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Tuggerah Lakes Secondary College The Entrance Campus

Year 12 Modern History 2020

Course Outline Outcomes

Yearly Planner Assessment Schedule Syllabus Documents

Contents

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Important Information

Google Classroom Code: ___________________________

Teachers email address ___________________@det.nsw.edu.au

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HSC Modern History Expectations Feedback Students can send drafts of assessment tasks or practice questions for teacher feedback via google docs up to 2 days before the due date. Students are to use the share feature on google docs and share the draft with Students may submit hard copies or email with word document attachments

Homework Students are required to complete homework on a regular basis. Such as practice extended response questions or past paper questions. Students who do not complete homework will have their parents informed and a ‘N’ warning letter sent home.

Equipment A4 Book – one book per topic

Pens – black, blue and red

Plastic sleeves for handouts

TEC YEAR 12 SCOPE & SEQUENCE

MODERN HISTORY 2019-2020

Term 4 (2019) 1 2 3

4 5 6 7 8 9

AT#1 (20%)

10

Historical Skills CORE: Power and Authority in the Modern World, 1919-46

Term 1(2020)

Term 2 (2020) 1 2 3 4 5

AT#3 (25%)

6 7 8 9 10

PEACE AND CONFLICT CHANGE IN THE MODERN WORLD

Term 3 (2020)

1 2

3 4 5 6 7

8 9 10 AT#4

(30%)

CHANGE IN THE MODERN WORLD Revision Trial HSC

Examination Block Exam

Feedback HSC REVISION

1 2

3 4 5 6

7 8 AT#2

(25%)

9 10 11

NATIONAL STUDY PEACE AND CONFLICT

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)

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

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

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

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

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.

Glossary term Definition

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.

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.

Glossary term Definition

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’.

HSC Verbs

It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analyse/evaluate) Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

Year 12 Modern History 2020

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

Year 12 Modern History School-based Assessment Requirements

NESA requires schools to submit a school-based assessment mark for each Year 12 candidate in a course. Formal school-based assessment tasks are based on course requirements and components and weightings that contribute to the determination of the final mark for a course.

The mark submitted by the school provides a summation of each student’s achievement measured at several points throughout the course. The marks submitted for each course group at a school should reflect the rank order of students, and must be on a scale sufficiently wide to reflect adequately the relative differences in student performances. The actual mark should not be revealed to students as it is subject to moderation and may become confusing for students when they receive their results. Students must be informed that they can obtain their Assessment Rank Order Notice from Students Online after the last HSC examination at their centre and within the period of time for appeals.

The school-based assessment marks submitted to NESA for Year 12 must not include measures of outcomes that address values and attitudes or reflect student conduct. Schools may decide to report on these separately to students and parents. The collection of information for the Year 12 school-based assessment mark must not begin before the completion of the Year 11 course.

The components and weightings for Year 12 are mandatory.

Component

Weighting %

Knowledge and understanding of course content

40

Historical skills in the analysis and evaluation of sources and interpretations

20

Historical inquiry and research

20

Communication of historical understanding in appropriate forms

20

100

Assessment Schedule Subject: HSC Modern History

Year: 2019/2020 TASK WHEN TOPIC/S TYPE OF TASK OUTCOMES VALUE

1 Term 4 Week 9

Core Study: Power and Authority in the

Modern World 1919-1946

In Class Source Analysis

MH12-4 MH12-5 MH12-8 MH12-9

20%

2 Term 1 Week 8 National Study Historical Analysis

MH12-1 MH12-2 MH12-6 MH12-9

25%

3 Term 2 Week 5 Peace and Conflict Research Essay

MH12-2 MH12-3 MH12-7 MH12-9

25%

4

Term 3 Weeks 5 – 6

Core Study: Power and Authority in the

Modern World 1919-1946,

National Study, Peace and Conflict AND Change in the

Modern World

Trial HSC Examination

MH12-1 MH12-2 MH12-3 MH12-4 MH12-5 MH12-6 MH12-7 MH12-8 MH12-9

30%

Internal Assessment Program

HSC Course: Modern History

YEAR: 2019/2020

Task number Task 1 Task 2 Task3 Task 4 Totals

Timing of task Term 4, 2019 Week 9 Term 1, 2020 Week 8 Term 2, 2020 Week 5 Term 3, 2020 Weeks 5 & 6

Type of task In Class Source Analysis Historical Analysis Research Essay Trial HSC Examination

Related Outcomes MH12-4, MH12-5, MH12-8, MH12-9

MH12-1, MH12-2, MH12-6, MH12-9

MH12-2, MH12-3, MH12-7, MH12-9

MH12-1, MH12-2, MH12-3, MH12-4, MH12-5, MH12-6, MH12-7, MH12-8,

MH12-9, Syllabus Content Area & Weighting 20% 25% 25% 30% Core: Power and

Authority in the Modern World 1919 -

1946 National Study Peace and Conflict

Core Study: Power and Authority in the Modern World

1919-1946, National Study, Peace and Conflict AND

Change in the Modern World

Task weighting 20% 25% 25% 30% Component • Knowledge and understanding of course

content

5%

10%

10%

15%

40%

• Historical skills in the analysis and evaluation of sources and interpretations

5%

5%

5%

5%

20%

• Historical inquiry and research 5% 5% 5% 5% 20%

• Communication of historical understanding in appropriate forms 5% 5% 5% 5% 20%

Component weighting % 20% 25% 25% 30% 100%

COURSE: MODERN HISTORY HSC: 2019/2020 OUTCOMES & ASSESSMENT GRID

ME# OUTCOMES OBJECTIVES

Core Study: Power and Authority in the Modern World 1919-

1946

National Study Peace and Conflict

Change in the Modern World

12-1 accounts for the nature of continuity and change in the modern world

• develop knowledge and

understanding of a range of features, people, ideas, movements, events and developments of the modern world in their historical context

• develop an understanding of continuity and change over time.

