UNIT OUTLINE

Subject: The Construction of Modern Histories Number of Weeks:

Course: Stage 6 (Year 11) 4 weeks (16 hours)
Unit title: The Holocaust:
Construction and Historiography
Key Concepts/ Big Ideas The importance of this learning
Analysis and use of sources
 Explain the meaning and value of sources for
an historical inquiry (ACHMH007, The Holocaust stands as a confrontational, yet essential detail to study within modern
ACHMH009) history, as it provides a transformative learning experience for students to inspire critical
 Analyse sources to identify and account for thought and analysis.
the different perspectives of individuals and
groups in the past (ACHMH010) The nature of the event engages intellectual curiosity of students as an effective subject for
 Analyse and synthesise evidence from examining basic morality and value issues within humanity. As such, it is vital for
different types of sources to develop reasoned
students to understand, discuss and evaluate the differing interpretations and constructions
claims (ACHMH008)
of this confronting history and to develop critical analysis.
 Identify and analyse problems relating to
sources in the investigation of the past
(ACHMH011) As such, this learning enables students to develop crucial historiographic skills such as
understanding and assessing the value of sources and evidence, being able to utilise
Historical interpretation appropriate evidence to support historical accounts and successfully communicating
 Analyse the extent and nature of continuity historical knowledge and understanding.
and change over time (ACHMH001)
 Identify and analyse the varying causes and
effects of events and developments in order to
construct
 historical arguments (ACHMH001)
 Form judgements about historical
significance, recognising that significance
may be attributed for
 different purposes

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  Analyse and evaluate contested
interpretations and representations of the past
(ACHMH011,
 ACHMH012)

Historical investigation and research

 Frame questions to guide historical inquiry
and develop a coherent research plan
(ACHMH004)
 Use evidence from a range of sources to
inform investigation and research
(ACHMH005)
 Acknowledge sources appropriately
(ACHMH015)

Explanation and communication

 Develop texts, particularly historical accounts
and arguments, supported by relevant
evidence from sources (ACHMH013)
 Communicate historical understanding, using
historical knowledge, concepts and terms, in
forms appropriate to purpose and audience
(ACHMH014)

Unit context within Scope and Syllabus Outcomes

Sequence/Purpose
A student:
This topic will come under ‘Investigating  analyses and interprets different types of sources for evidence to support an
Modern History: The Nature of Modern History’ historical account or argument MH11-6
through an analysis of ‘The Construction of  discusses and evaluates differing interpretations and representations of the past
Modern Histories’. This will be the first topic in MH11-7
Stage 6, developing and building upon prior  communicates historical understanding, using historical knowledge, concepts and
student knowledge of the Holocaust with an terms, in appropriate and well-structured forms MH11-9

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 increased focus on the historiography and  discusses contemporary methods and issues involved in the investigation of
historical construction of the Holocaust. modern history MH11-10

Related Life Skills Outcomes:

 Engages with personal connections to history MHLS6-1
 Engages with the concepts of time and chronology MHLS6-2
 Engages with a variety of sources to investigate the past MHLS6-8
 Engages with differing interpretations and representations of the past MHLS6-9
 Communicates information about the past using historical terms and concepts
MHLS6-11

Literacy Focus Numeracy Focus ICT Focus

Differentiation

Students will be utilising a Students will often be A majority of the Differentiation is permeated throughout the unit
vast array of literacy skills dealing with statistics and resources provided are through:
in this study including: dates within the focus through ICT. This ranges o Collaborative group work
o Mind-maps study on the construction from resources provided o Think, Pair, Share
o Brainstorming of the Holocaust. This will from the teacher to online o Scaffolds for research
o Vocabulary require a degree of research on behalf of o Graphic organisers with source analysis
building numeracy. students. ICT resources o Work provided on platform for students to
o Response include: return to later/after school – Google Classroom
scaffolding o Google Docs o Weekly historical inquiry question: Focus point
o Graphic o Google Slides for students to understand what the focus
organisers o Website Research is/avoid confusion
o Note-taking o YouTube
o Presentations

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 Week/ Syllabus Content Teaching and Learning Resources
Sequence Strategies including assessment
for learning.
Week One  An overview of Weekly historical inquiry Graphic Organiser – The Holocaust Google Doc
different types of question: What kind of histories Link: https://docs.google.com/document/d/
histories, are there? How are they 1HBUGQve1tp0zZ_RLVNpb-5fffRx_rfMDj-lpyfYd-o4/edit?usp=sharing
[Resource One]
including constructed?
narrative history,
biography, social History as a Construction
and cultural Introduction of the Holocaust as
history the case study for ‘The
Construction of Modern Histories’
Syllabus Outcomes: in regard to the investigation on
 analyses and methods and issues associated
interprets with constructing accounts about
different types of the past.
sources for
evidence to Students complete Graphic
support an Organiser – The Holocaust to
historical account generate initial interest in the
or argument topic, and as a formative
MH11-6 assessment to determine students
 communicates prior knowledge of evidence and
historical the history. This also provides
understanding, students with some ownership
using historical over their learning.
knowledge,
concepts and Teacher begins lesson by asking
terms, in students to form a small circle for
appropriate and collaborative discussion.
well-structured Discussion begins by students
forms MH11-9 sharing their answers from the

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 organiser, then moving to creating
Historical Concepts and personal and empathetic
Skills: connections to history:
Causation - Ask students to pick an
Perspectives event in their life they
Significance associate as history.
Contestability - Ask them to share if they
feel comfortable, then what
Analysis and use of type of history they believe
sources it is: narrative,
Historical interpretation biographical, social and
Historical investigation cultural.
and research - Discuss elements of these
Explanation and kinds of histories? Does
communication oral or written history
impact the ‘type’?

