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Tuggerah Lakes Secondary College
Year 12 Modern History
2019
Course Outline
Outcomes
Assessment Planner
Yearly Planner
Syllabus Documents
Performance Band Descriptors
2
Contents
1 HSC Modern History Course Requirements 3 2 Modern History Course Objectives and Outcomes
3
3 Assessment Task Schedule
4
4 Information regarding the HSC Examination in Modern History
4
5 TLSC HSC Modern History Yearly Planner
5
6 Modern History Course Content
6-10
7 Performance Band Descriptors
10-11
8 Glossary from Syllabus
11-13
9 Websites
14
10 Source Analysis
14
3
Year 12 Modern History 2019
Year 12 Course Structure and Requirements
The Year 12 course is structured to provide students with opportunities to apply their understanding of
sources and relevant historiographical issues in the investigation of the modern world.
The course comprises four sections. Students are required to study all four sections of the
course.
Year 12 course
(120 hours)
Modern History Indicative hours
Core Study: Power and Authority in the Modern World 1919–1946 30
National Studies 30
Peace and Conflict 30
Change in the Modern World 30
Historical concepts and skills
The Historical concepts and skills content are to be integrated throughout the course. The topics provide
the contexts through which concepts and skills are to be developed. These provide the means by which
students are able to engage in historical analysis and argument.
The course comprises a study of:
Component Topic
1 Core Study Power and Authority in the Modern World 1919–1946
2 National Studies Russia and the Soviet Union: 1917 – 1941
3 Peace and Conflict Conflict in Europe: 1935 – 1945
4 Change in the Modern World Apartheid in South Africa 1960 – 1994
Outcomes
Year 12 course outcomes
A student:
MH12-1 accounts for the nature of continuity and change in the modern world MH12-2 proposes arguments about the varying causes and effects of events and developments MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 analyses the different perspectives of individuals and groups in their historical context MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument MH12-7 discusses and evaluates differing interpretations and representations of the past MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms
4
Assessment Task Schedule
History HSC Examination Specifications The examination will consist of a written paper worth 100 marks.
The time allowed is 3 hours plus 5 minutes reading time.
The paper will consist of four sections.
Questions may include sources and/or interpretations.
Questions may examine Key features and content from the Survey and Focus of study.
Section I – Core: Power and Authority in the Modern World 1919–1946 (25 marks)
There will be three or four questions.
This section will require candidates to analyse and interpret sources and apply their own knowledge.
One question will be worth 10 to 15 marks.
Candidates will be required to answer all questions.
Section II – National Studies (25 marks)
There will be one extended-response question for each of the eight topics.
Each question will have two alternatives.
Candidates will be required to answer one alternative on the topic they have studied.
The expected length of response will be around eight pages of an examination writing booklet
(approximately 1000 words).
Section III – Peace and Conflict (25 marks)
There will be one extended-response question for each of the six topics.
Each question will have two alternatives.
Candidates will be required to answer one alternative on the topic they have studied.
The expected length of response will be around eight pages of an examination writing booklet
(approximately 1000 words).
Section IV – Change in the Modern World (25 marks)
There will be one question for each of the six topics.
Questions will contain three or four parts.
One part will be worth 10 to 15 marks.
