SENIOR HISTORY CURRICULUM AND METHODOLOGY A

ASSESSMENT TASK 2: HISTORY UNIT PL ANNING

SACE STAGE 2 MODERN HISTORY

DOMNA MARGARAS
A1631242

STAGE 2 MODERN HISTORY UNIT OF WORK AND LESSON

PL AN
Year Level: Year 12
Curriculum: SACE (Stage 2)
Topic: An Age of Catastrophe: Depression, Dictators, and the Second World War
School Context: Pembroke School is an independent, co-educational and nondenominational day and boarding school, catering for students from Early Learning through to
Year 12.1 Lessons are 50 minutes in length while students at the Year 12 Level undertake 6
history lessons per schooling week.
Class Context: The class consists of 25 students with mixed abilities. Utilisation of various
teaching methods in order to satisfy the diverse learning methods within the class is required.
There are no learning difficulties as such within the class, although there are a number of
students who would be considered visual learners in comparison to the majority who are able
to learn using both visual and auditory learning methods, hence the diverse range of resource
and tasks which will make the most of the varies learning styles within the class.
Unit content: This unit will cover Topic 9: An Age of Catastrophes: Depression, Dictators,
and the Second World War, c. 1929-45 extracted from the Depth Study component of SACE
Stage 2 Modern History 2016.2 Key Areas for Inquiry that will be studied in the unit is as listed
below; these provide the focus for a depth study within the topic. 3 Given the 8 week unit, each
topic will be focused on for a period of two weeks.
1.
2.
3.
4.

The
The
The
The

causes and impact of the Great Depression

rise and power of a dictator
nature of the dictators regime
nature of the Second World War in either Europe or Asia

Learning outcomes and/or curriculum links: This unit will ensure that students are
developing and demonstrating aspects of the four components of the Assessment Design
Criteria as outlined by the SACE Stage 2 Modern History Guide. The four components and their
specific features as well as the Performance Standards Rubric are provided below, extracted
from The SACE Stage 2 Modern History 2016 Guide.
Unit Resources: A number of Resources will be used including, PowerPoint Presentations,
Films, Video Excerpts etc. There are also a two core text books which are listed below.
Text Book: Best, A., Hanhimaki, J., Maiolo, J & Schulze, K 2008, International History of the
Twentieth Century and Beyond, Routledge New York.
1 Pembroke School, Introducing Pembroke. <https://www.pembroke.sa.edu.au/IntroducingPembroke/>
2 SACE, Modern History, <https://www.sace.sa.edu.au/web/modern-history>
3 SACE, Modern History.

Best, D 2015, SACE 2 Modern History Modern History Workbook, 5th Edition, Essentials
Education Australia.
Assessment: Assessments will be comprised of both formative and summative components,
with a summative contribution made to the specified SACE Stage 2 Folio Assessment.
Objectives of each assessment with relevance to the 2016 SACE assessment design criteria
will be referred to within the assessment component of the unit plan.

SACE Assessment Design Criteria4

Knowledge and Understanding
The specific features are as follows:
KU1Knowledge and understanding of people, places, events, and ideas in history.
KU2 Formulation of hypotheses and/or focusing questions, and their application in
explaining historical concepts.
Inquiry and Analysis
The specific features are as follows:
IA1

Application of the skills of historical inquiry, including critical analysis.

IA2
Construction of reasoned historical arguments based on a critical understanding of
evidence from sources.
Reflection and Evaluation
The specific features are as follows:
RE1 Reflection on the short-term and long-term impacts of individuals, events, and
phenomena.
RE2

Evaluation of why individuals and groups acted certain ways at particular times.

Communication
The specific features are as follows:
C1

Communication of informed and relevant arguments.

C2

Use of subject-specific language and conventions.

4 SACE, Modern History.

Performance Standards for Stage 2 Australian History and Stage 2 Modern History 5
-

Knowledge and
Understanding
Comprehensive and relevant
knowledge and understanding of
people, places, events, and ideas
in history.
Astute formulation of hypotheses
and/or focusing questions, and
their application in explaining
historical concepts.

Well-considered and relevant

knowledge and understanding of
people, places, events, and ideas
in history.
Clear and effective formulation of
hypotheses and/or focusing
questions, and their application in
explaining historical concepts.

Considered and relevant

knowledge and understanding of
people, places, events, and ideas
in history.

Inquiry and Analysis

Perceptive application of the
skills of historical inquiry,
including critical analysis.
Astute and thorough
construction of reasoned
historical arguments based on a
critical understanding of
evidence from sources.
Well-considered application of
the skills of historical inquiry,
including critical analysis.
Well-conceived and welldeveloped construction of
reasoned historical arguments
based on a critical
understanding of evidence from
sources.
Considered application of the
skills of historical inquiry,
including some critical analysis.