Make connections between their

understanding of history, and the
constructed nature. Discuss with
students about the ability for
multiple histories within time, and
the ability for a dominant
historical narrative to subsume
interpretations and perspectives of
what defines history.

Move conversation from personal

histories toward the construction
of general histories. Ask students
to participate in a Think, Pair,
Share activity in regard to this

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 discussion, guided by the
following focus questions:
 Who constructs history? Is
it a main voice or is it
many voices? How do they
do this?
 How does studying the
Holocaust enable us to
understand the constructed
nature of history?
 What evidence is
considered credible and
unreliable in the
construction of history?
What influences this?

Students will individually answer

questions then move onto sharing
with a pair. Then teacher will ask
students to contribute to the class
in regard to this activity, and then
lead discussion into next lessons
focalisation on the types of
history.

Types of History
PowerPoint Slide – Types of History
Teacher begins lesson introducing Link: https://docs.google.com/presentation/d/1FKIDy278x52NOUdN
basic description of differing types s4Si7YWo0Bq7scTAgSp5rETzIfc/edit?usp=sharing [Resource Two]
of history: narrative, biographical,
social and cultural history.

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 Teacher loads up PowerPoint
presentation of descriptions of the
types of history, and explains these
will be utilised for analysis
throughout the unit.

Students to participate in co-

operative learning jigsaw to work
together to research differing types
of history.
- Students are allocated into
groups of 3-4
- Each home group is
provided an area/type of
history between narrative,
biographical, social and
cultural history.
- Each member of the home
group is given
responsibility to find out
about their given aspect of
history, including potential
examples of this type of
history through
sources/evidence.
- Each individuals in the
home group are then re-
grouped into an expert
group about each specific
type of history to learn in
detail and become an
expert.

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 - Students will them return
to their homegroup and
share knowledge learned
amongst the group.
- Then students will present
a summary or report to the
class to convey their
knowledge and coverage of
the types of history.

Teacher returns to pre-made

PowerPoint presentation of Types
of History on Google Slides for
students to contribute to and
access in the future if needed.

Types of History through the

Holocaust
Anne Frank as Narrative History
Brief introduction to Anne Frank
as a form of narrative history of
the Holocaust. Teacher to show
extracts from Anne Frank to class
for students to consider the written
account of connected events.
Students are to think about how
the text constructs the events
within the Holocaust and how it is
viewed now.
PowerPoint Slide – Extracts from Anne Frank’s Diary
Link: https://docs.google.com/presentation/d/1
3LhY_PtVqWM0sTiJyyUpfCq52AY66flt5M
gMAKgrFZk/edit?usp=sharing [Resource Three]
Google Doc – Differentiated Source Analysis Sheet
Link: https://docs.google.com/document/d/
1NB58nyH35InEu2nuZE86SO_vQKg-raLEHd0KaksgAiU/edit?usp=sharing
[Resource Four]

Leni Riefenstahl as Biographical

History

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 Teacher introduces a view on a
particular personality and intricate
detail of their life as a biographical Word Doc – Leni Riefenstahl as Biographical History
Link: https://docs.google.com/document/
study. Teacher loads up Word Doc d/1AgL_OzbyTN0Y0KjSTvTLYp0DFN
of Hannah Rosin article on Leni 1C_kod2RL0bf19TuU/edit?usp=sharing [Resource Five]
Riefenstahl. Ask students to
silently read for 10 minutes about YouTube Video – Extracts from Triumph of the Will (1935) –
the extract from the newspaper on Leni Riefenstahl
figure Leni Riefenstahl. Then Link: https://www.youtube.com/watch?v=HVCUsKkXq3Y
briefly show extracts from
Triumph of the Will as a source.

Students are then provided

students with guiding questions
again when looking at the visual
texts in the PPT and the extracts.
Students may choose which source
they wish to analyse between
Anne Frank extracts and the
biography of Leni Riefenstahl.
This enables historical inquiry and
source analysis to express ideas,
opinions and take responsibility in
conveying their thoughts on how
the extract/source contributes to
the construction of the Holocaust
and it’s historiography:

1. Analyse the physical nature

of the source as seen in
pictures in PPT or film
provided by teacher. What

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 can you learn from the
form of the source (elegant
professional letter, or
scribbled handwriting in
unpublished letter)? What
does this tell you?
2. What was the purpose of
the source? Did the author
have a message/argument
they were trying to convey?
Is it explicit or implicit?
3. What do you know about
the author (race, sex, class,
religion)? How do you
know this? Does it affect
an interpretation of the
text?
4. Who was the intended
audience for the text?
Public or private? Does
that affect the source and
how it is constructed?

OR

Differentiation: Struggling
students may utilise provided
differentiated Source Analysis
Worksheet

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 Accelerating/extension students
may utilise the questions to answer
both sources.

Survivors as Social History

Teacher begins lesson in loading
up PPT on Types of History
[Resource Two] and reiterating
definition collaboratively arrived
at by class and teacher.

Focus on survivors as social

history, in an analysis of how lives
were lived and experienced during
the Holocaust. Students are to get
into suitable sized groups within
the class and navigate and research
the website provided. They are to
participate in an analysis of each
individual provided.

Nazi ideology and symbolism as

Cultural History Holocaust Survivors Research Website
Move lesson toward introduce a Link: http://www.holocaustsurvivors.org/survivors.php
perspective on Nazi beliefs and
ideals as a study on social history,
in an effort to inhabit the mind of a
different world. Provide students
with Nazi Symbolism Website to
familiarise themselves with
symbols.

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 Students are then to form
appropriate groups, and are
provided with a copy of the Nazi
Part 25 Points Political Manifesto,
accessible on Google Docs.
Provide students with 10 minutes
of silent reading time to
comprehend the document.

