Year 10 HistorySemester 1, 2017

Collection of work

Instrument No.

1Student: Teacher (highlight or circle): MPE MCT JOG

Unit 1: The Second World WarCONDITIONS

Due date:Date distributed:

Format:Notice of task:

Sources:

Friday 10th February 2017 (Week 3)Friday 27th January 2017 (Week 1)Portfolio of skills activities - Take home taskTwo weeksSource material provided with assignment

Students are expected to consult textbooks & other resources

TASK Respond to tasks A – C below in your own words and on the answer sheets

provided. When referring to sources, either by paraphrasing or quoting, clearly

identify which source(s) you use by indicating the author. Ensure you use coloured pencils for the mapping activities. You must write in third-person using past-tense. You must attempt ALL sections of this assessment item.

C1:Historical knowledge &

understanding

C2:Questioning & researching

C3:Interpreting &

analyzing

C4:Communicating

historical knowledge

Australian Curriculum Year 10 History | WWII – Collection of Work

Purpose of assessment: This formative assessment provides teachers with opportunities is to make judgements about students’ abilities to analyse the causes and effects of events and developments and explain their relative importance. Students will refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time with reference to the context for people’s actions in the past. Students will explain the significance of events from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. When researching, students process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Task-specific features

A B C D E

Hist

oric

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d U

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Continuity & Change(TASK C)

Insightful recognition and explanation of patterns of change and continuity over time.

Effective recognition and explanation of patterns of change and continuity over time.

Recognition and explanation of patterns of change and continuity over time.

Basic/minimal recognition and explanation of patterns of change and continuity over time.

No recognition and explanation of patterns of change and continuity.

Cause and Effect(TASK B)

Reasoned explanation of the causes and effects of events.

Informed explanation of the causes and effects of events.

Sound explanation of the causes and effects of events.

General/cursory explanation of the causes and effects of events.

No explanation of the causes and effects of events.

Significance(TASK B)

Comprehensive explanation of the significance of individuals and groups and how they were influenced by the beliefs and values in their society.

Significant explanation of the significance of individuals and groups and how they were influenced by the beliefs and values in their society.

Relevant explanation of the significance of individuals and groups and how they were influenced by the beliefs and values in their society.

Some/minimal explanation of the significance of individuals and groups and how they were influenced by the beliefs and values in their society.

No explanation of the significance of individuals and groups.

Inte

rpre

ting

& A

naly

sing

Analysis & use of sources(TASK A)

Evaluation of the relevance, representativeness, accuracy, and likely reliability of sources.Perceptive interpretation of the values, motives and points of view in sources, while acknowledging the time period origin, purpose and context of their production.

Evaluation of the relevance, likely accuracy and likely reliability of sources.Interpretation of the values, motives and points of view in sources, while acknowledging the origin, purpose and context of their production.

Evaluation of the relevance and likely reliability of sources.Identification and explanation of points of view in sources, while acknowledging their origin and context.

Reproduction of basic and explicit facts in sources. Listing data and information.

No implementation of material from sources.

Analysis & use of sources(TASK B)

Discerning analysis and synthesis of evidence to make insightful conclusions.

Logical analysis and synthesis of evidence to make reasoned conclusions.

Relevant analysis and synthesis of evidence to make credible conclusions.

Narrow/cursory analysis and synthesis of evidence to propose obvious connections.

No analysis and/or synthesis of evidence to make conclusions.

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Com

mun

icati

ng

Using language effectively (Paragraph structure, grammar, persuasive language, writing in third person past-tense).

Communication of historical arguments using language effectively and succinctly, while meeting stipulated requirements of the task concerning length, format and scope.

Communication of historical arguments using language effectively while meeting the requirements of the task in most instances.

Communication of historical arguments using mostly coherent and explanatory language that meets some of the requirements of the task.

Basic/incomplete communication of historical arguments using basic language that meets the minimum requirements of the task.

Inadequate communication of historical arguments using incoherent language.

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Task A: Source analysis – The Treaty of VersaillesIn January 1919, the Versailles Palace outside of Paris was chosen as the location for an international

meeting to decide on how Germany should be punished for the First World War. Germany was not invited to the meeting and the Treaty of Versailles was imposed on it rather than it being a party to

negotiations. Hitler called this a diktat, meaning a ‘dictated peace’.