Mostly clear formulation of

hypotheses and/or focusing
questions, and their application in
explaining historical concepts.

Organised construction of
reasoned historical arguments
based on a critical
understanding of evidence from
sources.

Recognition and basic

understanding of people, places,
events, and ideas in history.

Basic application of some skills

of historical inquiry, including
some superficial analysis.

Formulation of one or more

focusing questions and description
of one or more related historical
concepts.

Some basic construction of a

historical argument based on
some understanding of evidence
from sources.

Limited awareness of people,

places, events, or ideas in history.

Limited application of one or

more skills of historical inquiry.

Attempted formulation of one or

more focusing questions and
attempted description of a related
historical concept.

Attempted description of a
historical event based on a
limited understanding of
evidence from sources.

5 SACE, Modern History.

Reflection and
Evaluation
Perceptive reflection on the
short-term and long-term
impacts of individuals, events,
and phenomena.
Comprehensive and insightful
evaluation of why individuals
and groups acted in certain ways
at particular times.
Well-informed reflection on the
short-term and long-term
impacts of individuals, events,
and phenomena.
Well-considered evaluation of
why individuals and groups
acted in certain ways at
particular times.
Informed reflection on the shortterm and long-term impacts of
individuals, events, and
phenomena.
Considered evaluation of why
individuals and groups acted in
certain ways at particular times.
Some superficial reflection on
one or more short-term or longterm impacts of individuals,
events, and/or phenomena.
Superficial consideration of why
individuals and groups acted in
certain ways at particular times.
Limited description of a shortterm or long-term impact of an
individual, event, and/or
phenomenon.
Description of the actions of
individuals and groups at
particular times.

Communication
Well-structured and coherent
communication of well-informed
and relevant arguments.
Consistent, clear, and appropriate
use of subject-specific language
and conventions.

Structured and mostly coherent

communication of informed and
relevant arguments.
Clear and appropriate use of
subject-specific language and
conventions.

Generally coherent
communication of informed and
relevant arguments.
Mostly appropriate use of subjectspecific language and conventions.

Some basic communication of

aspects of an argument.
Some appropriate use of subjectspecific language and conventions,
with inaccuracies.

Attempted communication of one

or more aspects of an argument.
Limited use of any appropriate
subject-specific language and
conventions.

A N AG E O F C ATA S T R O P H E S : D E P R E S S I O N , D I C TAT O R S , A N D T H E S E C ON D W O R L D
WA R , C . 1 9 2 9 - 4 5

Week

Week 1&
2

Week 3 &
4

Topic

Resources

The causes and impact of

the Great Depression

Succession of
short videos
giving overview
and introduction
the great
Depression

Open Discussion

regarding video
content
Chapter reading

Textbook:
SACE Stage 2
Modern History.
Page 238- 246.

and answering
question
components
Re-Cap questions

Textbook:
International
History of the
Twentieth
Century and
Beyond. Pages
53, 160-161,

for content learnt

(Teaching
Strategy:
Reinforcing
content)
Characteristics of

Fascists chart
worksheet:
Compare and
Contrast (Group
Work)
Group Discussions

The Great Depression:

What was it?

Causes of the Great

depression
Impact of the Great

Depression on
Australia
A rise in extremism
The rest of the World

The rise to power of a

dictator

The rise of Fascism:

th

19 Century Roots
Key Characteristics of

Fascism
Fascism across the

Activities

Assessment

Short Answer
Quiz

200 Word
Summary of
the Rise of
Adolf Hitler

Due
Date

Weig
hting

Formativ
e/
Summati
ve

Lesson
to be
advised

N/A

Formative

Week 4
Lesson
6

N/A

Formative

Globe: Stalin,
Mussolini, Hitler
The rise of Adolf
Hitler: The Third Reich

The nature of the

dictators regime

The aims of the Nazi

Party
Resistance in

occupied Europe
The 25 Points

Week 5

The Holocaust and

the internment of
Jewish peoples
ICT lesson: working

on Formative Film
analysis assessment
The use of

Week 6

Week 7

propaganda in Nazi
Germany
The nature of the Second
World War in either
Europe or Asia

164-165.
Textbook: SACE
Stage 2 Modern
History Page
247-257.
YouTube Videos
Giving Overview

and Key Speakers

In class discussion
Teacher appointed

questions
(Teaching
Strategy:
Enables
Scaffolding and
building on
existing
knowledge)
Note Taking
Watch Film
Discussions
Worksheets
Hand out Folio

