Download Grade 9 World War 2

Educator and Tagging information
Learning Area:
Social Sciences
Resource Name:
World War 2
Assessment Exemplar Number:
SSH9.8
Item/s:
11
Phase:
Senior
Grade:
9
Tags:
World War 2; Auschwitz; Pearl Harbour; timeline; Battle of Britain; Poland; Russia; Hiroshima;
Winston Churchill; Summative Assessment
Assessment Type:
Summative
Assessment Form/s:
Structured questions
Copyright for included material:
W Armstrong; DS Gear – permission granted for the duration of this project.
Duration:
1 hour
Learning Outcomes and Assessment Standards
Learning Outcome 1: The learner will be able to use enquiry skills to investigate the past and
present.
Assessment Standards
We know this when the learner:
■ Investigates a topic by asking key questions and identifies a variety of relevant sources to
explore this topic [finds sources].
■ Asks significant questions to evaluate the sources [e.g. to identify bias and stereotypes,
omissions and gaps] [works with sources].
■ Analyses the information in the sources [works with sources].
■ Presents an independent line of argument in answering questions posed, and justifies [using
evidence] the conclusions reached [answers the question].
■ Communicates knowledge and understanding by constructing own interpretation and
argument based on the historical sources [including extended writing, artwork, graphics and
drama]; uses information technology where available and appropriate [communicates the
answer].
Learning Outcome 2: The learner will be able to demonstrate historical knowledge and
understanding.
Assessment Standards
We know this when the learner:
■ Places events, people and changes in the periods of history studied within a chronological
framework [chronology and time].
■ Identifies categories of causes and effects [e.g. immediate and long-term, direct and indirect]
[cause and effect].
■ Explains and analyses the reasons for and results of events in history [cause and effect].
Learning Outcome 3: The learner will be able to interpret aspects of history.
Assessment Standards
We know this when the learner:
■ Understands the contested nature of content, and that historians construct histories when
writing about events from the past [source interpretation].
■ Constructs an interpretation based on sources, giving reasons for own interpretation [source
interpretation].
■ Analyses issues which influence the way history has been written [influences on
interpretation].
■ Explains the ways in which symbols are used to remember events
Hyperlinks:
To be completed later.
Number of questions for exemplar:
10
Rating:
Easy questions:
1; 2
Medium questions:
3; 5; 6; 7; 8; 9
Difficult questions:
4; 10
Assessment Task
World War 2
1.
Place the following events in World War 2 in the correct order, by writing the letters
A to G in a column with the correct year (1939 to 1945) next to it. Note that some
events took place in the same year.
7]
A.
B.
C.
D.
E.
F.
G.
The liberation of Auschwitz
The German invasion of Poland
The dropping of the atomic bomb on Hiroshima
The British evacuation at Dunkirk
The Battle of Britain
The German invasion of Russia
The Japanese attack on Pearl Harbour
Picture X
Picture Y
Picture Z
2.
Match each picture (X, Y or Z) to an event (A to G).
[3]
3.
Choose any one of these events, except A, and write two paragraphs for publication
in a newspaper of the day, explaining the importance of the event, firstly from a
German perspective, and secondly from a British perspective.
[8]
4.
Write a narrative essay on the importance of Auschwitz as a symbol of the Nazi
tyranny, explaining Hitler’s attitude to the Jews and what happened as a result. [20]
5.
What important role, other than direct military action, did the USA play in bringing
an end to the Nazi tyranny?
[4]
6.
How did the American attack on Hiroshima change the world forever?
[6]
7.
Which event, A to G, changed the war from a European war to a world war?
Justify your choice.
[4]
8.
Which event, A to G, did Winston Churchill describe in the following terms:
“Never in the field of human history has so much been owed by so many to so few.”
Why did he describe it this way?
[6]
9.
What do you think was the chief lesson that the world learned from World War 2?
Justify your answer.
[5]
10.
Refer to the pictures below. The death camp at Auschwitz and the battleship, USS
Arizona, at Pearl Harbour are preserved as memorial museums. Why do you think
it is important that such memorials exist?
[10]
The USS Arizona sinks after the Japanese attack
The Auschwitz memorial
The USS Arizona memorial
Suggested Solutions
1.
A
B
C
D
E
F
G
2.
X – Battle of Britain; Y – German invasion of Poland / Russia; Z – British evacuation
at Dunkirk
3.
The purpose of this question is to give the learner an opportunity to demonstrate the
meaning of ‘bias’.
Level
4
1945
1939
1945
1940
1940
1941
1941
The views expressed in each paragraph clearly state the opposing views and are
relevant to the event chosen. Each paragraph is factually accurate.
3
The views expressed in each paragraph state the opposing views and are partly
relevant to the event chosen. Each paragraph is mostly factually accurate.
2
The views expressed in each paragraph do not clearly state the opposing views
and are not relevant to the event chosen.
1
The answer shows little or no understanding of the events’ historical importance.
4.
Level
4
Content
[8 marks]
All the necessary
information is provided
to support the
arguments made.
Layout and
presentation
[4 marks]
The essay is
neatly laid out
and logically
related to the
text.
Argument
[8 marks]
The argument
is well thought
out, presenting
more than one
point of view,
supported by a
variety of
sources.
Discussion is
developed and
conclusions are
clearly stated,
showing that
the learner has
his/her own
thoughts on the
topic.
Sources and
evidence
[Not relevant to
summative
assessment]
3
The content supports
the argument, although
there may be some
omissions.
The essay is
neat, but layout
is a bit
haphazard.
2
Little evidence that the
learner has developed
his/her own thoughts
based on the sources.
The essay is
untidy and
disjointed.
1
Content is inadequate
and does not support
the arguments.
Presentation is
messy. Errors
are scribbled
out.
The argument
is sound,
supported by
sources,
although
lacking in depth
and originality.
The argument
is not always
logical in
relation to the
sources and no
originality is
shown.
The argument
is not logical
and not
supported by
the sources.
[Not relevant to
summative
assessment]
[Not relevant to
summative
assessment]
[Not relevant to
summative
assessment]
5.
Industrial production and supply of weapons and food to the Allies.
6.
The atomic weapon was the first weapon of mass destruction capable of destroying
the world if used in sufficient numbers. War became too dangerous for big powers to
engage in. The result is that most wars since have been small wars supported by the
big powers.
7.
Before Japan joined the war, it was only being fought in Europe and the Atlantic
Ocean. After Japan joined at Pearl Harbour, America also came into the war, and the
‘Pacific Theatre’ started.
8.
The Battle of Britain. A small number of British Royal Air Force fighter pilots fought off
a much bigger German Air Force, so preventing a German invasion of Britain.
9.
In this answer, the learners must demonstrate that they understand the lessons of
history by reference to a specific example. Any reasonable argument which makes
two to three good points is sufficient.
10.
Partly to remember those who suffered and died, to remind us that war is terrible.
Also to remind us of the specific dangers of human rights abuses and the
consequences of not taking action earlier. Any reasonable argument.