AT#4 AT#2 AT#4 AT#4 AT#4

12-2 proposes arguments about the varying causes and effects of events and developments

AT#4

AT#2 AT#4

AT#3 AT#4 AT#4

12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past AT#4 AT#4 AT#3

AT#4 AT#4

12-4 analyses the different perspectives of individuals and groups in their historical context

AT#4 AT#1 AT#4 AT#4 AT#4

12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world

AT#4 AT#1

AT#4 AT#4 AT#4

12-6 analyses and interprets different types of sources for evidence to support an historical account or argument

• undertake the process of historical

inquiry • use historical concepts and skills to

examine the modern past • communicate an understanding of

history, sources and evidence, and historical interpretations.

AT#4

AT#2 AT#4 AT#4 AT#4

12-7 discusses and evaluates differing interpretations and representations of the past AT#4 AT#4 AT#3

AT#4 AT#4

12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

AT#4 AT#1

AT#4 AT#4 AT#4

12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

AT#4 AT#1

AT#2 AT#4

AT#3 AT#4 AT#4

ASSESSMENT TASKS

AT#1 In Class Source Analysis

AT#4 Trial HSC Examination

AT#2 Historical Analysis

AT#4 Trial HSC Examination

AT#3 Research

Essay

AT#4 Trial HSC

Examination

AT#4 Trial HSC Examination

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

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

HSC Examination Rubrics Section 1: Your answer will be assessed on how well you:

● demonstrate historical knowledge and understanding relevant to the question ● communicate ideas and information logically ● use historical terms and concepts appropriately

Section II Your answer will be assessed on how well you:

● demonstrate historical knowledge and understanding relevant to the question ● use relevant evidence and interpretation to support your response ● communicate ideas and information using historical terms and concepts appropriately ● present a sustained, logical and cohesive response

Section III Your answer will be assessed on how well you:

● demonstrate historical knowledge and understanding relevant to the question ● use relevant evidence and interpretation to support your response ● communicate ideas and information using historical terms and concepts appropriately ● present a sustained, logical and cohesive response

Section IV Your answer will be assessed on how well you:

● demonstrate historical knowledge and understanding relevant to the question ● communicate ideas and information logically ● use historical terms and concepts appropriately

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

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

Tips for writing historical essays Don’t tell stories

Don’t be general

Use relevant and accurate historical evidence

Analyse the evidence and make a judgment

Be succinct – write a clear, fluent argument that answers the question.

Refer to historians – ALWAYS

Use sources.

Answer the question directly in the introduction

Link your topic sentences back to the question - reuse the content word from the question

Your topic sentences you need to make it clear that you are doing what the question asked e.g. assess

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).

Podcast Directory You should be able to find these through your podcast app or on iTunes

You’ll also receive a book of readings to go along with the class.

• BBC - In Our Time – This is an excellent series, and Melvyn Bragg leads discussion by top academics on a

range of topics related to history.

o Vladimir Lenin (Russia) - https://www.bbc.co.uk/programmes/p00546pv

o Karl Marx (Russia/P&A) - https://www.bbc.co.uk/programmes/p003k9jg

o Rosa Luxembourg (P&A) - https://www.bbc.co.uk/programmes/b08lfc77

o Hitler in History (P&A) https://www.bbc.co.uk/programmes/p00546wh

o Atrocity in the 20th Century (P&A) https://www.bbc.co.uk/programmes/p0054638

o War in the 20th Century (Conflict) https://www.bbc.co.uk/programmes/p0054578

• Revolutions Podcast – Series 10 (Episode 10.1 onwards)– Great thematic and narrative history from historian Mike Duncan which covers the Russian Revolution in depth, great for our National Study topic. https://www.revolutionspodcast.com/

• We Have Ways Podcast - Thematic podcast series where Al Muray and historian James Holland discuss a variety of topics related to World War II

• Dan Snow’s History Hit Historian Dan Snow discusses a range of issues with experts and historians

o The Myth and Reality of Hitler’s Secret Police (P&A) https://play.acast.com/s/dansnowshistoryhit/the-myth-and-reality-of-hitler-s-secret-police-frank-mcdonough

o Sophie Scholl: Resistance Fighter (P&A) https://play.acast.com/s/dansnowshistoryhit/sophiescholl-resistancefighter-frankmcdonough

o Rise of the Far Right in Europe in the 1930s (P&A) https://player.fm/series/dan-snows-history-hit-106527/the-rise-of-the-far-right-in-europe-in-the-1930s-frank-mcdonough

o The Battle of Arnhem (Conflict) https://player.fm/series/dan-snows-history-hit-106527/the-battle-of-arnhem-with-james-holland-and-paul-reed

o The Polish Campaign (Conflict) https://player.fm/series/dan-snows-history-hit-106527/the-war-in-poland-in-1939-with-roger-moorhouse