Ask students to answer following Nazi Symbolism Website

guiding questions: Link: https://www.adl.org/education-and-resources/resource-
1. Is it a prescriptive knowledge-base/hate-symbols?cat_id%5B151%5D=151
document or a descriptive
document (telling what Google Docs - Nazi Party 25 Points Political Manifesto
Link: https://docs.google.com/document/d
people thought should
/1ACikRwybz_6x50KSAAAkwf5D6vEPFt
happen or what did V0jP5N2mtqkxY/edit?usp=sharing [Resource Seven]
happen)?
2. Does it describe an
ideology and/or
behaviour? What is it?
3. From whose perspective is
the document written?
Does this source tell you
about beliefs/actions from
the ordinary or the elite?
What is the effect of the
perspective?
4. What are the limitations
from this source? What are
the benefits?

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 Students then individually write up
a brief response explaining the
effects of understanding these
sources utilising guiding questions
from previous lesson.

OR

Differentiation: Students of a
lower level may pair up with
someone of a higher ability to
cooperatively work on answering
the question together.

Students are then to discuss,

compare and contrast the differing
constructions of history and how
these two different frameworks
affect their understanding of the
Holocaust. Students are asked to
critique and debate the potential
issues and benefits with each type
of construction of history.

Students are then to complete a

weekly journal entry on what they
have learnt throughout the week,
in reference to the Weekly
historical inquiry question:
What kind of histories are there?
How are they constructed?

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 Students who complete work on
their device may upload it to
Google classroom in a weekly
folder.

Week  The role of Weekly historical inquiry Google Doc – Bloom’s Source Analysis Chart
Two evidence, question: How important is Link: https://docs.google.com/document/d
interpretation and evidence, interpretation and /1OiYgHURyZ8zLHUj4KIHx7CIw48KjJSV
aMSvBu8dhuH8/edit?usp=sharing [Resource Eight]
perspective in the perspective in the construction of
construction of historical accounts?
historical
accounts Museum Excursion [focus on
evidence]
Syllabus Outcomes: Students to participate in
 analyses and excursion/site study to the Sydney
interprets Jewish Museum. This enables
different types of students to gain a perspective on
sources for the Holocaust. Explain to the
evidence to students the museum itself
support an presents a particular perspective to
historical support a specific historical
account or account of the Holocaust as a
argument MH11- “crime against humanity which
6 must never be forgotten”. Students
 discusses and to begin excursion with teacher
evaluates reading what the museum
differing represents:
interpretations
and “The Museum aims to teach racial
representations tolerance; to ensure the evils of
of the past the past are not repeated; to serve
MH11-7 as a witness to the Holocaust and

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  communicates to stand as a memorial to the six
historical million murdered Jews and the
understanding, millions of non-Jewish victims”
using historical (Sydney Jewish Museum, 2018).
knowledge,
concepts and Excursion will focus on permanent
terms, in exhibitions such as:
appropriate and  Culture and Continuity:
well-structured Journey through Judaism
forms MH11-9  Serving Australia: The
Jewish Involvement in
Historical Concepts and Australian Military History
Skills:  The Holocaust
Continuity and change  The Holocaust and Human
Perspectives Rights
Significance
Contestability During the excursion/site study
students are to carry the provided
Analysis and use of Bloom’s Source Analysis Chart
sources [Resource Eight]. Students are to
Historical interpretation pick a source/document within the
Historical investigation museum and analyse it within the
and research provided source analysis. They are
Explanation and to bring this sheet with them to
communication their next class.

Analysis of evidence and

accounts in the Sydney Jewish
Museum

Student’s brainstorm the types of

evidence available to historians as

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 seen in the museum and from prior
knowledge. In an analysis of the
perspectives provided, discuss the
benefits and disadvantages in
utilising survivor accounts as
evidence. How would historians
approach these accounts?

Group research task:

Place students into small groups
and are to pick an account,
evidence or source someone has
worked on within the group.
Students are to research the
account in regard to questions:
Google Doc – Research Planning Guide
What is the effect of this Link: https://docs.google.com/document
/d/1_rpNxonicyvO3jE31Wl-34xAsYlyZEaq1
source/evidence in constructing eDfQ-jv9JA/edit?usp=sharing
historical accounts of the
Holocaust? How could this source
be used by historians to investigate
the history of the holocaust? Does
this source support a particular
historical account or argument?

Teacher to provide research

scaffold for students to complete
within class to enable
differentiation within the task
itself. Students are to create group
presentations, utilising their

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 research to convey their opinions
on the effect of their source in
constructing historical accounts,
it’s reliability and what account it
is aiming to construct. In these
presentations, the teacher
strategically questions to illicit
historical inquiry and analysis,
notably in regard to reliability and
credibility of sources

OR

Differentiation: Students with

lower ability may complete an
empathy task. They may write how
they would create a historical
account about the Holocaust, and
analyse what perspective this
gives.

A More Focused Account:

YouTube Video – Intentionalist v. Functionalist
Differing Perspectives [focus on Link: https://www.youtube.com/watch?v=n5rg1cIXbPw
perspectives/interpretation]

Students are to be introduced to

differing perspectives/historians
on the Holocaust. Students
introduced to intentionalist vs.
functionalist debate to analyse
differing interpretations and

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 representations of the past.
Teacher to play YouTube video as
a brief introduction to the concepts
for students.

Teacher to discuss with students

more in depth regarding the two
historiographical frameworks.
o Convey functionalists
argue Hitler made
decisions spontaneously
and unpredictably, of
which was rather driven by
ideas from middle ranking
German officials below
him and it was developed
over time. Introduce
prominent historians such
as Ian Kershaw in driving
this debate (be careful to
not go in depth to cross
over with HSC).
o Move toward introducing
intentionalist debate as the
Final Solution of the
Holocaust being driven by
Hitler’s own intent. A
integral part of this debate
claims his plan was written
out in his autobiography,
Mein Kampf, claiming he
fantasied of murder all

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 along. Introduce prominent
historians such as Lucy
Dawidowicz, Andreas
Hillgruber, and Gerald
Fleming as driving this
debate (be careful to not go
in depth to cross over with
HSC)..

