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Bridging the gap to year 12 with Weimar and Nazi Germany. Ian Lyell [email protected]. Alexis Watson [email protected]. Resources. Sample assessment tasks, student responses, and learning activities have been made available in the DropBox account. - PowerPoint PPT Presentation
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Resources
Sample assessment tasks, student responses, and learning activities have been made available in the DropBox account.
Email [email protected] for access to the sample learning tasks discussed in this session
Challenges of Year 12 History
What did you find
most challenging
about History:
Revolutions this year?
(John Monash 2012)
“Writing an essay within the time frame… It is also hard to structure the response in Section A Part B
and Section B Part A - visual / source analysis. I also found it hard to link significance and effects to events as well as
memorising the multiple dates…”“Keeping on top of revision and making sure I understand the
events properly… It’s also really difficult to remember
historiography and bullets for evidence. I’m still finding it hard to
remember the timelines and statistics for the two revolutions.”
What did you find most challenging
about History: Revolutions this
year? (CGGS 2013)
Challenges of Year 12 History
Writing to time limits
Staying up to date
with revision notes
Memorising dates
Managing the
information overload!
Memorising
historians’ views
Memorising
historians’ views
Year 12 Assessment While we want to focus on good history
teaching, we also need to keep in mind that part of our job is to help students attain the strongest possible results in VCE.
The weight of Year 12
assessment falls on high-
order questions
Synthesis
Evaluation
Analysis
Application
Comprehension
Recall
Links to Year 10 Study of Weimar and Nazi Germany can
supplement the existing Australian Curriculum content, adding engaging and rigorous material.
•Inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
Overview
•An overview of the causes and course of World War II•An examination of significant events of World War II, including the Holocaust
World War II
Links to VCE 20th Century
• New political ideas about social and economic order
• Methods used to establish and legitimise new ideas
• Conflict which resulted from attempts to implement new ideas
Crisis and Conflict • Experience of different social
groups or classes• Factors influencing change in social
life• Groups who sought to effect
change in social life• Media representations of change in
social life
Social Life• Examples of cultural leaders or
movements• Responses to cultural leaders or
movements• Relationship between cultural
movements and their historical contexts
Cultural Life
Study of Weimar and Nazi Germany can satisfy all three outcomes Unit 1 Twentieth Century History.
Why Modern Germany? Easy to implement
Engaging and popular subject matter – high student interest
Extensive resources Content similarity to VCE History: Revolutions
Collapse of Weimar Republic = study of revolutionary ideas, leaders, movements and events
Nazi Germany = evaluation of creation of a new society by revolutionary movement
Extensive opportunities for students to debate causes, predict outcomes, and speculate about alternatives – good historical teaching!
Goals of the unit1.Generate interest in continuing the
study of history through to Year 12 2.Help students develop useful study
and revision skills for managing large volume of content in VCE History: Revolutions
3.Acclimatise students to the style of assessment used in Year 12
4.Build historical analysis and writing skills to a level suitable for Year 12 assessment
Unit OutlineMain Content1. German Revolution (1918)2. Treaty of Versailles (1919)3. Political/economic crises of Weimar Republic (1919-
33)4. Origins and rise of the Nazi Party (1919-33)5. Creation of the dictatorship and police state (1933-4)6. Changes in everyday life in Nazi Germany (1933-39)7. Path to war in Europe (1933-39)8. The Holocaust (1941-45)Assessment9. Test 1 - Revolutions-style Extended Response10.Test 2 – Revolutions-style Source Analysis11.Formal research essay
Extended Response questionsExample: Using three or four main points, explain how
Lenin’s ‘April Theses’ contributed to a revolutionary situation in Russia up to and including October 1917. (2013 exam)
Assesses: Knowledge Ability to make causational links Ability to analyse historical processesChallenges students encounter in Year 12: Students write either one sentence per point
(low extreme) or an entire essay (high extreme)
Students unaccustomed to providing specific evidence
Students unaccustomed to analysing historical processes
Extended Response questions
The best…answers usually successfully signposted with ‘firstly’, ‘secondly’ and ‘thirdly’, which set up an excellent structure for the answer and gave events in chronological order. Many students commenced their answer with a brief contention that touched on their main points and this was also an excellent way to begin a response. The most successful responses used accurate, specific historical terms and included dates, places and names.VCAA Assessment Report, 2013 VCE History: Revolutions Exam
Adapted questions1. Using three or four main points, explain
the events which allowed Hitler to become Chancellor of Germany in 1933. Provide evidence to support your answer. (Easy)
2. Using three or four points, explain how the Great Depression contributed to the rise of the Nazis between 1929 and 1933. Provide evidence to support your answer. (Medium)
3. Using three or four points, explain how Hitler used his powers as Chancellor from January 1933 onwards to become a dictator by the end of 1934. Provide evidence to support your answer. (Challenging)
Extended Response strategiesBasics: Aim to have 4 points. Use the space that is provided. Going over the
page means that you are writing too much. Your answers must consist of –
Accurate and precise knowledge of context+
Use of evidence+
Ability to make a judgment – “Explain the importance of…”
=Evaluation
Source: Elisabeth Morgan
Extended Response strategiesTeach students to identify and select
relevant information (highlighting, note-taking, mindmapping)
Emphasise causation and outcomes (timelines are helpful)
