.180-181).
Students are to answer the following questions collaboratively using
- Imperialism google docs on their laptops/IPads:
- Class systems 1. What does this source show us about the differences between the
- Suffragettes and rich and the poor?
feminism 2. What does this source tells us about working class life?
(G&T: Can write a short response in google docs to send to the
teacher answering question: What does this source show us about the
relationship between the rich and the poor?” Teacher will provide
feedback by providing comments on google drive).

4.
- Quick informal class quiz: Teacher asks students to recall
information they have learnt so far by asking questions such as:
1. What date did the industrial revolution in Britain occur?
2. What type of class system was created?
3. What was the population growth at the turn of the century?
(This is a way to measure numeracy skills and numerical concepts).
- Students and Teacher read the excerpt in the Retrospective Textbook
(p.185) about social change in regard to challenging women’s
traditional roles and female suffrage.
 6
- Teacher sends students a document on google drive containing
multiple images of sources (mainly cartoons) depicting anti-suffrage
messages. Students are asked to work in groups and analyse what the
author/creator of the sources is trying to convey and what is the
intended message. Students are asked to assess if these sources are
reliable in conveying accurate representations about female suffrage.
P1.1 P1.2 P2.1 5. Hagan, J. (1966). Modern history and
P3.2 P3.3 P3.4 its themes. Camberwell, Victoria
Week 2: -Teacher and students read the chapter “Population, Migration and the Australia: Longman Australia Pty
P3.5
Growth of Cities” (Hagan, 1966 p.122-134) in class. Limited.
Students learn
- Teacher and students have a class discussion on the impact of Gardiner, J., Wendborn, N. (eds).
Lessons to:
industrialisation and how it created immense social change such as (1995). The History Today
5-8 - Analyse the urbanisation and the standards of living for working classes. Teacher Companion to British
major events and facilitates discussion whilst students analyse two graphs and tables of History. London, Collins & Brown.
issues relevant at statistics on population growth (numeracy focus) (From J. Gardiner
the turn of the and N. Wendborn (eds) (1995). The History Today Companion to Teacher prepared www.prezi.com
twentieth century British History, London, p.610) presentation
- Present the - Teacher asks students to write down three impacts industrialisation Teacher created PowerPoint Slides
findings of had regarding social change on their ICT devices. (students can access on their google
investigations on drives).
aspects of the - Students are allocated into groups of mixed abilities and are asked to
period, analysing create a short 3 slide PowerPoint presentation about the three impacts World History. (2014). “Crisis and
and synthesising they came up with and to present this to the class using three sources revolution in Russia (1905). Retrieved
information from as examples). from
different types of https://www.youtube.com/watch?v=5
(EALD: if student/s do not feel comfortable presenting oral 5GvxYq9yXw
sources information to the class, teacher invites student to speak to them
- Assess the separately about what they learnt from the lesson and what three key Google Drive
forces for change impacts of social change they came up with to assess their
understanding of the topic). Kahoot: https://kahoot.it/#/
and continuity at
the turn of the Anderson, M., Keese, I., & Low, A.
century (2008). Retrospective: Year 11
(G&T: Can expand on the activity by creating a 2-minute PowerPoint modern history. Queensland,
-Account for and presentation with more analysis about three impacts of social change). Australia: John Wiley & Sons
assess differing Australia Ltd.
perspectives and
 7
interpretations of
significant
events, people 6.
and issues at the - Teacher gives brief introduction and background information and
beginning of the content about Karl Marx and how his theory connects to what
twentieth students have learnt so far about the social changes occurring at the
century. beginning of the twentieth century using Prezi.
Students learn - Students are to independently research the personality Karl Marx
about: using their ICT devices such as laptops/IPads and create a personal
- students explore profile about him containing the following:
the politics of the 1. Image of Karl Marx
working class
2. Birth Date and Death
- Personality:
3. Background information of where he grew up
Karl Marx
4. What is he known for?
- urbanisation
5. What were his big ideas?
- socialism
6. What impact did his theory have on society?
- anarchism (used
within the Each section must be a paragraph each and properly referenced.
context of the Students are reminded to use historical terminology and to refer to the
Russian glossary of key terms in the back of the syllabus if they need to refer
Revolution). to concepts.

- Example of (EALD: can use dot points instead of connecting sentences to

working class articulate the questions and concepts. Students can also work with a
rebellion (1905 partner and work on the task collaboratively).
Russia). (G&T: Extend question 6 into an essay response making an evaluation
- Definitions of of his theory against capitalism).
key terms

7.
- Think-pair-share activity: (Quigley, 2014). Students are to discuss:
 8
“What are some of the issues that the working-class might have about
their working and living conditions during the industrial revolution
period?
- Teacher guides students through a PowerPoint presentation about
the politics of the working class. Teacher informs students on the
concept of socialism, retouches on Marxism and trade unionism and
defines anarchism.
- Students watch a video about the Crisis and revolution in Russia.
They make notes while watching and prepare any questions they want
to ask about to the teacher and class.
- Teacher asks them to write a responsive piece about “Why did the
Russian Revolution occur and who were the serfs rebelling against?”
Students are to upload their response to the history folder on google
drive so the teacher can view their pieces and write feedback and
comments, focusing mainly on literacy development and
understanding of the key ideas.
(EALD: Shared understanding is established through visuals/video
clip to deeper understanding of the topic).

8.
- Students are to read the brief chapter in the Retrospective Textbook
about Emerging Forces and ideas Source 10.21. The source gives
detail about what Anarchism, Liberalism, Democracy and Socialism
are (p.199). Teacher also asks students to research about nationalism,
globalisation and internationalism and add this concept to their mind
maps. This is a scaffolding activity designed to prepare students for an
informal assessment for learning task in the next part of the lesson.
- Students are then required to create an interactive mind map about
these concepts and add information about them. (G&T: They are
invited to complete an extension activity by answering the following
 9
question using their google docs: “What types of people would have
supported or rejected each of these forces/ideas?”).
- Students are to participate in a game quiz by using Kahoot on their
ICT devices. The quiz will test students on some key terms such as:
Liberalism
Democracy
Trade Unionism
Socialism
Working class
Nationalism
Anarchism
Internationalism
Globalisation
P2.1 P3.1 P3.2 9. Anderson, M., Keese, I., & Low, A.
P3.3 P3.5 P4.1 (2008). Retrospective: Year 11
Week 3: PRE-LESSON modern history. Queensland,
P4.2
Lessons -Assessment Task Notification handed out to students Australia: John Wiley & Sons
9-12 Australia Ltd.
Students learn www.prezi.com
to: 10.
Sterns, N, P., Gosch, S, S.,
- Quick think-pair-share activity to link concepts students have learnt Grieshaber, P, E., & Belzer, S, A.
- present the so far in the unit: “How did the development of democracy lead to (2012). Documents in world history
findings of female suffrage and trade unionism? volume 2: The modern centuries from
investigations on - Students individually read pages 187-188 in the Retrospective 1500 to the present. New Jersey,
aspects of the textbook about the different forms of government after 1901. United States: Pearson Education Inc.
period, analysing Source Analysis Table (5 W’s)
and synthesising - Students are to work in groups to investigate the following
information from questions: (Teacher instructions): Printed hand out of the maps Sterns,
N, P., Gosch, S, S., Grieshaber, P, E.,
 10
different types of You are to work in small groups to create prezi profiles on the & Belzer, S, A. (2012). Documents in
sources following personalities: world history volume 2: The modern
centuries from 1500 to the present.
- locate, select 1. Tsar Nicolas II New Jersey, United States: Pearson
and organise
information from 2. Queen Victoria Printed hand out of the image Source
different types of The profiles must include what forms of government they ruled and 10.16 from Anderson, M., Keese, I.,
sources, what impact their rule had on society. (Is it positive or negative?) For & Low, A. (2008). Retrospective:
including ICT, to Tsar Nicolas II, refer to your notes on the Russian Rebellion and for Year 11 modern history. Queensland,
describe and Queen Victoria make connections to the class system in Britain in Australia: John Wiley & Sons
analyse relevant your evaluation. Australia Ltd
features and
issues of the (G&T: Students can investigate further on dynastic rulers by
world at the enquiring about The Emperor Franz Josef. Kaiser Wilhelm II and
beginning of the creating profiles about them as well, making connections about
twentieth century continuity and change occurring in society and Marxist theory).