Students participate in a class

debate. Students will be placed
into two separate groups, with one
side taking on an intentionalist
viewpoint, and one taking on a
structuralist viewpoint. Students
are each to argue the benefits of
their viewpoint and issues with the
oppositions viewpoint in
constructing accounts and
perspectives on the Holocaust.

Teacher to provide scaffolded

worksheet on The Information
Process for students. Students are
allotted research time for each
topic. Students then participate in
class debate deconstructing the
role that perspectives have on
constructing history.

Role of Historians in Perspectives

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 Students are asked to participate in
research and historical inquiry on a
particular historian. Examples
include: Andreas Hillgruber,
Gerald Fleming, Richard Evans,
etc.

Teacher to provide previously

used research planning guide for Google Doc – The Information Process Scaffolding Sheet
students to differentiate. Students Link: Link: https://docs.google.com/document/d
are provided appropriate time for /18KLV7CWY6keF59s8WYV6tUVWiWu
DRjLgLjz05rDPlXY/edit?usp=sharing
their research and to develop their
understanding of the argument
provided by their historian.
Teacher to analyse student
research guide to assess their
understanding prior to presenting
it.

Students are then to develop a

PowerPoint/Prezi presentation on
their historians argument. Have
students analyse the argument.

OR

Differentiation: With a lower-

ability class, this may be done in a
co-operative learning jigsaw
pattern rather than individual
work. Assign students in a
homegroup different historians,

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 who are then to split up into expert
groups and research their
historians perspective.

Segue presentations to a class

discussion that will lead into next
weeks content. Ask students about
historical understanding, and the
cause of variety in historical
perspectives?

Students are then to complete a

weekly journal entry on what they
have learnt throughout the week,
in reference to the Weekly
historical inquiry question:
How important is evidence,
interpretation and perspective in
the construction of historical
accounts?

Students who complete work on

their device may upload it to
Google classroom in a weekly
folder.

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 Week  Problems Weekly historical inquiry
Three associated with question: What is the effect of
the construction unreliable evidence and accounts
of modern in constructing modern histories?
histories: the
abundance of Abundance of Documentary Examples of Anne Frank documentary:
documentary Material: Is it Reliable? The Short Life of Anne Frank - History Discovery Biography
material, the Teacher to provide two short Link: https://www.youtube.com/watch?v=u_s4G2qkFjY
incomplete modern documentaries for students The Diary of Anne Frank – Excerpts
nature of to watch in class. Examples such Link: https://www.youtube.com/watch?v=hLylRfUbiEE
evidence and as The Short Life of Anne Frank,
political controls excerpts from the Diary of Anne Compare/Contrast Film Organiser Scaffold
Link: https://docs.google.com/document/d
on access to Frank. Students are to actively /1GWWIKioqNf3YLwsRI2UbW0vk6aO
source materials, engage with text through hdkuJkuRRnDkbkxY/edit?usp=sharing [Resource Nine]
including Compare/Contrast Organiser
classified records [Resource Nine]. This enables
differentiated scaffolding with
Syllabus Outcomes: learning of differing perspectives
 analyses and within the films.
interprets
different types of Students answer question on
sources for perspectives as formative
evidence to assessment.
support an
historical account 1. Pick two scenes from each
or argument film that portray differing
MH11-6 perspectives. Explain each
 discusses and scene in detail and explain
evaluates why each may be
differing considered unreliable.
interpretations
and

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 representations of 2. How is the Holocaust
the past MH11-7 portrayed in the film?
 communicates
historical Class discussion on interpretation
understanding, and perspective question to
using historical promote Inquiry based learning:
knowledge,
concepts and Is historical accuracy important in
terms, in a historical film and
appropriate and documentary? Are these
well-structured documentaries an accurate
forms MH11-9 historical representation of
 discusses history?
contemporary
methods and Students are to write a
issues involved in contestability task on whether the
the investigation they believe historical accuracy
of modern history within film and documentary is
MH11-10 important using their knowledge
from the film and knowledge of
Historical Concepts and perspectives.
Skills:
Continuity and change
Perspectives Incomplete Nature of Evidence:
Significance Nazi Concentration Camps
Contestability Lesson begins with teacher asking
students to collaboratively mind-
Analysis and use of map what evidence they know of
sources the Holocaust in itself. Students
Historical interpretation come up to the white-board to
Historical investigation contribute in front of the class.
and research

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 Explanation and Answers could include
communication photographs, survivors, camps.

Teacher to ask students to students

investigate evidence and sources Source Analysis – Holocaust PowerPoint
available for concentration camps. Link: https://docs.google.com/presentation/d/
Teacher load up Source Analysis 1LtWWOux5A9UvOtc05zhAT9fxqT7BLSr6YDqoqX94Wqw/edit?usp=sharing
PowerPoint Presentation of [Resource Ten]
graphic images of corpses,
photographs of camps and
survivors, aerial photographs taken
by Allies during the war [Resource
Ten].

Students are to complete Bloom’s

Source Analysis Sheet [Resource
Eight] as used in the previous
week in response to the Source
Analysis Task. This enables a
photograph analysis using
Bloom’s Taxonomy of evidence
used to construct history.

Class to collaboratively research

Auschwitz website and analyse Auschwitz Website
incomplete nature of material Link: http://auschwitz.org/en/museum/auschwitz-prisoners/faq
evidence from camps.