Emphasise regular planning and writing practice
Provide many sample questions and responses
Activity 1: Timeline
1. Create a timeline of events leading up to the creation of Hitler’s dictatorship
2. Explain how each event contributed to the creation of Hitler’s dictatorship
3. Which four were the most important? Justify your answer.
Activity 2: Fill in the grid With a partner, fill in the cause-effect-
significance grid. Ensure that the ‘significance’ column helps explain why Hitler was able to become dictator in 1934.Event Cause Effect Significanc
e
Treaty of Versailles
Munich Putsch
Great Depression
Reichstag Fire Decree
Activity 3: Peer review Prior to teaching students the structure of
Part A responses I gave them a sample.
The sample was presented in a Google doc. with a series of questions to answer.
As a class, students shared their thoughts and opinions on the document. They were able to work on the one document at the same time and see all
responses.
It allowed the more passive students to have a voice and share.
Annotating Student Responses Using Google Docs.
Google Docs peer review Students were given the following questions:
1.What do you notice about the style of question? Identify the key words and/or phrases.
2.Comment on the structure of the student's response. Are there any common features?
3.Identify things you think the student has done well.
4.Identify things that you think the student can improve on.
5.Assign the student a mark out of 10. Students were given an assessment rubric
to assist them in completing number 5.
Google Docs peer review This task generated a highly valuable
discussion: Students had a good understanding of what
was expected of them in this particular style of response.
The class recognised the importance of identifying the key terms of the question, for example, ‘explain’ and the need to use a variety of specific evidence including dates, events, leaders / people, ideologies, figures and statistics etc.
More importantly, they identified the structure of the response (cause → event → effect) and acknowledged the need to PLAN!
The Treaty of Versailles, known as the ‘Diktat’ was signed on 28 June 1919, and was resented by most Germans for its unduly harsh terms. Firstly, Germany was forced to pay 132 billion gold marks in reparations to the victorious allied nations over 50 years. Germany’s economy had already been devastated by WWI, and the additional burden of these payments magnified Germany’s economic issues. In 1923, Germany could not afford to pay anymore and so the French occupied the Ruhr – an industrial region of Germany. The loss is productivity was a major setback for Germany and hyperinflation ensued. Secondly, Clause 231, known as the ‘war guilt clause’ greatly humiliated Germany and damaged the citizens’ national pride….
Sample response
Signpost
phrases
Specific factual evidenc
e
Analysis of
significance
Source Analysis
A. Identify two groups that are depicted in the representation. (2 marks)B. Identify two ways in which the artist emphasises the revolutionary
endeavour of the Party members in the representation. (2 marks)C. By referring to parts of the representation and using your own knowledge,
explain the political challenges facing the Chinese Communist Party by 1968. (6 marks)
D. Evaluate to what extent this representation provides an accurate depiction of the challenges facing the Chinese Communist Party in the consolidation of the new society. In your response, refer to parts of the representation and to different views of the Revolution. (20 marks)
Unknown artist ‘The traitor Liu Shaoqi must forever be expelled from the Party!’ November 1968 (2013 exam)
Teaching analytical skills How to work with and assess
understanding of sources: Provide scaffolds for working with
sources Assessment should rely on questions of
graduated complexity per Bloom’s – sources are not just for reading comprehension!
Assessment should require students to synthesise own knowledge with information presented in sources - this is good historical practice!
Source Analysis part c. questionsTypical example: By quoting from the source and using
your own knowledge, explain how the Wuchang Uprising contributed to Revolution of 1911. (2013 exam)
Assesses: Knowledge Ability to contextualise and interpret the
source Ability to synthesise evidence from source
and own knowledgeChallenges students encounter in Year 12: Students have difficulty synthesising -
they are confident in EITHER discussing the source OR their own knowledge.
Source Analysis part c. questions
The extraction of information from sources and analysis in order to draw conclusions…is a very challenging part of the paper… The strongest responses showed comprehension of the main idea depicted in the source and were able to add detailed factual knowledge, containing dates and names… Many students did not add their own factual information and just explained what the image showed about the particular event or period in the Revolution.VCAA Assessment Report, 2013 VCE History: Revolutions Exam
Source Analysis part d. questionsTypical example: Evaluate to what extent this extract presents a
complete depiction of the circumstances that led to the collapse of the Qing Dynasty in 1911.