- assess the (EALD: By conducting historical inquiry in small groups, students

forces for change can build confidence in research skills and develop knowledge
and continuity at through peer collaboration).
the turn of the
century
11.
- Flipped classroom approach: Students will have read the chapter
Students learn “European Imperialism” (Sterns, Gosch, Grieshaber, 2012, p. 143-
about: 149) for homework. This will enable them to actively participate with
- Prepare for deeper understanding about the growth of imperialism and the
assessment task analysis of sources.
to be conducted - Class discussion on the three source extracts in the chapter about
in week 5 their themes, usefulness and intention of author
- Forms of 12.
government
- Students compare two sources of maps from 1870 and 1914. The
- The Morocco sources from (Sterns, Gosch, Grieshaber, 2012, p.151) conveys the
Crisis world’s division into empires. The students are required to list points
about what differences they can infer between the two maps and
 11
- Reasons for the discuss the following questions with the person sitting next to them:
growth of “Between 1870 and 1914, how did the European empires change the
imperialism map of Africa? In 1914, what parts of the map of Africa were not
under colonised rule? (Emphasis on analytical skills and higher order
thinking)
- Students read in pairs the chapter “Sub-Saharan Africa: The decades
of imperialism in Africa” (Sterns, Gosch, Grieshaber, 2012, p.150-
155) and make any annotations or questions they encounter whilst
reading the primary sources.
- Teacher brings up an image (source 10.16) on the ICT board
(extracted from Anderson, Keese, & Low, 2008 p. 196). The teacher
hands out the poster image to the group tables and asks students to
work collaboratively by comparing and contrasting the two sources in
response to the following questions:
“By comparing source 10.16 ‘The Third Thief” to Source III ‘The
Chiefs of Temne to acting Governor Caulifield (Regarding the
protectorate ordinance of June 28, 1897)’ What are the intentions of
the Europeans towards Africa?
How did the Europeans treat local rulers and indigenous rights to
land?
What would be the impacts of imperialism in Africa?
(EALD: Additional explicit instruction is employed by the teacher to
make sure students are understanding the ways that verbs are changed
in the questions to talk about the past, present and future) (ACARA,
2014).
(G&T: Groups are differentiated and students are in expert groups
with less direction and supervision from the teacher on this task. They
can go to the library for further research on the topic and before the
end of class come back and communicate their learning to the class,
enlisting higher order skills of analysis and comprehension).
 12
P1.2 P2.1 P3.3 13. Soft schools (2005-2017). Retrieved
P3.4 P3.5 P4.2 from
Week 4: - Students construct an interactive timeline using the softSchools.com http://www.softschools.com/teacher_r
Students learn website of the chronology of significant events that they have learnt esources/timeline_maker/
Lessons so far in this unit about the world at the beginning of the twentieth
to:
13-16 century. (numeracy focus) HST300 (2014). Lecture 10: The
- ask relevant Moroccan and Bosnian crises, 1905.
historical - Students are allocated into mixed ability groups to conduct the Retrieved from
questions about activity which is to research the Morocco crisis and create a Prezi to https://www.youtube.com/watch?v=M
the world at the present to the class at the end of the lesson (2 minutes) lesson has a g9ynQHbes0
beginning of the high ICT focus.
twentieth century World War 1 History (2017). World
war one: 1 word. Retrieved from
- locate, select http://www.history.com/topics/world-
and organise (EALD: Teacher organises activities that are inclusive of the
experiences of all the students in the classroom, supporting students war-i/world-war-i-
information from
different types of and observing their progress through facilitated guidance and informal history/videos/world-war-i-one-word
sources, questioning). Webb, K. (2016). The causes of world
including ICT, to war 1. Mona Vale, New South Wales:
describe and Get Smart Education Pty Ltd.
analyse relevant (G&T: Can listen to a 15-minute lecture (see resources) that goes into
features and more detail about the Morocco crisis. Students can write a short State Library of New South Wales.
issues of the explanation of how this event contributed to the causation of World (2017). http://www.sl.nsw.gov.au
world at the War I). The World at the Beginning of the
beginning of the 14. Twentieth Century (Retrieved from
twentieth century
- Class is split into two even groups. Teacher informs students that the http://4blac.weebly.com/uploads/2/5/7
- analyse the lesson activities will be a debate between the two groups. One group /9/25795195/2904928_orig.jpg
major events and will be the affirmative, debating the argument that Imperialism was
issues relevant at BBC (2014). Causes of world war
positive effect for social change and the other team will be defence, one: Quiz. Retrieved from
the turn of the counter-arguing that imperialism had negative implications for social
century http://www.bbc.co.uk/schools/gcsebit
change. esize/histor
- communicate (EALD: Teacher facilitates group planning and ensures all students
and are included in the activities and everyone has a chance to speak and
understanding of contribute to the debate. Students are encouraged to actively engage
relevant with the task, learning through peer collaboration).
concepts, features
 13
and issues using 15.
appropriate and
well-structured - Students are introduced to the topic of World War I by watching a
oral/and/or short clip http://www.history.com/topics/world-war-i/world-war-i-
written and/or history/videos/world-war-i-one-word. This is an assessment for
multimedia forms learning strategy employed by the teacher to gauge students’ prior
including ICT. knowledge to this topic and to provide student interest and
engagement in the lesson.
- present the
findings of - Teacher sends an online copy of a glossary from Webb (2016,
investigations on p.129) to students google drives so they can access at any time and
aspects of the refer to terminology and key concepts.
period, analysing - Teacher uses ICT/IWB to create a flow chart of the factors that
and synthesising caused tension and suspicion and helped create an environment that
information from made war possible with student input of brainstorming. Concepts
different types of discussed: Imperial Rivalry, The Alliance System, Nationalism,
sources Militarism, The Arms Race, Franco-German Tensions. Students use
- analyse major their own google docs to create the same flowchart on their devices.
events and issues (EALD: ZDP Scaffolding exercise).
relevant at the
turn of the 16.
century - Students are to investigate the imperial rivalry between France and
Germany in pairs or small groups. They are to log onto the State
library and find two articles on the topic. They are to synthesise the
Students learn articles into a two-paragraph document and upload onto their google
about: drive so the teacher can provide feedback on their summary and
- How to correct use of Chicago Referencing Style to cite the articles.
construct a http://www.sl.nsw.gov.au
chronology of - Teacher asks students to access a Weebly site designed on WWI and
events from asks students to analyse the source “The Game Day” cartoon from the
1890-1918 English magazine “Punch”
- colonial (see resources)
rivalries
- Students are asked to construct a table in their google docs excel and
answer the following questions:
 14
- short term “Which countries are represented in this source?”
causes of world
war I “Why are the characters holding tennis rackets?”
“How are Russia and France represented?”
(EALD: Teacher specifically allocates time for students to practice
their source analysis skills in preparation for the in-class assessment
task next week. Teacher asks students individually how they are
preparing for the test, provides advice and explicit instruction about
the requirements of the task and to use the SUL scaffold to analyse
sources before the test).
(G&T: Can explore the Weebly site and click and view relevant
information presented about the War).

P2.1 P3.2 P3.3 17. Webb, K. (2016). The causes of world

Week 5: P3.4 P4.1 P4.2 - ASSESSMENT TASK war 1. Mona Vale, New South Wales:
Lessons Get Smart Education Pty Ltd.
17-20 Students learn 18.
to: - POST- LESSON http://4blac.weebly.com/crises-1905--
-1914.html
Scaffold Table for essay writing.
19.
- Flipped classroom approach: Students were to have read Chapter
Two: The Franco-Russian Alliance and Chapter Four: 1914: Triple
Alliance and Triple Entente from the Webb (2016) booklet.
- Teacher conducts informal quiz to test student memory
http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/causes_w
ar1act.shtml.
- Groups are split into 4 groups of 5. They are allocated a different
argument by historians to the question “How important was the
development of the alliance in bringing about war in 1914?
- Students must decide which argument convinces them and why
(adapted from Webb, 2016).
(G&T: Constructs their own argument in response to the question).
 15
locate, select and 20.
organise - Students watch the video clip on the Weebly website “The Second
information from Balkan War” and analyse three of sources of their choosing using the
different types of 5 W’s, comparing and contrasting themes and concepts.
sources, http://4blac.weebly.com/crises-1905---1914.html
including ICT, to
describe and (G&T: Writes an evaluation of the Balkan War using source analysis).
analyse relevant
features and
issues of the
world at the
beginning of the
twentieth century
- present the
findings of
investigations on
aspects of the
period, analysing
and synthesising
information from
different types of
sources
- analyse major
events and issues
relevant at the
turn of the
century
Students learn
about:

- How to enable
success in the
next assessment
task and to
respond to source
 16
analysis
questions
- The Franco-
Russian Alliance
- Triple Alliance
and Triple
Entente
- The Balkan
War
Week 6: P1.2 P2.1 P3.3 21. Scaffold Table for essay writing.
P3.4 P3.5 P4.2
Lessons - Students work independently in their World War I booklet Webb, K. Webb, K. (2016). The causes of world
Students learn (2016). The causes of world war 1. Mona Vale, New South Wales: war 1. Mona Vale, New South Wales:
21-24
to: Get Smart Education Pty Ltd from chapters 5 and 6. Get Smart Education Pty Ltd.
- Students are broken up into small groups and allocated into
affirmative or negative and debate over the question: “Is imperialism
http://4blac.weeblycom/crises-1905---
the cause of World War One?”
1914.html
22
- Students work independently in their World War I booklet Webb, K.
Students lean (2016). The causes of world war 1. Mona Vale, New South Wales:
about: Get Smart Education Pty Ltd from chapters 7 and 8.
- imperialism as a - Teacher provides whole-class discussion about militarism and ask
cause to world students to write about one country that could be described as
war 1 militarist. Answer should be in essay format.
-growth of (EALD: Teacher scaffolds task further with students by providing a
militarism table to fill out with the body of the essay format)
- nationalism (G&T: differentiated to be more of an inquiry based task and more
student directed).
- usefulness and
reliability of 23
sources
 17
- creating sources - Students utilise the Weebly website http://4blac.weebly.com/crises-
using historical 1905---1914.html to help them answer the questions and activities
contexts. provided to them in the Webb, K. (2016). The causes of world war 1.
Mona Vale, New South Wales: Get Smart Education Pty Ltd booklet
on why nationalism may be a factor in the causation of world war I.
24
In groups of 5, students create a multimedia source using their ICT
devices. It can either be a poster, newspaper article, creative writing
piece, play extracts, cartoons, PowToon etc. The topic is about one
influence/event that happened to lead to World War I. The students
have to create the source using strategies of source analysis and the 5
W’s.
(G&T: can extend on the task to create his/her own Weebly as well as
the group task).
Week 7: P1.1, P1.2, P2.1, 25. Anderson, M., Keese, I., & Low, A.
P3.1, P3.2, P4.1 (2008). Retrospective: Year 11
Lessons - Students are to present their group work to the class. Other students modern history. Queensland,
25-28 Students Learn will make an analysis on the usefulness and reliability of the source Australia: John Wiley & Sons
to: and evaluate the creator’s intention to the audience. They will Australia Ltd
annotate their notes in a table using Google docs. Teacher assesses
students’ development (ZDP) of knowledge since the beginning of the Webb, K. (2016). The causes of world
unit and how students have progressed in being able to think war 1. Mona Vale, New South Wales:
analytically to evaluate sources. Get Smart Education Pty Ltd.
(EALD: group work inclusion and active learning strategies to http://4blac.weebly.com/july-
enhance deep and meaningful learning). crisis.html
26.

- Students read Chapter 15 of the Webb, K. (2016). The causes of

world war 1. Mona Vale, New South Wales: Get Smart Education Pty
Ltd.
- Students analyse the sources provided to them in the Retrospective
Textbook.
 18
- locate, select 27.
and organise Students brainstorm in pairs how the July-Crisis could have caused
information from World War I.
different types of
sources, - Students will use the State Library website to investigate more
including ICT, to information about this issue and Franz Ferdinand. Students are
describe and building on their research skills of inquiry and teacher makes
analyse relevant observations and informative judgements.
features and
issues of the
world at the
beginning of the
twentieth century 28.
- present the Students watch the YouTube clip: Origins: Rap Battle
findings of http://4blac.weebly.com/july-crisis.html. This is an engaging and
investigations on entertaining video of a rap battle between the Triple Entente and the
aspects of the Triple Alliance. Students are to create their own rap version of the
period, analysing events that led to World War One. Students are split into two groups,
and synthesising one being the Triple Entente and one being the Triple Alliance. At the
information from end of the lesson the students will have a rap battle off.
different types of
sources
- analyse major
events and issues
relevant at the
turn of the
century

Students learn
about:
- The July Crisis
 19
- The
assassination of
Franz Ferdinand
- Source analysis,
usefulness and
reliability

Week 8: P2.1 P3.1 P3.2 29. Neale T, Bright, M. (2015). HSC

P3.3 P3.5 P4.1 modern history 2016-2018.
Lessons - Students construct a timeline of events and dates since the beginning Melbourne, Victoria: Cambridge
P4.2
29-32 of the unit by putting them into chronological order. (numeracy focus) University Press.
Students learn
- Students then construct a table of the key figures and groups of
to:
people that were influential to the immense social change that
- analyse major occurred and provide links to the timeline.
events and issues
relevant at the 30.
turn of the 31. Students practice writing past HSC papers from Section 1 of the
century exam on World War I: Source based responses. Teacher is starting to
- Assess the prepare students for the Yearly exam approaching to build on their
forces for change confidence but also assess if students have understood and applied the
and continuity at feedback provided after the Assessment in week 5 (Neale & Bright,
the turn of the 2015)
century 32.
-Account for and - Students are taken on an excursion to the Australian War Memorial
assess differing in Canberra.
perspectives and
 20
interpretations of (EALD: this excursion does not just apply to the benefits of these
significant students but to all. Excursions and hands on activities, guest speaker,
events, people images and artefacts help to build shared knowledge as well as
and issues at the reflexivity in learning. (ACARA, 2014).
beginning of the
twentieth
century.
Students learn
about:
- how to answer
responses to past
HSC papers
- events and
timelines in
chronological
order to get the
whole picture of
the events that
shaped the
twentieth
century.
Week 9: P2.1 P3.1 P3.2 33.
P3.3 P3.5 P4.1
Lessons - Students are asked to write three diary entries from the perspective
P4.2
33-36 of someone who has just been informed that war has broken out in
Students learn Europe. The perspectives are:
to:
- A 17-year-old- Austrian boy
- analyse major
events and issues - A Journalist living in France
relevant at the - A daughter of a Jewish family living in Germany.
turn of the
century
 21
- ask relevant (EALD: strategy used to enhance student literacy skills and allows
historical students to share any past experiences and can put themselves into
questions about another context and time).
the world at the
beginning of the
twentieth century 34 Yearly exam preparation
- Assess the 35. Yearly exam preparation
forces for change
and continuity at 36. Yearly exam preparation
the turn of the
century
-Account for and
assess differing
perspectives and
interpretations of
significant
events, people
and issues at the
beginning of the
twentieth
century.
Students learn
about:
- Strategies for
studying for the
Yearly exam
- perspectives of
people, events
and places
Week - Yearly Examinations
10:
Assessment Details Outcomes
 22
P3.2 locate, select and organise relevant information from different types of sources
Assessment Task: Source P3.3 comprehend and analyse sources for their usefulness and reliability
Analysis Task (In class
assessment (20%) P3.4 identify and account for differing perspectives and interpretations of the past
P4.1 use historical terms and concepts appropriately
Assessment Task Notification

Course: Preliminary Course Unit/Module: The World at the

Modern History Beginning of the Twentieth Century

Task No: 4 Date Issued: Term 3, Week 3, 2017

Faculty: History Date Due: Term 3, Week 5 Period 1, 2017

Marks: 20 Weighting: 20%

Outcomes to be assessed:

P3.2 locate, select and organise relevant information from different types of sources

P3.3 comprehend and analyse sources for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P4.1 use historical terms and concepts appropriately

Topic Area: The World at the Beginning of the Twentieth Century

Task:

- This is an in-class task that will test your source analysis skills and understanding of the topics that we have been
studying so far in this unit.

- You will be given 45 MINUTES to complete the test. The teacher will commence the test 10 minutes into the
lesson. The test will conclude 5 minutes before the end of the lesson.

- The teacher will hand out the test to each student with the paper facing down (except for the instructions) and ask
you to sit quietly in your seats while the roll is being marked.

- You may not turn the paper over until the teacher instructs you to do so. Bags must be under your desks as well as
any books, technology devices and pencil cases.

- You will be given 5 minutes reading time before commencement

 2
- The task is separated into three sections. The first section is worth 5 marks and it is recommended that you spend 10
minutes on this section. In Section 1 you will be given a source to analyse and respond to one short response question.

- Section 2 is worth 5 marks and it is recommended that you spend 10 minutes on this section. You will be given
another source to analyse followed by one short response question.

- Section 3 is worth 10 marks and it is recommended that you spend 20 minutes on this section. You will be writing
one long response question.

This is a closed-book test! You will not be allowed to use notes, books or any scaffolding material.

- Bring a pen – sheets of paper will be provided

- Do not be late! – marks may be deducted for lateness without a valid excuse.

In your analysis, you should:

- Identify and explain the key features and issues of the selected sources you will analyse.

- Communicate your understanding of these issues in a precise, accurate and cohesive matter.

- Make sure you respond to all questions within the allocated time, marks will be deducted for unanswered questions.

MARKING CRITERIA

You will be marked on your ability to:

 Identify and analyse sources and explain their significance

 Use historical terms and concepts appropriately

 Communicate knowledge and understanding of historical features and issues using appropriate and well-
structured paragraphs.
 3
MARKING CRITERIA NAME: _______________________

COURSE: Modern History Preliminary Course

TOPIC: The World at the Beginning of the Twentieth Century: The Nature of European Society

MARKS: 20

WEIGHTING: 20%

TASK: Source Analysis Task

MARKING GUIDELINES MARK

- Proficiently uses historical terms and concepts
- Sophisticated comprehension and analysis of sources for their usefulness and reliability
- Skilfully identifies and accounts for differing perspectives and interpretations of the past 16-20
- Successfully locates, selects and organises relevant information from different types of sources
- Mostly uses historical terms and concepts appropriately
- Adequate comprehension and analysis of sources for their usefulness and reliability
- Sufficiently identifies and accounts for differing perspectives and interpretations of the past
- Appropriately locates, selects and organises relevant information from different types of 10-15
sources
- Occasionally uses historical terms and concepts appropriately
- Basic comprehension and analysis of sources for their usefulness and reliability
- Sometimes identifies and accounts for differing perspectives and interpretations of the past
- Infrequently locates, selects and organises relevant information from different types of sources 6-9
- Rarely uses historical terms and concepts appropriately
- Needs improving on comprehension and analysis of sources for their usefulness and reliability
- Little to no effort in identifying and accounting for differing perspectives and interpretations of
the past 1-5
- No effort in locating, selecting and organising relevant information from different types of
sources

MARK:__________/20___________

Comment:
 4

Preliminary Assessment Task 4: In class test

Source Analysis
DATE: _________

NAME: __________________________

STUDENT NUMBER: _________________

CLASS: ________________

Topic Area: The World at the Beginning of the Twentieth Century

Source Analysis
 You will be given 45 MINUTES to complete this task.