Think, Pair, Share - students

investigate:
Why would there be incomplete
material evidence? Does this pose

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 an issue for historians
constructing history about the
Holocaust?

Have students write a response

with their pair regarding problems
associated with historical record
regarding the Holocaust. They are
to then share this with the class.

Incomplete Nature of Evidence:

Political Controls on Sources
Teacher to introduce political
control on evidence to students
through topic of German societies
apprehensiveness to share
Holocaust-related archives citing
‘privacy concerns’. Students
brainstorm notions of concealment
and revision of history to suit
agendas.

Introduce students to the Red

Cross visit to Theresienstadt. Play YouTube Video - Theresienstadt Propaganda
Theresienstadt Propaganda Link:
YouTube Video for students to https://www.youtube.com/watch?v=cz1gH_R1mjg
analyse.

Discuss as a class:
What is the discrepancy between
what you know about the
Holocaust and this video? Are

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 there differing perspectives
provided? Who is controlling the
perspective in the video?

Discuss the destruction of forensic

evidence with students:
- Nazis contingency plan
that in case of defeat they
would carry out the total
destruction of German
records

Students to participate in co-

operative learning jigsaw to work
together to research the political
control and destruction of events.
- Students are allocated into
four groups.
- Each home group is
assigned topics:
o Rumbula (1943)
o Babi Yar in Kiev
(1943)
o Belzec (1942)
o Sobibor and
Treblinka (1943)
- Each member of the home
group is given
responsibility to find out
about their given aspect in
regards to the destruction
of forensic evidence via the

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 reopening of mass graves
and burning of bodies to
ashes.
- Each individuals in the
home group are then re-
grouped into an expert
group about each specific
event and learn in detail
and become an expert.
- Students will them return
to their homegroup and
share knowledge learned
amongst the group.
- Then students will present
a summary or report to the
class to convey their
knowledge and coverage of
the types of history.

To conclude discuss as a class:

What does the effect of burning
evidence and destroying mass
graves have for historians
studying the Holocaust?

Nature of Evidence: Nuremburg

Trials

Lesson begins with teacher What Happened At The Nuremburg Trials? | History
introducing students to the Link: https://www.youtube.com/watch?v=RsA6AdCRI-k
Nuremburg Trials as a form of
evidence within the historiography

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 of Holocaust. Teacher plays
YouTube video as a visual/aural
introduction to students.
Have students choose out of three
perpetrators giving evidence at the
trials: Hermann Göring, Otto
Ohlendorf, Rudolf Hoess.

Give students 10 minutes to

research each perpetrator and
provide a brief account/summary
of their contribution to the trials.

Students examine problems

associated with oral testimony and
reliability within perpetrator
testimony within the Nuremburg
trials: How does the interviewer
elicit unbiased and not influence
the perpetrator/informant’s
responses? How can historians
evaluate reliability within
responses?

Students participate in a SWOT

Activity to challenge students to
analyse and critique historians
relying on the Nuremburg Trials as
evidence.

Students assess:
o Strengths

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 o Weaknesses
o Opportunities
o Threats

Students are then to complete a

weekly journal entry on what they
have learnt throughout the week,
in reference to the weekly
historical question:
What is the effect of unreliable
evidence and accounts in
constructing modern histories?

Students who complete work on

their device may upload it to
Google classroom in a weekly
folder.

Week  The role of Weekly historical inquiry

Four selectivity, question: What is the effect of
emphasis and emphasis and omission for
omission in the historians studying the Holocaust?
construction of
historical Selectivity, Omission and
accounts Emphasis: Constructing History
Teacher begins lesson with
Syllabus Outcomes: explanation of selectivity,
 analyses and emphasis and omission in
interprets historical accounts. Begin with a
different types of mind map on the following
sources for question: Why would there be
evidence to

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 support an selectivity, emphasis and omission
historical in the construction of history?
account or
argument MH11- Introduce students to The Fiftieth
6 Gate by Mark Raphael Baker, and
 discusses and the exploration of the interplay
evaluates between the construction of
differing history of the Holocaust through
interpretations evidence and facts and the impact
and of memory and emotion.
representations
of the past Students are presented with quotes
MH11-7 from the text as an example of the Google Doc – Extracts from The Fiftieth Gate by Mark Raphael
 communicates exploration of the ability for Baker
historical emphasis and omission in Link: https://docs.google.com/document/d/
1PNyWGzFrV5T5opOh84UYVAEehFUhLGnIL
understanding, constructing history.
wyCV2GXLjE/edit?usp=sharing [Resource Eleven]
using historical
knowledge, Students evaluate the quotes in
concepts and terms of the effect of selectivity,
terms, in emphasis and omission in
appropriate and developing accurate historical
well-structured accounts. Convey the ability for
forms MH11-9 historians to choose what to
 discusses believe in history and manipulate
contemporary emotion for selectivity and bias.
methods and
issues involved in Students participate in a class
the investigation debate and will be placed into two
of modern history separate groups. Students are to
MH11-10 argue differing viewpoints on the
question: Can historical accounts
be considered admissible if they

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 Historical Concepts and emphasise and manipulate the
Skills: importance of certain
Continuity and change events/evidence over others?
Perspectives
Significance To conclude discuss as a class:
Contestability Does memory and emotion make
historical accounts stronger and
Analysis and use of therefore admissible, or does it
sources provide an avenue for historians to
Historical interpretation manipulate to suit an agenda?
Historical investigation
and research Selectivity, Omission and
Explanation and Emphasis: Holocaust Deniers
communication Lesson begins with teacher YouTube Video – Holocaust Denial, Explained
introducing the issue and Link: https://www.youtube.com/watch?v=BtfR31PGZVA
complications behind selectivity,
emphasis and omission within
historical account. Teacher plays
YouTube video explaining the
concept of Holocaust denial, its
evolution and enduring relevance.

