Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
APPENDIX A UNIT PLANNER PROFORMA Study Design: Unit 1: Twentieth Century History – Fall of Empires & Rise of Extremes Outcome: Students should be able to analyse and explain the development of a political crisis and conflict in the period of 1900-1945 WEEK 1: Outcome Content Pedagogies Resources Key Knowledge - Concepts - Introduction – Teachers Resources - Geopolitical changes resulting from the treaties signed following World War I, as reflected in a comparison of contemporary maps and historical maps. Imperialism Nationalism Requirements of the Unit The Age of Empire 1875-1914 Eric Hobsbawn Chapter 6 Circumstances leading to the emergence of new political ideas about social and economic order. Key Skills – Create, Annotate and Interpret Maps Use key concepts relevant to the selected historical context Evaluate a range of primary and secondary sources including film, written and visual sources in terms of context, information, reliability, completeness, objectivity and bias. Class Lectures – Assessment The planned activities would provided the teacher an opportunity to perform a diagnostic assessment of their students Topics The World of 1914 Geopolitical Landscape European Empires Alliances Progression of WWI Key Participants Key Events The World of 1919 Treaty of Versailles New Geopolitical Landscape Progression of WWI PowerPoint Presentation Documentary Footage Twentieth Century History 1900-1945 Anthony Bidgood Chapter 1 Timeline Activity – Engagement Youtube Links Looking at a brief timeline of the 1900-1923, (Events including WWI, Russian Revolution etc). Students are to label... Events they have previously studied Events they know a little about (through film, general interest, etc) Events they have heard about but do not know about. How many events from the period do you know absolutely nothing about? Mapping Exercise – Engagement, Classification In small groups, students map and annotate the breakup of Europe following World War One. They must do this on contrast to map of Europe pre WWI. Students must take particular attention to German Maps are in the prescribed Textbook Treaty of Versailles http://www.youtube.com/watc h?v=yj_eiyBsSSc The Paris Peace Conference http://www.youtube.com/watc h?v=ShRA8HRMR4Q Student Resources Assigned Textbook: Twentieth Century History 1900-1945 Anthony Bidgood Chapter 1 To gain an insight into the student’s previous knowledge and understandings. The mapping exercise is opportunity for formal assessment. The students need to use their developing thinking skills and satisfy the following requirement. To demonstrate the ability to evaluate a range of primary and secondary sources including film, written and visual sources in terms of context, information, reliability, completeness, objectivity and bias. WEEK 2: Outcome Content Pedagogies Resources Key Knowledge - Concepts – Teachers Resources - Geopolitical changes resulting from the treaties signed following World War I, as reflected in a comparison of contemporary maps and historical maps. Communism Class Lectures – End of WWI What has changed? Russia 1917 Marxism and Workers Revolution Revolution and Change Topics End of WWI- Circumstances leading to the emergence of new political ideas about social and economic order. Main characteristics of new political ideas. Armistice of 1918 Treaty of Versailles Conditions placed on Germany Dissolution of European Empires. Skills – Political ideas – Use key concepts relevant to the selected historical context Nationalism Marxism to Communism’ Analyse written and visual evidence Synthesise evidence to draw conclusions. Russia 1917-23 The Overthrow of the Tsar Revolutions of 1917 Allied Response Group Brainstorming Activity – Explore, Analyse, Reason In small groups, students will examine documents and compile notes pertaining to the conditions imposed on Germany from the Treaty of Versailles. And consider the following. What where harsh conditions placed on Germany? What do you think the effect of these conditions would have on the German people? Who was not represented at the Paris peach conferences? Class Lecture / Discussion Russia 1917 Marxism and Workers Revolution Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Anzacs in Arkhangel: Russia 1918-1919 Michael Challinger Chapter 8 The Interwar Crisis 1919-1939 R.J Overy Chapter 2 Youtube Russian Civil War Documentary/Narrative Study – Explore, Explain, Infer http://www.youtube.com/ watch?v=M7hkrWM2WM8 Students will watch the part of Documentary on Russian Civil War as well hear about narrative of Australians in Archangel. Students Resources - Students will be divided into groups to discuss the following: How has hearing about events in Russia 1917-1923 changed your perceptions of implications of peace following WWI? What do you think the world perceived communism as a threat? Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Australia War Memorial Website www.awm.gov.au/ Assessment By completing the tasks assigned for this week the teacher should be able to gain an insight into the student’s previous knowledge. At same time by observation and question the teacher is able to determine teachers understanding of content so far. The tasked are designed to address a number of higher orders thinking skills that the students need to demonstrate as form of assessment of learning. Students need to demonstrate the ability not only engage with content but draw analogies and provided explanations for their conclusions. WEEK 3: Outcome Content Pedagogies Resources Key Knowledge - Concepts – Teachers Resources - Circumstances leading to the emergence of new political ideas about social and economic order. Nationalism Republic Historical Empathy Class Lectures Germany 1919 What is Nationalism? Main characteristics of new political ideas. Topics - Conflict which emerged from attempts to implement new political ideas. Skills – Use key concepts relevant to the selected historical context Analyse written and visual evidence Synthesise evidence to draw conclusions. The German Revolution Abdication of Kaiser Establishing New Republic Economic Depression in Germany The Rise of Adolf Hitler – Early Life Experiences WWI Early involvement with the Nazi’s Research activity – Explore, Analyse In groups, students will research and compile notes on conflicts and struggles which were occurring Germany from 1919-1923 A. B. C. D. Beginnings/causes of the conflict and social unrest. Who was involved and why? Major events of the conflict. What was the effect on the German people? Historical Empathy Narrative – Reason, Speculate Students will be presented the story of The German Private. The twist being this is life story of Adolf Hitler of course he name will not be mentioned. And end of telling this particular story the students will be asked… If put in same situation how would you feel about you sense of loyalty to your nation? Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 The Interwar Crisis 1919-1939 R.J Overy Chapter 2 Crisis and Conflict An Enquiry Approach to Modern World History Llyod Leo Chapter 4 Assessment By completing the tasks assigned for this week the teacher should be able to gain an insight into the student’s previous knowledge. At same time by observation and question the teacher be able to determine teachers understanding of content so far. The research activity will serve as formal assessment. The students will be required to demonstrate... Successfully participate in small and large group discussions Work successfully individually and in small and large group settings Students Resources Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Spartacus Education www.spartacus.schoolnet .com.uk Research and present historical details in an informative way. By doing this it helps develop they key higher order thinking skills of evaluation, speculation and hypothesize. WEEK 4: Outcome Content Pedagogies Resources Key Knowledge - Concepts - Teachers Resources - Circumstances leading to the emergence of new political ideas about social and economic order. Fascism Nazism Class Lectures – Fascism Rise of Nazi Party Beer Hall Putsch Film Analyse –Explain, Elaborate, Compare, Judge Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Topics Main characteristics leading to the emergence of new political ideas Means by which individuals, organisations and groups attempted to establish legitimise particular political ideas. Conflict which emerged from attempts to implement new political ideas. Understanding the competing interpretations and contested narratives of the past Skills – Use key concepts relevant to the selected historical context Analyse written and visual evidence Rise of Fascism Defining Fascism Rise of Nazi Party After been giving a solid historical background the students will watch part of Mini Series Hitler the Rise of Evil. They will focus on section related to Beer Hall Putsch of 1923. - Beer Hall Putsch Background Event Aftermath Mein Kampf Ideas of Hitler and Nazi Party The Myth vs. Reality of Germany in 1920’s. - They will be asked to address the following questions. How accurate does this film represent the nature of events of Beer Hall Putsch? Do you think the Nazi’s are portrayed in a sympathetic manner? Why must we be careful when using modern day film to study events in the past? Group brainstorming activity – Explain, Classify In small groups, students will examine selected sections of Hitler’s early speeches and address the following questions? Hitler: The Rise of Evil Mini Series DVD Mein Kampf Adolf Hitler Moving Images in the Classroom A Secondary Teachers Guide to Film and Television Film Education Student Resources - What is Hitler and Nazi Party saying about state of Germany in 1920’s? Is this a fair reflection of what is really occurring to your knowledge? What ideologies are unpinning the Nazi Party? Present historical material using historical conventions. The Interwar Crisis 1919-1939 R.J Overy Chapter 6 Assigned Textbook: Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Adolf Hitler [videorecording]. Various Speeches. Assessment By completing the tasks assigned for this week the teacher should be able to gain an insight in assessing the students learning of the context so far. The Film Analyse can serve a form of formal assessment. Student would be required to demonstrate a... Understanding of how evidence and values can be manipulated to produce different interpretations of events Understanding the competing interpretations and contested narratives of the past. This all relates back to their ability to analyse and interpret primary and secondary sources. WEEK 5: Outcome Content Pedagogies Resources Key Knowledge - Concepts - Teachers Resources - Main characteristics leading to the emergence of new political ideas Fascism National Socialism Propaganda Class Lectures Rise of Nazi’s Propaganda Exploring influence of Nazi Party Means by which individuals, organisations and groups attempted to establish legitimise particular political ideas. Topics Conflict which emerged from attempts to implement new political ideas. Understanding the competing interpretations and contested narratives of the past Evaluate a range of primary and secondary sources including film, written and visual sources in terms of context, information, reliability, completeness, objectivity and bias Skills – Use key concepts relevant to the selected historical context Rise of Nazi Party Growing Influences Formation Key Nazi Organisations Propaganda Joseph Gobles Influence on Germany Anti Semitism Film Study Using film as source in history study. Critical thinking of use primary and secondary sources. Changing culture in Germany. Visual source analysis – Classify, Elaborate, Make Analogies, Evaluate (Appendix B) Students are given visual sources from the Nazi Party depicting their message to German people in the late 1920’s early 1930’s. Students are to address the following questions. What are the separate elements of the poster – what is being depicted? How these elements work together to create meaning? What they are saying about possible future in Germany? What are they trying to do? How effective are they? Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 The Interwar Crisis 1919-1939 R.J Overy Chapter 6 Cabaret 1972 Monition Picture Moving Images in the Classroom A Secondary Teachers Guide to Film and Television Film Education Student Resources Assigned Textbook: Film Analysis – Explore, Imagine, Evaluate Students will be screened the film Cabaret set during Weimar Republic and during time rise of Nazi Party. Students will be asked the following questions. How does the film portray life in German in 1920’s? Analyse written and visual evidence How does the film portray the rise of influence of the Nazi Party? Present historical material using historical conventions. How has the audience changed in the theatre changed by the films end? Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Cabaret 1972 Monition Picture Assessment By completing the tasks assigned for this week the teacher should be able to gain an insight into the student’s previous knowledge. The mapping exercise is opportunity for formal assessment. The students need to be able to... Evaluate a range of primary and secondary sources including film, written and visual sources in terms of context, information, reliability, completeness, objectivity and bias Use evidence to support ideas and draw conclusions about the past WEEK 6: Outcome Content Pedagogies Resources Key Knowledge - Concepts - Class Lectures - Teachers Resources - Main characteristics leading to the emergence of new political ideas Fascism National Socialism Totalitarianism Topics – The Burring of the Reichstag The 1933 Election Rise of the Nazi’s Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Means by which individuals, organisations and groups attempted to establish legitimise particular political ideas. Conflict which emerged from attempts to implement new political ideas. Understanding the competing interpretations and contested narratives of the past Evaluate a range of primary and secondary sources including film, written and visual sources in terms of context, information, reliability, completeness, objectivity and bias Mapping Exercise – Classify, Explore 1933 Election The Burring of the Reichstag The Communist Conspiracy The Victory of the Nazi’s Nazi Germany The Totalitarian State Growing Anti Semitism Annexation of Austria Visual Analysis SAC Preparation In small groups the students will compare maps from Germany from 1919 up to 1936 and growing sphere of Nazi Germany control and influence. Line debate – Evaluate, Analyse, Speculate Students are separated into two groups and debate the topic “The rise of Nazi Party was almost enviable because they were appealing to needs of the German people” Summative Assessment: - Elaborate , Analyse, Classify, Imagine, 1. The main features, symbols and ideas of the visual source, what are their meaning? 2. The composition of the visual and how this affects meaning. Who is images target at? 3. What does this source tell us about the political conflict in the period of 1920’s and 30’s? Create Annotate and interpret Maps Use key concepts relevant to the selected historical context Present historical material using historical conventions. Crisis and Conflict An Enquiry Approach to Modern World History Llyod Leo Chapter 5 By completing the tasks assigned for this week the teacher should be able to gain an insight into the student’s previous knowledge. The mapping exercise is opportunity for formal assessment. The students need to be able to... Evaluate a range of primary and secondary sources including film, written and visual sources in terms of context, information, reliability, completeness, objectivity and bias Use evidence to support ideas and draw conclusions about the past Student Resources Assigned Textbook: Written Analysis of a Visual Source (Appendix C) Description of Task You are required to write an analysis of ONE of the visual sources attached. The analysis should be approximately 800 words in length. Your analysis should include: Skills – Analyse written and visual evidence The Interwar Crisis 1919-1939 R.J Overy Chapter 6 Assessment Twentieth Century History 1900-1945 Anthony Bidgood Chapter 3 Summative Assessment Refer to Appendix D. APPENDIX B This is a poster for the April 1929 provincial election in Saxony. The Dawes Plan was an international agreement dealing with the matter of German reparations payments from World War I. The caption reads: “Break the Dawes Chains.” Courtesy of Dr. Robert D. Brooks. This 1930 poster was produced for local groups to use in advertising their meetings. The poster reads: “Come to the NSDAP Meeting.” There is room to fill in the date, time and speaker. At the bottom, there are the following notes: Admission Price: War injured and the unemployed half price Jews not admitted Courtesy of Dr. Robert D. Brooks APPENDIX C PAGE 1 Written Analysis of a Visual Source Description of Task You are required to write an analysis of ONE of the visual sources attached. The analysis should be approximately 800 words in length. Your analysis should include: 1. The main features, symbols and ideas of the visual source, what are their meaning? 2. The composition of the visual and how this affects meaning. Who is images target at? 3. What does this source tell us about the political conflict in the period of 1920’s and 30’s? Assessment Criteria 1 . 2 . 3 . 4 . Exploration of the context of the visual Exploration of the ideas and meaning expressed in the visual Exploration of the use of visual sources in the past Appropriate and effective use of language VH H M L VL APPENDIX C – PAGE 2 I am not certain of the date of this astonishing poster, although I am quite sure it is from the 1930’s. This poster makes the most direct Christological comparison I’ve seen. Just as a dove descended on Christ when he was baptised by John the Baptist, so what looks to be an eagle hovers against the light of heaven over an idealized Hitler. The text: “Long live Germany!.” Courtesy of Dr. Robert D. Brooks. Another November 1932 poster on the communist threat, with anti-Semitic elements as well. The text: “Marxism is the guardian angel of capitalism. Vote National Socialist.” Courtesy of the University of Minnesota Library.