Candidates will be required to answer the question on the topic they have studied
TASK WHEN TOPIC/S TYPE OF TASK OUTCOMES VALUE
1 Term 4, 2018
Week 9
Change in the
Modern World:
Apartheid in South
Africa
Research
Extended Response
MH12-1, MH12-
2, MH12-5 25%
2
Term 1, 2019
Week 8
Core: Power and
Authority in the
Modern World 1919
- 1946
Historical Analysis
MH12-3, MH12-
4, MH12-6,
MH12-7
25%
3 Term 2, 2019
Week 5
National Study:
Russia and the
Soviet Union 1917 -
1941
Research Extended
Response
MH12-2, MH12-
8, MH12-9 25%
4 Term 3, 2019
Weeks 5 & 6 All Topics Trial HSC Exam All Outcomes 25%
5
THE ENTRANCE CAMPUS
YEAR 12 – Modern History
YEARLY PLANNER 2019
Term 4: 15/10/18 – 21/12/18
Week 1 15/10
Week 2 22/10
Week 3 29/10
Week 4 5/11
Week 5 12/11
Week 6 19/11
Week 7 26/11
Week 8 3/12
Week 9 10/12
Week 10 17/12
Term 1: 29/1/19 – 12/4/19
Week 1 29/1
Week 2 4/2
Week 3 11/2
Week 4 18/2
Week 5 25/2
Week 6 4/3
Week 7 11/3
Week 8 18/3
Week 9 25/3
Week 10 1/4
Week 11 8/4
Term 2: 29/4/19 – 5/7/19
Week 1 29/4
Week 2 6/5
Week 3 13/5
Week 4 20/5
Week 5 27/5
Week 6 3/6
Week 7 10/6
Week 8 17/6
Week 9 24/6
Week 10 1/7
Term 3: 22/7/19 – 27/9/19
Week 1 22/7
Week 2 29/7
Week 3 5/8
Week 4 12/8
Week 5 19/8
Week 6 26/8
Week 7 2/9
Week 8 9/9
Week 9 16/9
Week 10 23/9
REVISION
Exam
Feedback
Task 3
25%
Task 1
25%
Source skills
Task 2
25%
CHANGE IN THE MODERN WORLD – APARTHEID IN SOUTH AFRICA
1960 -1994
TRIAL HSC EXAMS
25%
CHANGE
REVISION
POWER AND AUTHORITY IN THE MODERN WORLD 1919 – 1946
PEACE AND CONFLICT – CONFLICT IN EUROPE
PEACE AND CONFLICT – CONFLICT
IN EUROPE
NATIONAL STUDY – RUSSIA 1917 -
1941
NATIONAL STUDY – RUSSIA 1917 - 1941
6
Content of the Year 12 Course Core Study: Power and Authority in the Modern World 1919–1946
Content Focus
Through a focus on the nature of power and authority 1919–1946, and a broader transnational perspective,
students investigate the rise of fascist, totalitarian and militarist movements after World War I; what drew
people to these movements; the regimes that emerged and ongoing international efforts to achieve
collective security.
Through a study of Germany as a key example, students develop an understanding of how a democracy
can collapse, the impact of dictatorship on a society, the elimination of individual freedoms, and the threats
that dictatorships can pose to peace and security. This provides students with insights that contribute to a
critical perspective on power and authority in the contemporary world.
In investigating this topic, students develop and apply their knowledge and skills to understand different
types of sources and relevant historiographical issues.
The Historical concepts and skills content are to be integrated as appropriate.
Content
Students investigate:
Survey
● an overview of the peace treaties which ended World War I and their consequences (ACHMH130)
Focus of study The rise of dictatorships after World War I
● the conditions that enabled dictators to rise to power in the interwar period (ACHMH130, ACHMH136,
ACHMH138)
● an overview of the features of the dictatorships that emerged in Russia, Italy, Japan (ACHMH138)
The Nazi regime to 1939
● the rise of the Nazi party and Hitler in Germany and the collapse of the Weimar Republic (ACHMH129,
ACHMH130)
● the initial consolidation of Nazi power 1933–1934 (ACHMH130)
● the nature of Nazi ideology (ACHMH130, ACHMH132)
● the role of prominent individuals in the Nazi state (ACHMH130, ACHMH134)
● the various methods used by the Nazi regime to exercise control, including laws, censorship,
repression, terror, propaganda, cult of personality (ACHMH131, ACHMH132)
● the impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth,
women, minorities including Jews (ACHMH131, ACHMH132)
● opposition to the Nazi regime
The search for peace and security in the world
● an overview of the search for peace and security 1919–1946:
– the ambitions of Germany in Europe and Japan in the Asia-Pacific (ACHMH131, ACHMH144)
– the intentions and authority of the League of Nations and the UN (ACHMH222)
7
National Studies
Option F: Russia and the Soviet Union 1917–1941
Content Focus
Students investigate key features of the history of Russia and the Soviet Union 1917–1941. The Historical
concepts and skills content are to be integrated as appropriate.