Discuss as a class the major claims

by Holocaust deniers:
o Nazis did not use gas
chambers to mass murder
Jews. Small chambers did
exist for delousing and
Zyklon-B was used in this
process.
o Nazis did not use
cremation ovens to dispose

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 of extermination victims.
The amount of energy
required to fire the ovens
far exceeded what the
energy-strapped nation
could spare in wartime.
o The cremation ovens that
existed would have been
too small for this purpose
and the reason there were
cremation ovens at all was
they were put in to provide
cremation services for the
deaths from natural causes
and disease epidemics that
could reasonably be
expected in a high-density
work camp.
o The figure of 5-6 million
Jewish deaths is an
irresponsible exaggeration,
and many Jews who
actually emigrated to
Russia, Britain, Palestine
and the United States are
included in the number.
o Many photos and much of
the film footage shown
after World War II were
specially manufactured as
propaganda against the
Nazis by the Allied forces.

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 o Claims of what the Nazis
supposedly did to the Jews
were all intended to
facilitate the Allies in their
intention to enable the
creation of a Jewish
homeland in Palestine, and
are currently used to
garner support for the
policies of the state of
Israel, especially in its
dealings with the
Palestinians.
o Historical proof for the
Holocaust is falsified or
deliberately
misinterpreted.
o There is an American,
British or Jewish
conspiracy to make Jews
look like victims and to
demonize Germans.
o The overwhelming number
of biased academics and
historians are too afraid to
actually admit that the
Holocaust was a fiction;
they know they will lose
their jobs if they speak up
(Holocaust: A Call to
Conscience, 2009, retrieved
from: http://www.projetaladin.

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 org/holocaust/en/holocaust-
denial/what-do-holocaust-
deniers-claim.html).

Class discussion: Does Holocaust

denial trivialise and ignore the
thousands of pieces of evidence
and documentation provided?

Students pick a claim provided and

discussed in class. Students are to
write a contestability task on
whether they believe denial
trivialises the construction of
Holocaust.

Selectivity, Omission and

Emphasis: David Irving and
Deborah Lipstadt
Lesson begins with discussion of
David Irving. Discuss Irving’s
claims that Hitler did not know of
the extermination of Jews or, if he
did, opposed it. Discuss whether
historian’s work can be considered
credible if it is selective in it’s
evidence.

Class to watch YouTube video

regarding David Irving’s claims YouTube Video – David Irving on Australian TV (1989/1990)
Link: https://www.youtube.com/watch?v=JzR87qZdurM
then discuss:
o His claim that the number
of deaths of Jewish

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 individuals has been
exaggerated
o Defence of Hitler (he did
not order the Holocaust, no
signed documents saying
so)
o Gas chambers on display
at Auschwitz are not
genuine
o The furnaces at the camps
were to prevent the spread
of disease – hygiene
precautions

Students to complete a graphic Google Docs - Graphic Organiser: David Irving

organiser to synthesise the Link: https://docs.google.com/document/d/
historical argument of Irving. 15FSaM0g__gItjnBHcXzDcNNVwLia7IqU
NG7o2_fUONE/edit?usp=sharing

Move discussion to David Irving v

Penguin Books and Deborah
Lipstadt case.

Have students research regarding

the case. Provide website to
Denying the Holocaust – Deborah Lipstadt
Deborah Lipstadt’s article on Link: http://www.bbc.co.uk/history/worldwars/genocide/deniers_01.shtml
Denying the Holocaust through
BBC.

Class to watch YouTube clip from

Denial film (2016). Students are to Denial (2016) – Clip Compilation
note the argument used against Denial (2016) – Proof Scene
Link 1: https://www.youtube.com/watch?v=-vnewJWShPU

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 Irving within the clip to discredit Link 2: https://www.youtube.com/watch?v=WlE991m19BY
him.

Class discussion on video: What

evidence is used to discredit
Irving? Had David Irving won the
case, would Holocaust denial be
more credible?

Students are to write an opinion

piece on the following: What
legitimises history? Do you think
historical work is credible if it is
selective or omissive? Is Irving’s
argument in credible?

Selectivity, Omission and

Emphasis: Holocaust denial or
entitled revisionism?
Lesson begins with having
students discussing and
brainstorming what they believe
makes a historian: does evidence
matter in history? Is manipulated
evidence considered credible? Is
there a place for emotion in
historical construction?

Students complete a SWOT

Analysis chart on David Irving’s
argument and whether he can be
considered a credible historian.

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 o Strengths
o Weaknesses
o Opportunities
o Threats

Move on to discuss revisionism

with students. Clarify historical re-
interpretation/revisionism is a
common adventure, generally
brought about by the introduction
of new evidence, or difference in
decision or motivation in the
participant people. It enables new
discoveries of evidence, fact and
interpretation.

Ask students to locate articles and

opinion pieces that have been
written about Holocaust
revisionism. Ask students to
compare and contrast different
perspectives provided.

Students participate in a class

debate and will be placed into two
separate groups. Students are to
argue differing viewpoints on the
question: Is Holocaust denial
considered a form of historical
revisionism or negationism?