 The test will commence 10 minutes into the lesson and conclude 5 minutes before the end of the lesson.

 You may not turn the test paper over until the teacher instructs you to do so.

 Bags must be under your desks as well as any books, technology devices and pencil cases.

 You will be given 5 minutes reading time before commencement.

 The test is separated into three questions. The first section is worth 5 marks and it is recommended that you
spend 10 minutes on this section.

 In question 1 you will be given a source to analyse and respond to a one short response question.

 Question 2 is worth 5 marks and it is recommended that you spend 10 minutes on this section. You will be
given another source to analyse followed by one short response question

 Question 3 is worth 10 marks and it is recommended that you spend 20 minutes on this section. You will be
writing one long response question.

This is a closed-book test! You will not be allowed to use notes, books or any scaffolding material.
QUESTION 1: 5 MARKS (10 MINUTES)
- 1 short answer
QUESTION 2: 5 MARKS (10 MINUTES)
- 1 short answer
QUESTION 3: 10 MARKS (20 MINUTES)
- 1 long response
 5

QUESTION 1: (5 marks)

Please read the following question carefully and answer below in the space provided.

SOURCE A

Bhore, Miss Mary. (20th May, 1900). Some Impressions of England. Bhau Govind Sapkar. p. 26-27. Available
through: Adam Matthew, Marlborough, Empire Online,
http://www.empire.amdigital.co.uk/Documents/Details/Some Impressions of England

Analyse if this a useful source in showing us what life was like for people living in England in 1900? (5 marks)
6
 7

QUESTION 2:

(5 marks)

Please read the following question carefully and answer below in the space provided.

SOURCE B

Keppler, U. J. (10th December 1902). “From the cape to Cairo: Britannia leads civilising soldiers” Retrieved from
http://www.loc.gov/pictures/item/2010652189/

What can be interpreted from this source about Britain’s attitudes towards its colonies? (5 marks)
8
 9

QUESTION THREE:

(10 marks)

Please read the following question carefully and answer below in the space provided.

Assess how useful Sources A and B would be for a historian studying the effects of social change occurring at
the beginning of the twentieth century? (10 marks).
10

Lesson 1: Pre-Lesson
Lesson Plan
Topic Area Stage of Learner
The World at the Modern History Stage 6 – Year 11
Beginning of the 20th Preliminary
Century
Date: Syllabus pages: 24, 25
Term 3 Week 3, Period 1
Time: 60 minutes Total Number of Students: 20
Syllabus Outcomes: Students learn to:
P3.2 locate, select and - locate, select and organise
organise relevant information from different types
information from different of sources, to describe and
types of sources analyse relevant features and
P3.3 comprehend and
issues of selected studies of the
analyse sources for their
modern world.
usefulness and reliability
- account for and assess differing
perspectives and interpretations
of significant events, people and
issues at the beginning of the
twentieth century
11
Lesson Topic
Source Analysis
Lesson Number: 9/36
Resources/Preparation
- Assessment Task Notification and
Marking Criteria
- Source analysis scaffold table
(SUL: Source, Usefulness and
Limitation).
- Retrospective Textbook
- Source handouts on A4 paper(x4)
- Roll
- Laptops/IPads
- pens/paper/exercise books
- ICT/IWB board
Students learn about:
- How to analyse sources effectively
using the scaffold framework
- Strategies to prepare for an in-class
assessment task
- Understanding the assessment
criteria to enable success
 12

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

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

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

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

Significance 3.1 Background 3.4 Inclusivity

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

Quality Teaching Elements:

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.2 Deep Students demonstrate deep understanding by participating in the learning activity of creating
Understanding their own PowerPoint presentations and presenting their knowledge to the rest of the class.
They are actively engaging in the task and therefore acquiring a deeper understanding and
memory of the skills they have built on.

Students learn to organise, reorganise, synthesise and evaluate knowledge and information
1.4 Higher-order by planning for their assessment task using the scaffold provided and build on their
thinking knowledge they have developed throughout the unit from peer collaboration and group
work.

2.3 High Students will be challenged by the upcoming assessment task on source analysis and adhere
Expectations to a marking criteria that sets the expectations and enables student success. The teacher
encourages students throughout the lesson to evaluate and analyse sources. The
expectations are set by the scaffold work sample to identify prior learning and enhance
higher order thinking.

3.1 Background The scaffolding table builds student’s background knowledge and require students to
Knowledge demonstrate links between the known and unknown and what they have learnt during the
unit so far.
 13

Time Teaching and learning actions Organisation Centred

T/S

0-2 Teacher: Before class, the teacher has Teacher: Welcomes students
rearranged the room so that each desk is into the classroom, asks
strategically allocated to a group (4 groups them to get out their T
of 5). Teacher has allocated students into Retrospective book,
their groups by spacing EALD across each IPad/laptop and writing
group. This is a strategy employed by the equipment immediately.
teacher so that peers can build and expand
on their knowledge and skills by sharing
and collaborating (Arnett, 2014) Student: Students retrieve
the necessary equipment
they need for the lesson and
Students: Enter the classroom, bags are sit quietly.
put under their desks, they get out their
retrospective textbook, spare paper,
iPads/laptops and pencil cases. Resources: The roll

Once the students have settled, the

teacher will mark the roll.

(School Learning and Support Officer is

present in the room to assist any targeted
learning support students).

2-7 Teacher: Runs through the lesson Teacher: Writes on the

trajectory with students. This is an board the sequence of the
effective strategy to use as it provides lesson and trajectory T
students with the necessary information
about how the lesson will be conducted
and what the teacher expects to be Student: Asks any questions
completed. (Clarke & Pittaway, 2014). they may have about the
lesson.

Students: Ask teacher any queries or

questions they may have about the lesson Resources: White Board
plan and what they are participating in. (IWB/ICT)
 14

Lesson Trajectory:

1. Explanation of the requirements of

the Assessment Notification Task.
We will talk about any questions
and I will answer them.
2. We will be using your Retrospective
textbook to analyse a source as a
class
3. You will be given a scaffold table to
use as a group to analyse a
different source each from a paper
handout and how to write a
response.
4. In your groups, you will present
your analysis to the class through a
2-minute PowerPoint presentation

7-15 Teacher: Hands out assessment task Teacher: Hands out the
notification to students. The teacher Assessment Notification
thoroughly examines the notification and
requirements of the assessment task with
T/S
students so they have a clear and precise Student: Highlighting key
understanding of what the assessment words on the Assessment
involves and what is expected of them to Notification, writing notes
achieve success in the test. Teacher and asking teacher questions
answers questions students have about the
task as a whole-class.
Resources: Assessment
Notification x20
Student: Writes down notes, examples and
Assessment sign sheet (to
terminology that the teacher is discussing,
confirm students have
highlighting the marking criteria and key
received their notification).
words and concepts on the notification
sheet.

Some of the questions students asked the

teacher for clarification:
1. How much do I have to write for the
short answer questions to get full
marks?
 15
2. What kind of sources will be in the
test?
3. Can I write in bullet points/dot
points?
4. Will I get marked down for
grammar and spelling?
5. Will you be helping us prepare for
the assessment before the test in
Week 5?

15-25 Teacher: Following the discussion about Teacher: Asks students to

the assessment task notification, teacher open their retrospective text
answers the last question and asks book to the required page T/S
students to open their Retrospective and use their laptops to
Textbook to page (185). Teacher informs access the scaffold table on
students that they will be working as a google drive.
whole-class to analyse source 10.7 using
the Scaffold Table (see lesson resources).
Teacher asks students to open their Student: Opens
electronic devices (IPad, laptop) to access Retrospective textbook to
the Scaffold Table from their Google Drive. required page, has
laptop/IPad/or paper
scaffold ready.
(Differentiation: Students that have
forgotten their electronic devices and/or
low socio-economic students may not own Resources: Retrospective
laptops can go to the ICT desk and ask to Textbook, Google Drive,
borrow a school laptop for the lesson. laptop, ICT/IWB board
Another alternative is that the teacher has
paper copies of the Scaffold Table and
spare Retrospective textbooks).