Key features
● Bolshevik ideology in theory and practice
● competing visions for the Bolshevik Party and the USSR
● Bolshevik consolidation of power
● political and economic transformation
● social and cultural transformation
● nature and impact of Stalinism\
● aims, nature and effectiveness of Soviet foreign policy
Content
Students investigate:
Survey
● Bolshevik consolidation of power, including:
– an overview of Bolshevik ideology, the October coup 1917 and early Soviet government
(ACHMH136)
– the Treaty of Brest-Litovsk, the Civil War and the introduction of the New Economic Policy
(ACHMH136, ACHMH138)
Focus of study
● The Bolsheviks and the power struggle following the death of Lenin, including:
– the impact of the Bolshevik consolidation of power, including the creation of the USSR
(ACHMH138)
– power struggle between Stalin, Trotsky and other leading Bolshevik figures in the 1920s
(ACHMH137)
– reasons for the emergence of Stalin as leader of the USSR by the late 1920s (ACHMH137)
● The Soviet State under Stalin, including:
– the nature of the USSR under Stalin, including dictatorship and totalitarianism (ACHMH138)
– economic transformation under Stalin and its impact on Soviet society, including collectivisation and
the five-year plans (ACHMH138)
– political transformation under Stalin: growth of the Party, use of terror, show trials, gulags,
propaganda and censorship (ACHMH138, ACHMH139)
– social and cultural change in the USSR under Stalin (ACHMH138)
● Soviet foreign policy, including:
– the nature of Soviet foreign policy 1917–1941
– the role of ideology in Soviet foreign policy 1917–1941
8
Peace and Conflict
Option C: Conflict in Europe 1935 – 1945
Content Focus
Students investigate key features in the history of the conflict in Europe 1935–1945. The Historical
concepts and skills content are to be integrated as appropriate.
Key features
● causes of the conflict
● aims and strategies of the Allied and Axis powers
● turning points of the war
● impact of the war on civilians
● impact of the Holocaust in occupied territories
● reasons for the Allied victory
Content
Students investigate:
Survey
● Growth of European tensions, including:
– the collapse of collective security – Abyssinia, the Spanish Civil War
– Britain, France and the policy of appeasement
– significance of the Nazi–Soviet Non-Aggression Pact
Focus of study
● German foreign policy, including:
– aims and strategy of German foreign policy to September 1939
– impact of Nazi ideology on German foreign policy to September 1939
● Course of the European war, including:
– German advances: the fall of Poland, the Low Countries and France
– the air war and its effects: The Battle of Britain and the Blitz, the bombing of Germany
– Operation Barbarossa, the Battle of Stalingrad and the significance of the Russian campaign
– Battle of El Alamein and the significance of the conflict in North Africa to the European War
● Civilians at war, including:
– social and economic effects of the war on civilians in Britain, Germany and the Soviet Union
– the nature and effects of the Holocaust in the Nazi-occupied territories
● End of the conflict, including:
– ‘D’ Day and the liberation of France
– Russian counter-offensives 1944
– final defeat 1944–1945 (ACHMH133)
– Nuremberg War Crimes trials
9
Change in the Modern World
Option F: Apartheid in South Africa 1960 – 1994
Content Focus
Students investigate key features of apartheid in South Africa 1960–1994. The Historical concepts and
skills content are to be integrated as appropriate.
Key features
● differing visions of democracy
● nature and impact of apartheid
● role and impact of state terror and repression
● resistance to apartheid
● changes in society
● reasons for the collapse of apartheid
● international responses to apartheid
Content
Students investigate:
Survey
● The nature of the apartheid system, including:
– political, economic, social and demographic issues in South Africa in 1960
– apartheid: ideology, policy and practice
– impact of apartheid on rural and urban communities
Focus of study
● National resistance to apartheid, including:
– the nature, growth and impact of the African National Congress (ANC) and the Pan Africanist
Congress (PAC)
– significance of the Sharpeville Massacre
– Mandela as head of Umkhonto we Sizwe, ‘The Spear of the Nation’ (MK)
– Rivonia Trial, imprisonment on Robben Island, ‘Free Mandela’ campaign
– role of Mandela’s leadership of the ANC
– significance of Stephen Biko and the Black Consciousness Movement
● Repression and control by South African governments, including:
– the nature, impact and significance of tactics of repression and oppression
– role of South African security forces
– role and significance of Bantustans and independent black states
– relations with neighbouring African countries
– international responses to South African policies
● End of apartheid, including:
– political, economic and social factors contributing to the end of apartheid
– international factors contributing to the end of apartheid
– problems facing the National Party and the ANC in the transition to democracy in South Africa
10
Band Descriptors Band 6
demonstrates extensive knowledge and understanding of a range of historical features, people, ideas, movements,
events and developments, and their significance
demonstrates comprehensive understanding of continuity and change over time
demonstrates comprehensive understanding of different perspectives of individuals and groups in the past
analyses and interprets sources for evidence and synthesises evidence
evaluates differing interpretations and representations of the past
demonstrates sophisticated understanding and use of historical concepts and terms
communicates a high level and sustained argument through well-structured and comprehensive texts
Band 5