Consider the four sources below and complete the associated activities:

1. In the appropriate box below, write a brief description of THE CONTENT, CONTEXT, AND PURPOSE of each source.

A.

B.

C.

D.

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Source A: “Our peace ought to be dictated by men who act in the spirit of judges... and not in the spirit of vendettas” (David Lloyd George at Versailles).

Source D: A German cartoonist’s version of the Treaty of Versailles, with Clemenceau ready to guillotine a man who represents Germany while Wilson and Lloyd George look on.

Source B: “We have no jealousy of German greatness... we do not wish to injure her or to block in any way her (sic) legitimate influence or power.” (Woodrow Wilson in a speech to

the US congress in 1918).

Source C:

[German criminal] (To allied police): “Here I say, Stop, you’re hurting me!” [Aside]: If I only whine enough I may be able to wriggle out of this yet! (British political cartoon from 1919).

2. Complete the table below using the four sources. List the sources in the left column using the source tag (the LETTER ASSOCIATED WITH EACH SOURCE) and then write how the sources presents this view in the right column:

Sources that provide a POSITIVE view of the terms of the Treaty of Versailles:

Reasoning/evidence from the sources:

Sources that provide a NEGATIVE view of the terms of the Treaty of Versailles:

Reasoning/evidence from the sources:

3. Whose perspectives do these sources represent (German, British, American, French)? Explain your answer.

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Source A:

Source B:

Source C:

Source D:

4. Which of these sources would be most valuable for a historian studying the consequences of the Treaty of Versailles? Explain your answer in the box below.

Task B: Expository paragraph – Contribution of the Treaty of Versailles to the outbreak of WWII.

Write an expository paragraph in in the space provided on the following page that responds to the following:

Discuss the importance of the Treaty of Versailles to the outbreak of World War II.

Required length: 200 words At least ONE (1) quote and TWO (2) sources that are correctly referenced are required. You MUST also reference your quote appropriately using the Harvard Citation Style. Your paragraph should conform to the TEEL structure and will be assessed on the

following: A. Clear introductory sentence/topic sentence that responds to the question

B. Use of evidence and correct identification of sources

C. Using linking words to connect ideas

D. Analysis and synthesis: your chosen quotes support the paragraph’s thesis, and your work discusses evidence as opposed to merely describing evidence or re-presenting it

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E. Appropriate vocabulary, use of formal language and writing in third-person, past-tense.

F. Setting the discussion in historical context (*think: what was going on at the time?) Concluding sentence.

G. A linking/concluding sentence.

*Note: An Expository paragraph offers information. It explains a subject, gives directions, or shows how something happens. In expository writing, linking words like first, second, then, and finally are usually used to help readers follow the ideas. This kind of paragraph, like any other, organizes itself around three parts. A topic sentence allows the reader to understand what you are writing about. The middle part or body of the paragraph contains supporting sentences that follow one another in a logical sequence of steps. The concluding sentence closes the subject with an emphasis on the final product or process desired by the topic.

Write your paragraph here:

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STOP AND PRINT OUT YOUR ASSIGNMENT NOW! THE REMAINDER IS TO BE COMPLETED USING COLOURED

PENCILS.

Task C: Mapping the course of WWII

Your task is to create two maps which show Hitler’s movements in Europe up to 1941, and the Japanese advance into the Pacific by 1942. In order to complete this task to a high level, complete the following:

Map of Europe:

1. Ensure your map has BOLTSS.

2. Label the countries shown on the outline European map attached.

3. On the European map, shade the Axis powers one colour. Shade the countries that were under Axis control by May 1941 a different colour.

4. Find and label the sites of these three important battles of the European theatre of war:

a. Leningrad

b. Battle of the Bulge

c. D-Day landings.

Please ensure you label these battles with the dates they occurred.

Map of Asia-Pacific:

1. Ensure your map has BOLTSS.

2. Label the countries shown on the outline Pacific map attached.

3. On the map of the Pacific, shade Japan ONE colour. Shade the countries that were under Japanese control by 1936 in a DIFFERENT colour. Shade the countries that were conquered by Japan by 1942 in a THIRD colour.

4. Find and label the sites of the three major allied victories:

a. Guadalcanal

b. Iwo Jima

c. Okinawa.

Please ensure you label these with the dates they occurred.

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