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Assessment Details
Formative Assessment throughout
Unit:
Graphic Organiser – The Holocaust
Weekly Historical Inquiry Questions
Discussion Circles – Throughout Unit
Think, Pair Share – Focus Questions
Co-operative Learning Jigsaw –
Types of History
Presentation – Types of History
Source Analysis – Anne Frank and
Leni Riefenstahl
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Conclude with discussion on the
argument and their understanding
of the ability for history to be
constructed.
Students are then to complete a
weekly journal entry on what they
have learnt throughout the week,
in reference to the weekly
historical inquiry question: What
is the effect of emphasis and
omission for historians studying
the Holocaust?
Students who complete work on
their device may upload it to
Google classroom in a weekly
folder.
Outcomes
A student:
 analyses and interprets different types of sources for evidence to support an historical account
or argument MH11-6
 discusses and evaluates differing interpretations and representations of the past MH11-7
 communicates historical understanding, using historical knowledge, concepts and terms, in
appropriate and well-structured forms MH11-9
 discusses contemporary methods and issues involved in the investigation of modern history
MH11-10
Related Life Skills Outcomes:
38
 Mind-Mapping  Engages with personal connections to history MHLS6-1
Website Research Tasks  Engages with the concepts of time and chronology MHLS6-2
Response Scaffold and Answers  Engages with a variety of sources to investigate the past MHLS6-8
Bloom’s Analysis Chart – Museum  Engages with differing interpretations and representations of the past MHLS6-9
Group Research Task – Effect of  Communicates information about the past using historical terms and concepts MHLS6-11
Evidence
Class Debate –
Intentionalist/Structuralist
PowerPoint/Prezi on Historian’s
Argument
Compare/Contrast Organiser –
Documentaries on Anne Frank
Contestability Task – Is Historical
Accuracy Important?
Think, Pair, Share – Incomplete
Evidence in Auschwitz
Co-Operative Learning Jigsaw –
Political Control and Destruction of
Mass Graves
SWOT Activity – Relying on
Nuremburg Trials as Evidence
Class Debate – Emphasis and
Manipulation of Evidence
Contestability Task – Does Denial
Trivialise the Holocaust?
Graphic Organiser – David Irving
Argument
Opinion Piece – What Legitimises
History?
SWOT Activity – David Irving
Argument

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 Class Debate – Is Holocaust Denial
Revisionism or Negationism?
Contestability tasks: Gallipoli giving
birth to a nation, relevance of
ANZAC.
Source analysis activities utilising
Blooms Taxonomy.
Short paragraph on weaponry.
Essay on the Western Front and Battle
of the Somme.
Short essay response in groups to
consolidate group research task and
analyse continuity and change/cause
and effect on the effect on the home
front.
Short paragraph on changing role of
women as formative assessment.
ANZAC commemoration list for
comprehension of ANZAC relevance
and symbols.
Class presentation on self-chosen
ANZAC sources and symbols to
communicate about the past.

Evaluation of the Learning and

Teaching
Use of mind-mapping to establish
prior student knowledge.
Establishing personal connections to
elicit empathy and student
comprehension of varying
 Use of mind-mapping was beneficial as a way of establishing prior student knowledge.
 Personal connection task establishing the unit enabled students to analyse historical accounts
as constructed, whilst eliciting empathy. It also enabled different perspectives and students to
engage in independent historical inquiry.

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 perspectives and historical
construction.
Visual literacy through analysis of
films and documentaries.
Question tasks to analyse perspectives
for formative assessment and to
enable critical thinking in regard to
critiquing historical construction.
Class discussion to allow for flow of
thought in senior classroom, and
allow contestability and historical
inquiry.
Contestability tasks for students to
include their own opinion and dispute
mainstream historical interpretation.
Source Analysis Activities to analyse
evidence and interpretations, utilising
Bloom’s Taxonomy for adjustment to
a senior level and differentiation.
Group work/collaborative work
enables differentiated learning.
SWOT activities enable an analysis of
the strength and weaknesses of
historical accounts and arguments.
Class presentations enable students to
convey their understanding and
comprehension of the content points.
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 Visual literacy through Anne Frank documentaries, Triumph of the Will and Denial conveys
differing perspectives but also allowed students to investigate the validity and accuracy behind
historical construction.
 Contestability tasks are beneficial for students in analysing contemporary methods and issues
involved in the investigation of modern history and evaluating differing interpretations and
representations of the past. However, there is a potential for students to be hesitant in terms of
arguing with dominant viewpoints within history, or defending potentially controversial
viewpoints.
 Question tasks to analyse perspectives and evaluate differing interpretations and
representations of the past. This enables critical thinking in regard to critiquing historical
construction.
 Source analysis activities were foundational to understanding and evaluating differing
interpretations and representations of the past and interpreting different types of sources for
evidence to support an historical account or argument.
 Group work and collaborative work essential for discussing and evaluates differing
interpretations and representations of the past, and enables group communication of historical
understanding and knowledge.
 SWOT activities allowed students a framework for deconstructing major events and
arguments within history.
 Class presentations enabled student use of ICT and allowed students to convey historical
understanding, using historical knowledge, concepts and terms, in appropriate and well-
structured forms.
 Class discussion to allow for flow of thought in senior classroom and allow contestability of
historical construction and historical inquiry.
41
 Discussion

Within the Stage 6 Modern History Syllabus, students are enveloped within an investigation of “forces that have shaped the world, based on the

analysis and interpretation of sources” (NESA, 2017, p. 9). Within this, it is paramount students explore significant events within modern history

that have notably altered how the world, events and individuals are interpreted. Further than merely appreciating and analysing events, it is

critical for students to critically analyse the motivations and actions of individuals in the transformation of societies construction of modern

histories. Within this syllabus, students are equipped with essential competence of “knowledge, understanding and skills to help them examine

and make sense of the world around them” (NESA, 2017, p. 9). As such, with this intent behind the syllabus, this unit of work was designed to

address and develop this appreciation of modern history, whilst simultaneously stimulating students engagement, curiosity and imagination in an

accessible manner.

