Twentieth Century Conflict

Human Rights
Assessment rubric:
Well below expected standard Below expected standard At expected standard Above expected standard Well above expected standard
Strand 1 – Attributes reflection on the qualities of understanding of an issue consideration of the using evidence and evaluation of different political
Civics and Citizenship leadership in a political system related to change in the arguments for and against a recognising a number of leadership styles in the twentieth
Students identify and political system suggested change alternative viewpoints century
discuss the qualities of
leadership through
historical examples.
Strand 2 – Knowledge analysis of the role of leaders and understanding of the comparison and analysis of evaluation of the impact of critical analysis of the impact of an
Humanities – History other key individuals in societies, contribution of significant different perspectives on conflicts on nations and on historical event and its continuing
Students analyse the and evaluation of their events to the social, political significant national events people effects
impact of significant contributions and legacies and cultural development of a
events and ideas in nation
shaping world history in
the twentieth century.
Strand 2 – Knowledge • development of research • critical analysis of sources • research inquiries which • selection of research • refinement of research
Humanities – History questions for objectivity and bias use of a range of resources, methods to suit the task methods and forms of
Students frame research • selection and evaluation of a • synthesis of written and including those which show • synthesis of a variety of presentation in the light of
questions and locate range of primary and secondary visual evidence to support differing interpretations of evidence analysis of evidence
relevant resources. They sources arguments and conclusions events and issues • analysis of the ways that
evaluate a range of • accurate bibliographic • selection of an appropriate • recognition of multiple particular events or periods of
primary and secondary conventions in presentations of presentation form for the perspectives on events time have been interpreted and
sources and use understandings results of an inquiry • evaluation of evidence understood by historians
historical conventions which supports different
such as footnotes interpretations of events

Strand 3 – Skills • application of a range of generation of appropriate Synthesis/reviewing of processing and processing of complex data and
Thinking Processes appropriate strategies questions for exploring and information when considering synthesis/reviewing of information
Students make informed when reasoning analysing differing various perspectives complex information in
decisions based on their perspectives on an issue problem-solving tasks, and
analysis of various consideration of various
perspectives and, perspectives/positions and
sometimes contradictory variables in making decisions
information.
Students articulate and
defend their own
opinions.
Teacher Comment:
Organisation Suggestions:

Below expected level At expected level Above expected level

Presentation Domino Set is Domino Set is organised with Domino Set is organised with
disorganised. well explained captions. well explained captions.
Graphic Organiser Graphic Organiser used well. Graphic Organiser used well.
poorly used.
Quality of Essay Essay partially Essay answers all sections. Essay includes extra detail.
completed.
Personal reflections No personal reflections Some personal views on the Offers a comprehensive list of
were offered. issues gathered are included. personal reflections on Hitler.
Responsibilities Work not submitted on Work submitted on time. Work submitted on time.
time.
Class work Required many Required minimal reminders Required no reminders from the
reminders from the from the teacher to be on teacher to be on task.
teacher to be on task. task.
Strand 1 Attributes Knowledge and skills Self-directed time Solution-focused behaviour to
Personal Learning for managing time and management with a focus on achieve learning goals
Self Reflection focusing on task task requirements
requirements with
minimal supervision