Teacher: Explains what the scaffold is, how

it is relevant and useful to the students’
upcoming assessment task and how to
approach analysing a source using this
framework. Teacher asks students
questions about the source 10.7:

1. What type of source is this?

2. Is it a primary or secondary source?
 16
3. What do you think the
artist/creator of the source is
conveying?
4. When was this source created?
5. What time-period?
6. What does this source indicate
about the time-period?
7. What does this source indicate
about the perspective and opinions
of the author/society at the time?

Teacher asks students to fill in the scaffold

for the first source.

Students put their hands up to answer

each question and discuss their answers
with the whole class and teacher. They fill
in their answers and contribute to class
discussion.

Teacher instructs students that for the next Teacher: Informs students of S

20 minutes of the lesson, they will be the group collaborative task

working in their allocated groups to and presentation. Each
complete a source analysis. group will receive a different
source to analyse from the
25-45
paper hand out.
Teacher instructions are displayed on the
ICT/IWB board:
Student: Work
collaboratively with their
This next task requires you to work in your peers to complete the group
allocated groups of 5 to analyse one source task. They will be creating
from the handout placed on your table. You PowerPoint presentations
are to use the Scaffold Table to construct on their technological
your evaluation of the source and then devices and will discuss with
create a 2-minute PowerPoint slide the whole class their analysis
presentation to show to the class and findings.
inform them on about your analysis. Your
presentation should cover the five W’s
(Who? What? When? Where? Why?). Resources: IPad/laptops,
ICT/IWB board, Scaffold
Table, primary and

Teacher observes the class and approaches
each table to discuss their source analysis
and to make informal assessment of
students’ progress. Teacher ensures
students are supported and understanding
the requirements of the activity.
45-58 Teacher brings students back from their
task to inform them that they will be
presenting their source analysis
presentation to the class.
Students: Present their PowerPoint
presentations to the class and students
write down notes and answers on their
Scaffold Table.
58-60 Teacher asks students to pack up their
belongings and chat quietly before the bell
rings for the next class.
17
secondary sources: paper
hand out (x20).
Teacher: Observes students’
presentations and provides S
feedback to students and
suggestions.
Student: Presents their 2-
minute presentation of their
source analysis to the class.
Resources: ICT/IWB Board,
Laptops/IPad, scaffold table,
PowerPoint.
Teacher: Discusses with
students how the lesson
went and if they understood
what is expected of them to
complete the assessment
task in class and if they know
how to approach it.
Student: Pack away their
belongings, assessment task
and technology devices.
Resources: Nil

Reflection
How am I measuring the outcomes of this lesson?
Learning Outcome
P3.2 locate, select and organise
relevant information from different
types of sources
P3.3 comprehend and analyse sources for
their usefulness and reliability
AISTL graduate standards:
Graduate Standards
1.3 Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds
2.1 Content and teaching strategies
of the teaching area
2.2 Content selection and
organisation
2.6 Information and Communication
Technology (ICT)
18
Method of measurement and recording
The teacher evaluates student understanding of the assessment task
and will guide them through a scaffolding activity that focuses on
source analysis and how to organise answers to achieve success in the
in-class assessment.
The students gain and understanding and skills in analysing and
comprehending sources for their usefulness and reliability by
completing the scaffold table and working in groups to present their
analysed sources to the class. The teacher gauges student
development through informal questioning, class discussion and
observation.
Evidence within this lesson
Teacher demonstrates knowledge of teaching strategies that are
responsive to the learning strengths and needs of students from
diverse linguistic, cultural, religious and socioeconomic backgrounds
by scaffolding the lesson so that all students regardless of ability are
included and guided through the assessment task at a reasonable
pace. There will be a School Learning and Support Officer present in
the lesson to assist the teacher in facilitating students from EALD
backgrounds and learning needs to cater to their learning and
building on their pre-existing knowledge.
Teacher demonstrates knowledge and understanding of the
concepts, substance and structure of the content and teaching
strategies of the teaching area by using various theories and models
to construct the lesson so that students’ learning needs are catered
to. The teacher has prepared an example response to the scaffolding
activity and a paragraph on how to answer a short answer response
to a source analysis.
Teacher organises content into an effective learning and teaching
sequence by building the lesson from being teacher based to
student learning after students are ready to work individually and in
groups.
Teacher implements teaching strategies for using ICT to expand
curriculum learning opportunities for students by providing an
engaging lesson, having students compose responses using
technology and interest in the lesson.

4.1 Support student participation
19
Teacher identifies strategies to support inclusive student
participation and engagement in classroom activities by creating an
inclusive and positive learning environment, having a School
Learning and Support officer (SLSO) present to help assist students
with additional learning needs and supplied scaffold material to
cater to all students in how to approach the assessment task.

WHS considerations:

 Exits are to be kept clear always in case of an emergency

 Bags are to be kept under desks or on the back of chairs to prevent tripping and accidents
 The location of the fire extinguishers is noted and monitored
 The teacher will make sure students are using chairs and tables correctly to avoid injury or
accidents
 Walk ways must be clear
 There must be clear ventilation
 Anaphylaxis cards must be known and accessible in staffrooms
 20
References

Anderson, M., Keese, I., & Low, A. (2008). Retrospective: Year 11 Modern History. Queensland,

Australia: John Wiley & Sons Australia Ltd.

Arnett, J, J. (2014). Adolescence and emerging adulthood: Fifth edition. London: Pearson Education

Limited.

Board of Studies New South Wales. (2009). Modern history: Stage 6 syllabus. Sydney, Australia.

Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-

st6-syl-from2010.pdf

Board of Studies, Teaching and Educational Standards NSW (2010). Australian professional

standards for teachers. Retrieved from http://www.nswteachers.nsw.edu.au/publications-

policies-resources/publications/australian-professional-standards-for-teachers/

Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest, Australia:

Pearson

Salmon, J (5th June 1901). “Pretoria Day 1901.” Retrieved from

https://opentextbc.ca/postconfederation/chapter/3-4-urbanization-and-industry/

Settles, B. (2012). Active learning. Morgan & Claypool Publishers. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=956875.

St James Gazette (Monday 01, January 1900). Suicide through overwork. St James Gazette, p.7.

Retrieved from

http://www.britishnewspaperarchive.co.uk/viewer/bl/0001485/19000101/037/0007

The Sphere. (29th September 1900). England’s friend in the far east. Images of Colonialism from the

Harvard College Library: Part 3. 1874-1920. Available through: Adam Matthew,

Marlborough, Empire Online, http://www.empire.amdigital.co.uk/Documents/Details/IOC

Part 3
 21
Unknown Artist. (1909). Suffragettes who have never been kissed. Retrieved from Anderson, M.,

Keese, I., & Low, A. (2008). Retrospective: Year 11 Modern History. Queensland, Australia:

John Wiley & Sons Australia Ltd.

Unknown Artist. (1891). Africa. Available through: Adam Matthew, Marlborough, Empire Online,

http://www.empire.amdigital.co.uk/Documents/Details/069081

Resources Attached:
Scaffold Table (SUL: Source, Usefulness and Limitation)
ASK YOURSELF: The five W’s!
Who? What? When? Where? Why?
SOURCE
What is the source?
Is it primary or secondary?
What is the source?
Postcard
Is it primary or secondary?
Primary
USEFULNESS
Things to consider:
- Who created the source and
what was his/her
perspective?
- When was the source
created? - Where is its origin?
- What information can you
gather from the source?
- Does this source reflect
ideas and concepts from the
time or does it contradict
them and or challenge them?
Source 10.7 in Retrospective
Textbook
- Unknown artist
- Meant for a large intended
audience (postcards were
being widely circulated).
- Created in 1909.
- Information gathered from
the source: expressing
attitudes towards suffragettes
- Perspective of the artist:
negative. Language of the
source “Suffragettes who
have never been kissed”
indicates the sexism of the
artist to degrade women who
wanted to get the vote.
- The effect of the poster is
that women who wanted to
get the vote were ugly, single,
upper middle class and
women who had no other
prospects other than causing
a commotion.
- This is a useful source
because it indicates one
22
LIMITATION/RELIABILITY
Things to consider:
- Why was the source
created/what was the creator’s
intended purpose?
- Is there/ or what is the hidden
message? Who is the intended
audience?
- Is the source biased? (bias could
appear in language, the image,
background of the author etc.).
- Source is biased because it
indicates the strong oppositional
opinion by the creator arguing
against female suffrage. This is
displayed through the images of
the five females on the poster.
They are displayed as contorted
and ugly, some have no eyes and
have aggressive and
unapproachable facial expressions.
- Intended audience: lower and
middle class men who oppose
female suffrage.
- May be misleading and may
amplify and distort facts.
 23
representation of how people
felt about female suffrage and
the opposition to women
getting the vote. It conveys
extensively about the
negative attitudes society is
conveying about women that
are oppressive, patriarchal
and misogynistic.

What is the source?

Is it primary or secondary?

What is the source?

Is it primary or secondary?

What is the source?

Is it primary or secondary?

What is the source?