demonstrates thorough knowledge and understanding of a range of historical features, people, ideas, movements,
events and developments, and their significance
demonstrates a well-developed understanding of continuity and change over time
demonstrates a well-developed understanding of different perspectives of individuals and groups in the past
analyses and interprets sources for evidence
analyses differing interpretations and representations of the past
demonstrates thorough understanding and use of historical concepts and terms
communicates a coherent and sustained argument through well-structured and comprehensive texts
Band 4
demonstrates sound knowledge and understanding of a range of historical features, people, ideas, movements,
events and developments, and their significance
demonstrates sound understanding of continuity and change over time
demonstrates sound understanding of different perspectives of individuals and groups in the past
uses sources for evidence
discusses interpretations and representations of the past
demonstrates understanding of historical concepts and terms
communicates a general argument through well-structured texts
Band 3
demonstrates basic understanding of historical features, people, events, and their significance
identifies features of continuity and change over time
demonstrates basic understanding of different perspectives of individuals and groups in the past
makes reference to sources
identifies interpretations and representations of the past
uses basic historical concepts and terms
communicates basic information through descriptive texts
11
Band 2
describes historical features, people and events
recognises aspects of continuity and/or change
demonstrates limited understanding of different perspectives of individuals and groups in the past
makes reference to sources
uses limited historical concepts and terms
provides limited information in narrative style
Glossary
Glossary term Definition
Aboriginal and
Torres Strait
Islander Peoples
Aboriginal Peoples are the first peoples of Australia and are represented by over 250
language groups each associated with a particular Country or territory. Torres Strait
Islander Peoples whose island territories to the north east of Australia were annexed by
Queensland in 1879 are also Indigenous Australians and are represented by five cultural
groups.
An Aboriginal and/or Torres Strait Islander person is someone who:
is of Aboriginal and/or Torres Strait Islander descent
identifies as an Aboriginal person and/or Torres Strait Islander person, and
is accepted as such by the Aboriginal and/or Torres Strait Islander community in which they live.
Aboriginal Cultural
Protocols
Aboriginal Cultural Protocols describe appropriate ways of behaving, communicating and
showing respect for diversity of histories and cultures. This involves appreciation of the
knowledge, standing and status of people within the local Aboriginal community. Protocols
inevitably vary between communities, and between people within a community. In
establishing partnerships between Aboriginal communities and industries or professions, it
is especially important that protocols are acknowledged and respected.
Anarchism An ideology that argues a society can be run without rules or a government and that the
abolition of these things will lead to freedom, equality and justice
Ancient As defined in the NSW Ancient History Stage 6 Syllabus, the Ancient period covers history
from the development of early human communities to the end of late antiquity (around AD
650).
Anti-Semitism Hostility or hatred towards peoples of Semitic origins but is used to mean anti-Jewish
ANZAC The word ANZAC refers to the Australian and New Zealand Army Corps (ANZAC) troops
who first fought at Gallipoli in Turkey from April to December 1915.
Apartheid a policy of racial segregation, exploitation and oppression developed by white minority
South African governments
Appeasement A policy attributed to European governments in the 1930s that met the expansionist
policies of Nazi Germany by offering concessions
Bolshevism An ideology advocating the seizure of power by a revolutionary elite in the name of the
proletariat
12
Glossary term Definition
Capitalism An economic system that encourages individuals to make profits through investments and
the private ownership of goods, property and the means of production, distribution and
exchange
causation A process that includes a range of possible reasons for an historical event, situation or
development.
chronology A chronology places events and dates in order in time.
colonisation In Modern History – a process by which a different system of government is established by
one nation over another group of peoples. It involves the colonial power asserting and
enforcing its sovereignty according to its own law, rather than by the laws of the colonised,
and may involve dispossession of land.
In Ancient History – a process by which ancient societies establish settlements in other
lands and establish trading connections.
Communism A theory that a nation should be organised around different regional communities and that
a nation is merely a federation of such states. In India these communities are mostly
religious.
concepts The key ideas that shape the practice of the discipline of history, eg causation, continuity,
change, and significance. They provide the scope for judgement, interpretation and
argument and are the major means by which knowledge is constructed, analysed,
questioned and represented.
contestability Contestability involves examining how interpretations and representations of the past
differ, for example, as a result of using differing evidence or resulting from different
perspectives.
continuity and
change
Aspects of the past that have remained the same over a period of time or have changed
over time. Change can be understood as a ‘process’.