Assesses: Ability to compare and contrast perspectives of the past Ability to synthesise evidence from the source with own
knowledge Ability to sustain original judgments with evidenceChallenges students encounter in Year 12: Students rely on simplistic judgments (e.g. ‘this is
biased’) Students have difficulty sustaining original arguments
with factual evidence or elements of the source
Source Analysis part c. questions
The most successful students showed an understanding of a historical viewpoint... They compared it with their own view and supported their view with factual information and ideas from the source… Weaker responses struggled to place the source in its historical context… They tended to give descriptions of the source’s content [and] resorted to highly generalised discussion such as ‘this is biased because…’ Weaker answers were not well supported with factual evidence.VCAA Assessment Report, 2013 VCE History: Revolutions Exam
Source Analysis part d. strategies Emphasise that all sources are potentially
useful, but that no single source can ever provide a complete depiction
Teach students to identify the medium (journalism, propaganda, historical) and then discuss the audience and purpose of source (to persuade? to inform?)
Teach students to move beyond simplistic identification of primary/secondary sources and commentary on bias
More sophisticated evaluationsConcep
tGuiding question
Sample prompt
Accuracy
Are all of the details in this source correct and true?
This source correctly shows…This source offers the misleading belief that…
Reliability
Is this source balanced, fair and trustworthy?
This source offers a balanced appraisal of…This source is essentially misleading propaganda…
Complete-ness
Does this source tell us everything? What is missing?
This source provides a good overview of…This source overlooks the importance of…
Evaluating merits of sourcesBenefits Limitations
Accurate account Contains errors
Balanced perspective Narrow or distorted perspective
Intended to inform or educate
Propaganda – intended to mislead
Provides a valid or plausible explanation
Provides a poorly supported or unpersuasive explanation
Covers all relevant points
Selective - omits important and relevant
information
Provides direct insight Lacks hindsight
Scaffolded evaluation
How is this helpful in
understanding the
Nazis’ rise to power?
What other key
information do I need to explain the
Nazis’ rise to power?
Source Analysis sample
A.Identify two features of the image which suggest that Hitler had become a dictator by the end of 1934.
B.Identify two features of the image which suggest that Germans were forced to accept Nazi ideas and beliefs after Hitler came to power.
“I Shouldn't Be Surprised if Hitler Wins Der Election”
Cartoon by David Low which was published in the Evening Standard on 27 Mar 1936
Source Analysis sample
C.Explain how Hitler transformed Germany from a democracy into a dictatorship. Refer to parts of the cartoon and use facts from your own knowledge to support your response.
“I Shouldn't Be Surprised if Hitler Wins Der Election”
Cartoon by David Low which was published in the Evening Standard on 27 Mar 1936
Source Analysis sample
D.How useful is this source in helping historians understand German society by August 1934? Discuss whether the source is reliable and accurate, and refer to parts of the cartoon and facts from your own knowledge to support your response.
“I Shouldn't Be Surprised if Hitler Wins Der Election”
Cartoon by David Low which was published in the Evening Standard on 27 Mar 1936
Research skills Teach students practical research skills –
there is not the luxury of time to do these in year 12 Give students an orientation of school/local
library and introduce to librarians Recognising reliable sources (annotated
bibliographies will help) Advanced google search functions Highlighting and note-taking strategies
(prevents regurgitation of large slabs of text) Referencing – footnoting and bibliographies
(will help in other subjects and beyond school)
Research assignmentEssay Questions1. Evaluate the impact of Nazi policy on one social
group of your choice in Germany between 1933 and 1939.
2. Evaluate to what degree the Nazis were successful in achieving their aims in one area of cultural life of your choice between 1933 and 1939.
3. Evaluate the role of one institution or group in maintaining Nazi control over German society between 1933 and 1939.
Suggested topics for discussion The experience of young people The experience of German Jews Suppression of religious freedom and Reich Church The role of the Gestapo in controlling the
population Nazi Cinema (e.g. Leni Riefenstahl’s Triumph of
the Will) Aryan Art and ‘Degenerate art’ exhibitions Many other choices…
Final Thoughts Coordinate with your school’s Year 12
History teacher(s) Set common, shared goals and
expectations, such as: Weekly reading and revision notes Separate question/answer booklets for
assessment Set rigorous, challenging assessments
in common formats …not dioramas! Use appropriate rubrics / criteria sheets
Recommended resources AlphaHistory.com Many GCSE texts from the UK, such as:
Ben Walsh GCSE Modern World History 2nd ed Steve Waugh Essential Modern World History Dale Banham & Christopher Culpin Germany
1919-1945 for SHP GCSE Tony Barta Nazi Germany: Understanding the Third
Reich Greg Lacey & Keith Shephard, Germany 1918-
1945: A Study in Depth Several good documentaries:
Fatal Attraction of Adolf Hitler (BBC, 1989) Nazis: A Warning from History series (BBC, 2007)