Is it primary or secondary?

Unknown Artist. (1909). Suffragettes who have never been kissed. Retrieved from Anderson, M.,
Keese, I., & Low, A. (2008). Retrospective: Year 11 Modern History. Queensland, Australia:
John Wiley & Sons Australia Ltd
 24
Source Handouts

(One source given per group to analyse on separate sheets of A4 paper)

Source 1

Unknown Artist. (1891). Africa. Available through: Adam Matthew, Marlborough, Empire Online,
http://www.empire.amdigital.co.uk/Documents/Details/069081

Source 2

Salmon, J (5th June 1901). “Pretoria Day 1901.” Retrieved from

https://opentextbc.ca/postconfederation/chapter/3-4-urbanization-and-industry/
 25
Source 3:

The Sphere. (29th September 1900). England’s friend in the far east. Images of Colonialism from the Harvard
College Library: Part 3. 1874-1920. Available through: Adam Matthew, Marlborough, Empire Online,
http://www.empire.amdigital.co.uk/Documents/Details/IOC Part 3

Source 4:

St James Gazette (Monday 01, January 1900). Suicide through overwork. St James Gazette, p.7. Retrieved from
http://www.britishnewspaperarchive.co.uk/viewer/bl/0001485/19000101/037/0007

Lesson 2: Post-Lesson
Topic Area
The World at the Beginning of
the 20th Century
Date:
Term 3 Week 5, Period 2
Time: 60 minutes
Syllabus Outcomes:
P3.2 locate, select and
organise relevant information
from different types of sources
P3.3 comprehend and analyse
sources for their usefulness and
reliability
P4.2 Communicate a knowledge
and understanding of historical
features and issues, using
appropriate and well-structured
oral and written forms
Lesson Plan
Stage of Learner
Modern History Stage 6 – Year 11 Feedback on Source Analysis
Preliminary
Syllabus pages: 24, 25
Total Number of Students: 20
Students learn to:
- locate, select and organise
information from different types
of sources, to describe and
analyse relevant features and
issues of selected studies of the
modern world.
- account for and assess differing
perspectives and interpretations
of significant events, people and
issues at the beginning of the
twentieth century
Communicate a knowledge and
understanding of historical
features and issues, using
appropriate and well-structured
oral and written forms
26
Lesson Topic
Assessment Task
Lesson Number: 18/36
Resources/Preparation
- Preliminary Syllabus
Outcomes
- Source exemplars (x4)
- Feedback Sheet (x20)
- Assessment marking criteria
(x20)
- Marked assessment task
(x20)
- ICT/IWB board
- Laptops/IPads
- exercise books
- pens
Students learn about:
- How to analyse sources
effectively using
assessment marking criteria
- How to evaluate source
analysis responses to
improve skills and how to
approach the next task.
- Understanding the
assessment criteria to
enable success in the HSC
World War One core
component.
 27
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

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

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

Significance 3.1 Background 3.4 Inclusivity

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

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

1.2 Deep The tasks in this lesson require students to demonstrate deep understanding rather than
Understanding superficial understanding of what they are learning by creating tasks that they can engage
and actively participate in. By using a student-centred approach and group collaboration in
marking past HSC source analysis, students will gain skin in understanding in how to
improve their responses by analysing answers and marking criteria.

2.1 Explicit Students engage with explicit quality criteria throughout the lesson through the general
quality criteria feedback of the teacher about their assessment task and then through analysing and peer
marking HSC responses to Section I of the Modern History exam using HSC marking criteria.

The tasks designed in this lesson are designed so that students exercise direction over the
2.6 Student
activities related to their learning by having the teacher facilitate the lesson and the
direction
students conduct the activities. The students are directing their lesson by peer marking HSC
papers and reflecting on their feedback and setting personal goals to achieve in the next
assessment task.

3.4 Inclusivity The tasks require the active participation of all students in this lesson because students are
required to peer mark HSC sample works in groups and make evaluations. The teacher
facilitates to make sure all students are included in the activity and are comfortable to
participate by approaching each table, asking individual questions and providing whole-class
discussion.
 28
Time Teaching and learning Organisation Centred
actions
T/S

0-2 Teacher invites students to Teacher: Marks roll

enter the classroom and
asks students to sit at a
table of 5. Student: Enters classroom, T
takes a seat at a table of 5 to
form a group.
While teacher marks the
roll, students are asked to
take out a pen from their Resources: The roll
bags.

2-10 Teacher: Source Analysis Teacher: Proceeds with the

Assessment Task is handed lesson by providing a lesson
back to the students. trajectory of the activities.
T

Students: Read through Student: Reads over their

their assessment task and
individual feedback
provided by the teacher.
Whilst students are looking
over their assessment,
teacher writes up the lesson
trajectory and structure of
the lesson for the day on
the ICT/IWB board
individual assessment task
marks and feedback provided
by the teacher in the comment
section. Listens to the teacher
explain the lesson plan
Resources: ICT/IWB board,
Assessment task and marking
criteria

1. Source Analysis
Assessment Task to
be handed back
2. Discussion about the
Assessment task and
Teacher feedback
3. Group/Collaborative
work on peer
marking past HSC
papers
4. Self-reflective
exercise
 29
Teacher directs students’
attention to the trajectory
and aims of the lesson.
Students listen.

10-25 Teacher discusses with class Teacher: Conducts open

the overall progression of
student responses and
effort in the assessment
task and how they are going
(Hattie & Timperley, 2007).
discussion with whole-class
about how students went with
the task, hands out feedback T/S
sheet.

Student: Listens to teacher,

writes down notes and asks
questions.
Teacher: Outlines the
overall quality of responses
and effort in the Source
Resources: Assessment
based Assessment task:
notification with marking
 Students were using criteria, Assessment task,
historical terms and general feedback sheet.
concepts
appropriately and
accounting for
differing
perspectives and
interpretations
about the past in
their answers.
 There was
considerable
progression in
student analysis of
sources for their
usefulness and
reliability and
organising relevant
information from
different types of
sources since the
beginning of the
unit.

Students: Take in feedback

about their progress and
write down notes and refer
to their marked assessment
task.
 30
Teacher hands out General
Feedback Sheet (x20. See
Resource 2) to the students.
The teacher gives students a
few minutes to read over
the sheet before
commencing the general
discussion about strategies
for improvement and
success in later tasks.

As teacher explicitly
discusses the information
on the feedback sheet,
students are asked for input
and asked questions to
assess their understanding
of the feedback and its
usefulness for them.

Teacher introduces the next Teacher: Facilitates student

activity for the lesson which
is the group/collaborative
25-45 component. Teacher hands
out 4x 2006 HSC sample
answers to a source analysis
question in section I of the
exam (WW1) to each group,
the marking criteria and
Source C and D (x4).
directed learning activity and
makes informal assessment of
student comprehension and
deep understanding of the
S
differences between quality
responses and higher
bands/what is required at an
HSC level.

Student: Learn how to peer

Teacher instructs students mark sample HSC papers and
that each sample is a engage in a student directed
response to Question 3 of activity, making connections
the exam (See Resource 2). between higher and lower band
The responses are different student responses and what
according to their criteria is required to enable
band/grading. The grading is success in the HSC.
crossed out and students
have to make their own
assessment of the grade
according to the HSC
Resources: Sample HSC paper
marking criteria for the
source based responses (x4),
question.
 31
HSC question 3 marking criteria,
Source C and D (x4)
Students: Work
collaboratively in groups to
make assessments and peer
mark sampled HSC source
based responses.

Teacher brings students Teacher: Guides students to

attention back to a whole-
class discussion about their
evaluations and marking
samples. Teacher asks
45-50
students to clarify the bands
of each sample and ask
questions about what they
learnt from marking HSC
responses.
reflect on their learning and the
strategies they can employ in
their source analysis in the
Yearly exam and HSC.
T/S
Student: reflects on the peer
marking task and strategies on
improving their source based
responses.

Students: Respond to
teacher centred discussion Resources: ICT/IWB board.
and reflect on their
understanding of
requirements, how to
construct a source based
response and the difference
between making
evaluations and judgements
and describing/regurgitating
information from the
source.

Teacher asks students to Teacher: Informs students that

open their exercise books or
laptops and write down
50-58 three strategies that they
have learnt in this lesson
and three goals they want
to set to achieve more
success in the Yearly exam
and HSC.
if they would like to discuss
their assessment mark and
individual feedback, to set up a
time.
S
Student: Write down three
strategies they have gained
from this lesson on how to
approach source analysis
questions and three goals to
achieve to gain improvement
for the rest of the term and the
HSC.
 32

Resources: Laptops, exercise

books, pens.

Teacher asks students to

pack up their belongings
58-60
and chat quietly before the
bell rings for the next class.

Reflection

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3.2 locate, select and
organise relevant information
from different types of
sources
Students are locating, selecting and organising relevant
information from different types of sources by comparing and
contrasting HSC sample responses of source analysis and
measuring outcomes through peer marking using HSC marking
criteria.