Decolonisation The process of colonies being freed from imperial rule through their own initiatives or the
granting of self-government
dispossession The removal of people from their lands which had been occupied and cared for by their
ancestors over thousands of years.
evidence The information elicited and interpreted from a source that is used to support an historical
argument or inform a specific historical inquiry.
heritage Tangible or intangible aspects of the past that are valued by an individual, group,
community or nation as a result of birth, inheritance or membership. It can also be applied
to significant examples of the human or natural environment.
historical
authentication A process of verifying the origins of an artefact or object and establishing it as genuine.
historical inquiry The process of developing knowledge and understanding by posing questions about the
past, and applying skills associated with locating, analysing, evaluating and using sources
as evidence to develop an informed argument or interpretation.
historiography The study of how history is constructed. It involves the critical analysis and evaluation of
historical methodologies and the way history has been written over time.
13
Glossary term Definition
ideology A framework of beliefs that guides actions, for example fascism and communism.
Indigenous cultural
and intellectual
property
Includes objects, sites, cultural knowledge, cultural expression and the arts, that have
been transmitted or continue to be transmitted through generations as belonging to a
particular Indigenous group or Indigenous people as a whole or their territory.
Indigenous peoples This term is used when referring collectively to the first peoples of a land in international
communities.
interpretation A way of understanding and explaining what has happened in the past. The discipline of
History acknowledges that there is often more than one view of what has happened in the
past.
Marxism A political and economic theory developed by Karl Marx and Frederick Engles that called
for the abolition of private property and emphasised the role of the state in providing work
and benefits for all leading eventually to a socialist order and a classless society
Modern As defined in the NSW Modern History Stage 6 Syllabus, the period of time in the modern
world generally between 1750 and the present.
perspective A point of view from which historical events, problems and issues can be analysed, for
example the perspective of an individual or group in the past. This may involve empathetic
understanding – the capacity to enter into the world of the past from the point of view of a
particular individual or group from that time, including an appreciation of the circumstances
they faced, and the motivations, values and attitudes behind their actions.
reconstruction A process of piecing together evidence from sources to develop an understanding or
picture of the past. It may include the physical reconstruction of ancient sites.
reliability Consideration of the context, purpose, origin and audience of a source, in order to
determine how accurately an area of historical study is represented. A source is neither
reliable nor unreliable in and of itself. It can only be judged reliable or useful for the
question that is asked. Reliability requires an understanding of perspective.
representation A portrayal of the past that may reflect a popular view within society, past or present, or
that may be constructed by historians.
significance The importance attributed to a particular aspect of the past such as an individual or event.
Significance involves an understanding of the various considerations which cause different
groups at different times to judge aspects of the past more or less historically significant.
source Any written or non-written materials that can be used to investigate the past. A source is
used to elicit ‘evidence’ in order to answer a specific historical question, inform an
historical inquiry, or to support or refute an interpretation.
terms A word or phrase used to describe abstract aspects or features of the past, eg
imperialism, democracy or republic; and more specific features such as trench warfare, or
a dictator, gladiator or vizier.
terra nullius A concept in international law meaning ‘a territory belonging to no-one’ or ‘over which no-
one claims ownership’.
14
Websites
Some useful websites for Study Guides and Strategies:
• https://educationstandards.nsw.edu.au/wps/portal/nesa/home
• www.boredofstudies.org
• https://www.hscintheholidays.com.au/
• https://www.artofsmart.com.au/
• https://libguides.csu.edu.au/HSC
(Each of the universities’ websites also has tips and guides, so try a search under their names.)
Source Analysis
Try this simple formula…
Source (A) is a (primary / secondary) source. It is a (cartoon, diary entry, speech extract, photograph, table
of statistics, etc) from (comment on the origin of the source). It shows (describe the content of the source).
The perspective of Source (A) is that of (talk in detail about the perspective – consider nationality, class,
gender, age, politics, involvement in an event, time source created).
Source (A) (would / would not) be considered reliable because (say why we can or can not trust the
information in the source – is it an accurate reflection of events, is it for personal or public consumption, can
the information be verified by other sources).
By examining Source (A) we can see that it is (very / partially) useful to a historian studying (restate the
topic from the question) because (give a reason for your judgement based on the tests you have applied for
perspective and reliability).
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