Assessment to
Students
ICT lesson to work

25 Points of
Hitlers Nazi
Party

Film: The Boy in

the Striped
Pyjamas (Will be
used for Folio
Source Analysis)
Propoganda
Images
Textbook:
International
History of the

on assessment

Read and discuss

portions of

N/A

Students to
Work on
Folio
Assessment

Folio
Component:
Film

N/A

N/A

N/A

N/A

N/A

N/A

Lesson

N/A

N/A

Causes of WW2:

Theories
Paris peace

settlement and
German resentment
Australias War on

Two fronts: Europe

and Asia
The Kokoda Trail
POWs: Australias

stolen men in
Southeast Asia.
The End of WW2

D-Day
The Disbandment of
the Third Reich

Week 8

Twentieth
Century and
Beyond. Pages
39-55
Kokoda
Commemoration
Video

PowerPoint
Presentation
Textbook:
International
History of the
Twentieth
Century and
Beyond. Pages
207-213

Chapter.
Paris Peace

Settlement
Debate
Watch Kokoda

Commemoration
Video
Discussions

Discussions &

Note Summaries
Kahoot Quiz
(Teaching
Strategy: Used
to Differentiate
Lesson as a fun
method of
summarising
the Topic)

Analysis
Draft Copy
DUE

Debate: Was
the Treaty of
Versailles a
catalyst for
WW2?

Lesson
6

Folio
Component:
Film
Analysis
Final Copy
DUE
Grading
Criteria
Standards
KU1, IA1 &
C2

Lesson
4

N/A

Formative

10%

Summativ
e

UNIT GUIDE FOR STUDENTS AND

PA R E N T S / C A R E G I V E R S
Topic An Age of Catastrophes: Depression, Dictators, and the Second
World War
Subjec
t

History

Wee
k
1

Year
Level

12

Teacher

Topics

Miss Domna
Margaras

Assessments

Course Introduction/Outline
The Causes and Impacts of the Great
Depression
Causes and Impacts
Effects on Australia
Emergence of Extremism
The Rise to Power of a Dictator

Rise in Fascism
Characteristics
The rise of Adolf Hitler & the Third
Reich

Short Answer Quiz

Formative

200 Word Adolf Hitler

Summary
Formative

The Nature of The Dictators Regime

5

Aims of the Nazi Party

Resistance in occupied Germany
The 25 points
The Holocaust
Film: The Boy in Striped Pajamas

The Nature of the Second World War in

Asia or Europe
7

Causes: Theories
Paris Peace Settlement
A War on two fronts
The end of WW2
Disbandment of the Third Reich

Debate: Was the

Treaty of Versailles a
Catalyst for WW2?
Formative
Folio Component: Film
Analysis (10%)
Summative

BACK UP PLAN ALTERNATIVE

In the scenario where there is additional time remaining or where technology has
failed and we are unable to utilise pre-pared content the following task can be used
in order to allow the lesson to continue if an effective and useful way.
Task: Students will be divided into three fascist leader groups: Hitler, Mussolini and
Stalin. A mind map amongst the group is to be created outlining both the key
characteristics and key movements of their assigned leader. These will then be
presented by a Key speaker, teacher assigned to ensure that students do not expect
that they ca be off task purely because one student will be speaking. This task is
effective as it does not require any out of the ordinary resources and could be used
at any time. It can also still provide a great overview of knowledge or areas that may
need to be readdressed, while emphasising group work.

T H E H O LO C A U S T- T H E BOY I N S T R I P E D PA JA M A S
LESSON PLAN

Subject
Teacher
Grade
Date
STAGE 2 Modern
Miss Domna
Year 12
Week 6: Lesson 4
History
Margaras
Objectives/Outcomes
By the end of the lesson, student will begin to engage in critical thinking and relating the
film with what they have previously learnt about the Holocaust. They will be able to draw
inferences between components of the film that may be accurate or inaccurate. They will
have a comprehensive understanding of the film with regard to people, place and events
in history. (KU1) They will also be able to evalute the role of Propoganda by the Nazi
Regime and how people responded to it. (RE2)
Lesson Format
Time Allocated
Finish watching the remainder of the film Boy in Striped
20 minutes
Pajams
5 minutes
Allow student time to finish filling out their Viewing Guide
Worksheet emphasising the importance of listing any
lingering questions, or any scenes that left them curious,
as these will be discussed as a class.
15-20 minutes
Initiate discussion about lingering question or any
unfulfilled curiosity, allow students to provide their
queries, while allowing them to engage in class
discussions. Emphasise the importance of nothing
responses and opinions as it may be useful to students for
their Essay Assessment.
Teaching Strategy Note: During this time, ensure the
utilisation of probing and guidance questions to scaffold
and ensure that they link the film to what they have
previously learnt about the Holocaust.
Utilise a smart board and type questions and answers out
on the board.
Issue Folio Assessment (Source Analysis) handout and
discuss requirements and its importance in relation to
their overall Folio.