Within this unit of work, the students are encouraged to “understand and use historical concepts and apply skills in their investigation of people,

ideas, movements, events and developments of the modern world within personal, local, national, regional and global contexts” (NESA, 2017,

p. 9). This notion is fundamental to introducing students to the Holocaust through an investigation of the construction of modern histories,

particularly with methods and issues associated with constructing accounts about the past (NESA, 2017, p. 28). Students analyse complexities

within the modern historical representations, evident through opportunities for students to pose questions and consider issues within evidence

through contestability tasks and debates permeated through the unit. These opportunities are integrated in regard to historical construction,

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evidence and arguments to enable students to investigate contemporary methods and issues involved in the investigation of modern history and

evaluate differing interpretations and representations of the past. Furthermore, students are encouraged to utilise critical literacy throughout the

unit, notably in regard to consistent discussion to debate interpretation and perspectives, contestability tasks for students to develop reason and

evidence based arguments, as well as analysing, weighing and synthesising evidence from a variety of sources from primary source extracts to

develop historical inquiry. Furthermore, the unit is designed to allow students to develop “increasingly sophisticated historiographical skills and

historical understanding” through a close study of historians and individuals such as David Irving within this unit, toward broader developments

such as Holocaust denial and revisionism that have shaped the modern world (NESA, 2017, p. 9). These tasks enable a critical approach to

understanding events, issues and constructions of history and the world, which stand fundamental in developing active and informed citizens

within students.

This unit outline is gauged toward facilitating learning needs within senior students, informed by pedagogical theories that enable motivation and

engagement. Within this, the pedagogical approach of Visible Learning, substantiated by John Hattie (2012) is permeated weekly throughout the

unit through the integration of a historical inquiry question. This approach addresses engagement and motivation for students of a senior level,

“making teaching visible to the student so that students learn to become their own teachers”, subsequently facilitating a level of accountability

and responsibility at a senior level (Hattie, 2012, p. 1). Furthermore, as the lesson intention is explicit to the student, it enables a guidance on

behalf of the teacher, “making student learning visible to teachers so they can know whether they are having an impact on this learning”

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subsequently encouraging an implicit alliance between the student and teacher to address content. Furthermore, collaborative and co-operative

learning are two prominent pedagogical methods utilised throughout the unit as a means of maximising learning experience for students at a

senior level. These methods require students to depend on a differing party as a means of achieving a common goal, providing a level of

accountability and motivation to each student. These approaches manifest in the Think, Pair, Share, group research, class discussion and class

debate activities, of which leads students to “help and support each other’s learning … motivating them to prove information, prompts,

reminders and encouragement” to each other (Gillies and Boyle, 2010, p. 933). As such, these methods promote critical thinking and develop

articulate communication between students, addressing learning needs of motivation and engagement within senior students. Furthermore, the

acknowledgement of “different developmental trajectories within intelligence and different core processing operations” is fundamental to

differentiation for seniors within this unit, underpinned by Multiple Intelligences (MI) theory (Noble, 2004, p. 194). The collaborative learning

methods within the unit address these differing developmental trajectories, through a necessitated unity between students in working together to

complete a task or create a product. Furthermore, Vygotsky’s Zone of Proximal Development theory underpins the differentiation within the

unit, with scaffolding utilised within research tasks and graphic organisers to provide assisted instruction.

Furthermore, the explicit integration of ICT within the unit enables motivation and engagement within students through enhancing modern

learning and enabling research-based enquiry learning. Throughout the unit, technology pervades students work from classwork to formative

assessment through online e-learning platforms such as Google Classroom and online website research. The use of ICT within the unit is

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essential for the enrichment of senior learning as it enables the “learner [to] play an active role and also emphasizes self-directed, independent,

flexible and interactive learning” (Talebiana, Mohammadia & Rezvanfara, 2014, p. 304). Formative assessment is centralised around motivation

and engagement for senior students to promote high performance, whilst simultaneously recognising areas of progress and weakness.

Recognition of these areas is essential for senior students to develop an awareness of any breaks that exist between their anticipated goal and

their current knowledge to progress a higher level of critical and intellectual analysis. Furthermore, relevance to outcomes is fundamental within

the unit for senior students to promote an “understanding of the nature of modern history through an investigation of relevant methods and

issues” (NESA, 2017, p. 28).

As such, this design of this unit encourages students to develop their knowledge and understanding of historical construction at a senior level,

and to mature their “skills of critical analysis and values and attitudes essential for an appreciation of the people, forces and ideas that have

shaped the modern world” (NESA, 2017, p. 11). Within this, the unit enables students to appreciate the nature of modern history through

effectively analysing and interpreting differing sources for evidence to support historical accounts, evaluating interpretations of the past, and

critiquing contemporary methods involved in the investigation of modern history. In developing a sophisticated historical approach through a

sophisticated historical approach.

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 Bibliography

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. In The Main Idea: Current Education Book Summaries.

Retrieved from: https://www.egfl.org.uk/sites/default/files/SUMMARY%20OF%20VISIBLE%20LEARNING.pdf

Gilles, R.M. & Boyle, M. (2010) Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education. 26,

933-940. Retrieved from: http://www.esev.ipv.pt/mat1ciclo/DISCUSS%C3%95ES/Cooperative.pdf

Noble, T. (2004). Integrating the Revised Bloom’s Taxonomy With Multiple Intelligences: A Planning Tool for Curriculum Differentiation.

Teachers College Record Volume 106, (1) 193–211. Retrieved from:

http://scholar.google.com.au/scholar_url?url=https://pdfs.semanticscholar.org/88c9/bfffdebde3be85f0f67b71fe8c5f70a5b6e2.pdf&hl=en

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NSW Education Standards Authority [NESA]. (2017). Modern History Stage 6 Syllabus. Retrieved from:

https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-syllabus-2017.pdf

Talebiana, S., Mohammadia, H, M., & Rezvanfara, A. (2014). Information and communication technology (ICT) in higher education:

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Behavioural Sciences 152, 300-205. Retrieved from:

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