P3.3 comprehend and analyse
sources for their usefulness and
reliability
The teacher is measuring student’s comprehension and analysis
skills by having students peer mark past HSC sample responses
on source analysis questions. They are not directly analysing the
question to formulate a response but they are making
judgements about the source’s usefulness and reliability
through sample answers.

P4.2 Communicate a knowledge Teacher makes informal assessment of student’s understanding

and understanding of historical
features and issues, using
appropriate and well-structured
oral and written forms
and comprehension of how they can improve their responses to
source analysis questions and from the general feedback sheet.
The teacher will assess whether students apply their
understanding and knowledge building from the general
feedback sheet in the application of marking past HSC sample
papers using the marking criteria.
 33
AISTL graduate standards

Graduate Evidence within this lesson

Standards

1.2 Understand Teacher is demonstrating knowledge and understanding of research into how
how students students learn and the implications for teaching by providing students with explicit
learn criteria and feedback about their assessment task and how to enable success in the
HSC exam section I. Teacher provides sample responses from past HSC papers to
provide students with examples of the bands and what criteria they are required to
meet to reach the higher bands.

2.2 Content Teacher organises content into an effective learning teaching sequence by
selection and commencing the lesson with a teacher-centred approach by handing back the
organisation assessment, providing feedback and then having students direct the rest of the
lesson in group collaborative work, peer marking HSC papers and making evaluation
and self-reflections.

2.5 Literacy and The literacy and numeracy strategies applied in this lesson by the teacher is through
numeracy the collaborative activity that requires students to analyse written responses and
strategies how to improve them, including sentence structure, grammar, spelling and
argument.

4.1 Support Teacher identifies strategies to support inclusive student participation and
student engagement in classroom activities by centring the focus of the lesson on
participation group/collaborate work and having student direct their own learning and goal
setting.

5.2 Provide Teacher demonstrates understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning by providing a general
students on feedback sheet adapted from Hattie and Timperley’s (2007) article that provides
their learning information on how to give appropriate feedback to students.

WHS Considerations

 Exits are to be kept clear always in case of an emergency

 Bags are to be kept under desks or on the back of chairs to prevent tripping
and accidents
 The location of the fire extinguishers is noted and monitored
 The teacher will make sure students are using chairs and tables correctly to
avoid injury or accidents
 Walk ways must be clear
 There must be clear ventilation
 Anaphylaxis cards must be known and accessible in staffrooms
 34
References

Board of Studies (2006). HSC standards package for modern history. Retrieved from

http://arc.bostes.nsw.edu.au/standards-packs/SP06_15270/go/2006/modern-history/index.html

Board of Studies New South Wales. (2009). Modern history: Stage 6 syllabus. Sydney, Australia. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf

Board of Studies, Teaching and Educational Standards NSW (2010). Australian professional standards for teachers.

Retrieved from http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-

professional-standards-for-teachers/

Hattie, J, Timperley H. (2007). The power of feedback. Review of Educational Research 77(1). 81-112.

http://www.jstor.org/stable/4624888

Settles, B. (2012). Active learning. Morgan & Claypool Publishers. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=956875.



 35
Resources Attached:

General Feedback for Assessment Task 4: Source Analysis Test

This feedback sheet contains information about the progress of the class, strategies for improving skills to proceed
further for the source based analysis section of the Higher School Certificate.

Interpretation of the questions

One of the common issues that occurred with this assessment task was that students did not comprehend what was
required of them when answering the question. Here are some strategies to improve on in preparation for the Yearly
exam in Week 10 and HSC:

 Limit descriptive language in your responses. You need to make an evaluation on the
information/source about your question.
 Make judgements about what the underlining idea or theme is being conveyed and what evidence
can be used to support your evaluation.
 Pay attention to key words in the questions such as “analyse” in question 1, “interpret” in question 2
and “assess” in question 3.
 Key words guide what the question is asking of you and what you need to write about.
 “Assess” means to consider the usefulness and reliability of a source and make a judgement of value,
quality, outcomes, results or size. “Analyse” means to identify components and the relationship
between them and “interpret” means to draw meaning from the source.

Context and Content

Many students had trouble in answering the questions because they did not have enough background knowledge and
understanding of the content and context to the source.

 It is important to study and know the content and context of the units of work in the course as it will
enable you to achieve higher results and a greater band in the source based section of your Higher
School Certificate exam next year.
 36
 Knowing the historical, social and cultural contexts of your topics will enable you to evaluate your
sources and assess the usefulness and reliability effectively.

Usefulness and limitations

An issue that arose in student responses and especially in question three, was assessing the usefulness of sources and
their reliability.

 Make sure your analysis of various sources and their reliability is in depth. If you argue the
source/author etc. is biased then you must explain why.
 Remember the five W’s (WHO, WHAT, WHEN, WHERE, WHY) when assessing a source.
 Supply evidence from the source to support your argument.
 Refer to both/all sources in your answers and multiple issues surrounding the context and content of
the source.
 37
2006 Modern History Higher School Certificate Exam Section I: Source C and D

Board of Studies (2006). HSC standards package for modern history. Retrieved from

http://arc.bostes.nsw.edu.au/standards-packs/SP06_15270/go/2006/modern-history/index.html
 38
2006 Modern History Higher School Certificate Exam Section I: Marking Criteria for Question 3
 39
2006 Modern History Higher School Certificate Exam Section I: Student Samples for Question 3

Band 5/6
 40
2006 Modern History Higher School Certificate Exam Section I: Student Samples for Question 3

Band 4/5
 41
2006 Modern History Higher School Certificate Exam Section I: Student Samples for Question 3

Band 3/4
 42
2006 Modern History Higher School Certificate Exam Section I: Student Samples for Question 3

Band 1/2
 43
Justification

This Professional Task was designed for the stage 6 Modern History Preliminary course core topic: The World at the

beginning of the Twentieth Century (Board of Studies New South Wales, 2009). The unit outline, assessment task and

pre-and post-lessons were designed to enhance student learning through evidence based practice, understanding by

design, strategies to increase interest into historical inquiry and to engage students from all ranges of abilities and

learning needs with active, meaningful, high order thinking and quality learning (Board of Studies New South Wales,

2010., Department of Education and Training, 2003). The unit outline is shaped by Wiggins & McTighe ‘s (2005)

conceptual framework of understanding by design in applying consistent strategies of engagement for students with

history inquiry, main ideas, content and planning to meet quality teaching and Australian teaching standards. The

wider concepts that aim for students to build deep understanding is filtered from the scope and sequence of the

program to the unit outline and source based analysis assessment task, assessment for learning and pre-and post-lesson

plans (Wiggins & McTighe, 2005., Board of Studies New South Wales, 2010).

The learning strategies employed in the unit outline of the task reflect an active learning approach and differentiation

considerations to cater to all students from English as a Language or Dialect (EALD) students, to Gifted and Talented

students (Settles, 2012). Lessons throughout the unit were influenced by Vygotsky’s sociocultural theory and zone of

proximal development. Providing peer-influenced and scaffolded learning, is effective for giving students the skills to

move from their zone of prior knowledge to deeper and more conceptual understandings of concepts and ideas that are

beneficial to engagement to historical inquiry and experienced-based learning (Arnett, 2014., Coulson, Harvey, 2012).

Examples of sociocultural learning strategies were employed through “think-pair-share” activities, flipped classroom

approach, group collaborate work on specific tasks on source analysis using ICT development skills and scaffolding

tables that were student directed and facilitated by the teacher (Quigley, 2014., Sinh, Ying- Chun & Reynolds, 2015.,

Educase, 2012). These approaches coincided with pedagogical strategies on differentiation for EALD students as they

provided inclusion, opportunities for explicit instruction and shared experiences through active learning (Australian

Curriculum, Assessment and Reporting Authority, 2014). Gifted and Talented students would also benefit from these

pedagogical approaches because it allows for student self-direction, student- reflexivity and inquiry based learning

(Kitson, & Husbands, 2010., Goodhew, 2009).

The pre-lesson was designed to prepare students for the in-class assessment task on source analysis in a similar way to

many of the lesson outlines in the unit program, focusing on student directed, active and experienced based learning.

Vygotsky’s scaffolding theory and zone of proximal development was used to guide students through the
 44
requirements of the assessment task and skills on how to prepare for the task to enable success (Arnett, 2014). By

facilitating students throughout the lesson, they could build on their prior knowledge attainted throughout the unit so

far and put their skills into practice through a group analysis task and multimedia presentation (Coulsen & Harvey,

2012). This activity achieves experience-based learning and active engagement of meaning and practice by having

students teach their peers knowledge and information (Coulsen & Harvey, 2012). Students can demonstrate agency,

self-reflective and self-regulating skills that have the lasting effect of transformative learning and enhanced memory

retention on the knowledge acquired in the lesson (Coulsen & Harvey, 2012).