5 minutes

Backup Plan: If students are not providing their own

lingering questions, utilise pre-prepared question sheet of
your own lingering questions and engage them in
answering those.

Differentiation
Some students may not retain knowledge very well purely through verbal
correspondence only eg. Class discussions. For this purpose, ensure that an email is sent
out to all students with the question and answer notes that were taken during the class.
This will enable visual learners to reiterate what they have learnt. It will also give those
who didnt get time to write down all answers a chance to revisit them.
Integrating an ICT session as mentioned in the homework task, will also ensure that
students who made not have sufficient facilities at home will be given the opportunity to
work on the task.
Verification
Verification of student attentiveness can be assessed through the lesson activity. It will
also verify which areas may need attention or readdressing.
Activity
Utilising the viewing guide work sheet, students will identify queries they have regarding
the film. These queries will then be discussed and answered as a class. The discussion
format of the activity allows students to share ideas with their fellow peers, potentially
providing another student with a different point of view. It also allows questions that may
be on a number of students minds to be answered efficiently, while engaging student
critical thinking.
Homework
Summative Film Analysis Task: refer to task sheet. Homework is to choose a scene and
create a mind map for that scene before the next lesson.
Resources
Interactive Whiteboard
Boy in the Striped Pyjamas (Film)
Viewing Guide Worksheet (See Appendix 1)
Assessment Task Sheet: Film Analysis (See Appendix 2)

SELF EVALUATION
This Unit plan on Topic 9 of SACE Stage 2 Modern History, I believe has been well
devised and could very well be implemented within the classroom. The use of
various types of resources along with differentiation in both activities and
assessment should keep students engaged as it ensures they are not learning
through the same teaching method constantly.
A number of Teaching Strategies have been used, including probing questions
and scaffolding, creative learning through debates as well as the utilisation of ICT
the keep students engaged, (e.g. Kahoot Interactive Quiz.
Upon implementation I believe this unit can be easily manipulated in order to
satisfy learning needs or variation that may arise as a result of student
disinterest or student desire to alternate or choose a different type of formative
assessment.

BIBLIOGRAPHY/RESOURCES
Best, A., Hanhimaki, J., Maiolo, J & Schulze, K 2008, International History of the
Twentieth Century and Beyond, Routledge New York.
Best, D 2015, SACE 2 Modern History Modern History Workbook, 5th Edition,
Essentials Education Australia.
Kahoot, no date, viewed 19 April, < https://getkahoot.com/>
Kokoda Commemoration Video 2016, motion film, Department of Veterans
Affairs, viewed 17 April 2016, <http://kokoda.commemoration.gov.au/>
The History Place, no date, The Rise of Adolf Hitler: The 25 Points of Hitlers Nazi
Party, viewed 18 April 2016,
<http://www.historyplace.com/worldwar2/riseofhitler/25points.htm>
The Boy in Striped Pajamas 2008, motion picture, Miramax Films, United States.
Pembroke School 2015 , Introducing Pembroke, viewed 16 April 2016,
<https://www.pembroke.sa.edu.au/Introducing-Pembroke/>

SACE 2016, Modern History, viewed 16 April 2016

<https://www.sace.sa.edu.au/web/modern-history>

Appendix 1

THE BOY IN STRIPED PAJAMAS

Viewing Guide
Instructions: Utilise this handout in order to not knowledge you gain during the
film. Ensure you read before the film, and fill out as the film progresses. This
handout will be useful for further activities that relate to the film.
Setting: Describe the setting of the film. Details regarding the time period and
location should be noted as well as any other setting components you think are
important.

Lingering Questions: Utilise this section in order to list any questions you may
have during/after the film. We can address these during discussions within the
class.

Appendix 2

ASSESSMENT TASK SHEET

Folio Component: Film Analysis (10%)
Evaluate a scene or scenes of the film, The Boy in Striped Pajamas and
relate it to true historical events of the Holocaust.
For this task, chose a particular scene/scenes of the film. In 1000 words
summarise the scene and relate it to true historical events that occurred during
the holocaust. Be sure to present your understanding of the importance of
people, places, events and ideas in history and how each of these components
may have been represented in the film.
Include aspects that you believe were both and accurate and inaccurate
representation of Holocaust events. These things could include, setting,
characters or personas etc.
The aim of this task is to draw upon connections and relevance between the film
and real life events.
One ICT lesson in the computer room will be utilised for this tasks next lesson.
This will enable you to revisit scenes via YouTube/Netflix if required. The
remainder of the task will need to be completed in your own homework time.
Ensure that you have chosen a scene and drawn a mind map of your
ideas before the next lesson so that you can utilise your ICT session
effectively.
Draft Copy Due Date: Week 7 Lesson 4
Final Copy Due date: Week 8 Lesson