The development of the source based analysis assessment task was heavily influenced by Laveault & Allal’s (2016)

Assessment for learning. The assessment task was designed for students to sit an in-class test and analyse two sources

and write responses to three questions. The students were being assessed on their skills and understanding of source

analysis and the historical concepts, events and perspectives they had been studying throughout the unit. An

implication about this assessment is that there is evidence to suggest that standardised testing is not an effective way

to gauge student understanding and development because it caters to a rigid marking criteria with no room for

consideration, relies on high stakes and risks for students to successfully gain marks (Morris, 2011). However,

Laveault & Allal’s (2016) study has more relevant information regarding this issue and argues that assessment for

learning is one of the most effective and powerful ways to support student learning. Essentially assessment for

learning is defined by the “process of seeking and interpreting evidence for use by learners and their teachers to decide

where the learners are in their learning, where they need to go and how best to get there” (Laveault & Allal, 2016 p.

3). This assessment task is designed by providing students with open ended questions based on source analysis

documents requiring them to interpret evidence, construct evaluative judgements about the perspective, reliability and

usefulness of the source. This formative assessment is effective for students and the teacher to assess where their

understanding and development is and how to improve in preparation for the Higher School Certificate exam by

attaining intended learning outcomes and criteria for success through the marking criteria specifically assessing

preliminary outcomes and content (Bloom, Engelhart, Furst, Hill & Krathwohl, 1956., Laveault & Allal, 2016).

The assessment task alone would be not an effective tool alone in enhancing student learning, understanding and skills

for development unless it was accompanied by the teacher providing quality feedback to the students. The post-lesson

focuses completely on teacher-guided feedback to students about the assessment task. The lesson was structured by

Hattie and Timperley’s (2007) feedback model of Where am I going? How am I going? Where to next? The where am

I going? is catered to more in the pre-lesson as it is guiding students to attain goals about the assessment task or their
 45
performance. The How am I going? aspect of the post-lesson revolved around the teacher providing feedback to

students by giving information about how successful they performed in the test, what criteria was met, and the

standard that was achieved (Hattie & Timperley, 2007). By designing a general feedback sheet consisting of students’

points of progress as well as strategies on how to proceed and improve for the next task, the teacher is providing

effective feedback because it is explicitly addressing certain criteria and aspects about source analysis and therefore

students will find this information useful when they are studying for Section 1 of the HSC exam on source based

questions (Hattie & Timperley, 2007).

A variety of pedagogical theories, models and approaches were used throughout the planning, designing and

implementing of the unit outline, assessment task and pre-and post-lessons. Holistically, the project centres on student

directed and active experience based learning approaches with support strategies such as scaffolding and inclusive

practice through group collaborative activities. The strategies employed in this program enable students to gain deeper

understanding of historical skills and knowledge about past events, cultures, ideas and forces of change and continuity

that shaped the world at the beginning of the twentieth century.

 46
Justification References

Arnett, J, J. (2014). Adolescence and emerging adulthood: Fifth edition. London: Pearson Education Limited.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). English as an additional language or

dialect teacher resource: Annotated content descriptions history foundation to year 10. Retrieved from

https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Area_Annotations_History_Revised_Febr

uary_2014.pdf

Board of Studies New South Wales. (2009). Modern history: Stage 6 syllabus. Sydney, Australia. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf

Board of Studies, Teaching and Educational Standards NSW (2010). Australian professional standards for teachers.

Retrieved from http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-

professional-standards-for-teachers/

Board of Studies, Teaching and Educational Standards NSW (2009). Assessment and reporting in modern history

stage 6. Sydney, Australia

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational

objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David

McKay Company. x

Coulson, D., & Harvey, M. (2012). Scaffolding student reflection for experience-based learning: A framework.

Teaching in Higher Education, 18(4), 401-413. doi: 10.1080/13562517.2012.752726

Department of Education and Training. (2003). Quality teaching in NSW public schools. Sydney, New South Wales.

Retrieved from http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Educause. (2012). 7 things you should know about: Flipped classrooms. Retrieved from

https://net.educause.edu/ir/library/pdf/eli7081.pdf

Goodhew, G. (eds). (2009). Meeting the needs of gifted and talented students. Bloomsbury Publishing. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=601746.

Hattie, J, Timperley H. (2007). The power of feedback. Review of Educational Research 77(1). 81-112.

http://www.jstor.org/stable/4624888

Kitson, A., & Husbands, C (eds). (2010). Teaching history 11-18. McGraw-Hill Education. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=744151.
 47
Laveault, D, & Allal, L. (2016). Assessment for learning: Meeting the challenge of implementation, (eds) Laveault,

Allal, Springer International Publishing, 2016. Retrieved from

http://ebookcentral.proquest.com/lib/UWSAU/detail.action?docID=4644714

Morris, A. (2011). Student standardised testing: Current practices in OECD countries and a literature

review. St. Louis: Federal Reserve Bank of St Louis. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1698877054?accountid=36155

Quigley, A. (2014). Teach now! Becoming a great English teacher. New York, NY: Routledge.

Settles, B. (2012). Active learning. Morgan & Claypool Publishers. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=956

Sinh, Ying- Chun & Reynolds, B (2015). Teaching adolescents EFL by integrating think-pair-share and reading

strategy instruction: A quasi-experimental study. RELC Journal, 46(3), 221-235. doi: 10.1177/003368

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd ed). Alexandria, United States:

Association for Supervision and Curriculum Development.

48
 Term 1 Term 2 Term 3 Term 4
Preliminary Topic: LIST A. Bismarck Topic: LIST B. The Origins Topic: CORE The World at Students start the HSC
and the unification of the of the Arab- Israeli the beginning of the 20th course in this term.
120 hours German States (24 hours) Conflict 1880’s to 1947 century (36 hours) 49
Historical Investigation (24 hours)
integrated into Case Historical Investigation Syllabus outcomes:
Study integrated into Case P1.1, P1.2, P2.1, P3.1,
Study P3.2, P.3.3, P3.4, P3.5,
Syllabus outcomes: P4.1, P.4.2
P1.1, P1.2, P2.1, P3.1, Syllabus outcomes:
P3.2, P.3.3, P3.4, P3.5, P1.1, P1.2, P2.1, P3.1, Duration in weeks and
P4.1, P.4.2 P3.2, P.3.3, P3.4, P3.5, hours: 10 weeks and 40
P4.1, P.4.2 hours
Duration in weeks and
hours: 10 weeks and 40 Duration in weeks and
hours hours: 10 weeks and 40
hours
Course Term 4 (year 11) Term 1 Term 2 Term 3
HSC Topic: CORE study – Topic: National study C – Topic: Personalities in Topic: International
World War 1 1914-1919: Germany 1918-1939 the Twentieth Century 19 Studies in Peace and
120 hours A source based study Syllabus outcomes: – Leni Riefenstahl 1902- Conflict – The Arab Israeli
2003 Conflict 1948-1996
Syllabus outcomes: H1.1, H1.2, H2.1, H3.1,
H1.1, H1.2, H3.2, H3.3, H3.2, H3.3, H3.4, H3.5, Syllabus outcomes: Syllabus outcomes:
H3.4, H3.5, H4.1, H4.2 H4.1, H4.2 H1.1, H1.2, H2.1, H3.1, H1.1, H1.2, H2.1, H3.1,
Duration in weeks and Duration in weeks and H3.2, H3.3, H3.4, H3.5, H3.2, H3.3, H3.4, H3.5,
hours: 10 weeks and 30 hours: 10 weeks and 30 H4.1, H4.2 H4.1, H4.2
hours hours Duration in weeks and
hours: 10 weeks and 30 Duration in weeks and
hours hours: 10 weeks and 30
hours

Appendix
A: Scope and Sequence
 50

Appendix B: Concept Map

 51

Appendix C: Assessment Schedule

Year 11 – Component 1 2 3 4 5 Marks Allocated
Preliminary Case Study List Case Study List B: Historical The World at the Preliminary
Modern History A: Bismarck and The Origins of the Investigation: Beginning of the Yearly: All course
2017 the unification of Arab-Israeli Conflict Twentieth Century - work
the German 1880’s to 1947 Research/Report
States P3.1, P3.2, P3.3, In class test/Source Examination
Research/ Essay P3.4, P3.5, P4.1, Analysis P1.1, P1.2, P2.1,
Source P4.2 P3.1, P3.2, P.3.3,
Analysis/Oral P1.1, P1.2 P2.1, P3.2, P3.3 P3.4, P4.1 P3.4, P3.5, P4.1,
Speech P3.2, P3.5, P4.1, P.4.2
P4.2
P2.1 P3.2, P3.3,
P3.4, P3.5, P4.1,
P4.2

Knowledge and 5 10 10 5 10 40
Understanding
Skills in Historical 10 10 20
Inquiry
Source-based skills: 5 10 5 20
Communicating and 5 5 5 5 20
Understanding
Total 15% 25% 20% 20% 20% 100
Date Term 1, Term 2, Week 3 Term 2, Term 3, Term 3,
Week 7 Week 8 Week 5 Week 10

Reports

Interim Report: Term 2 Week 1

Half Yearly Report: Term 2, Week 8

Yearly Report: Term 4, Week 2