Stage 6 | History

Course: Preliminary HSC Modern History Stage 6 Year 11 Duration: 4 weeks

Detail: 16 hours
Content Focus – Case Study: The Representation and Commemoration of the Past: The American Civil War
Outcomes Focus Historical Skills
A student: The following skills, which incorporate the concepts of causation,
 MH11-1 continuity and change, perspectives, significance and contestability,
are to be integrated with the content of the Year 11 course.
describes the nature of continuity and change in the modern
world  Analysis and use of sources

 MH11-2  Explain the meaning and value of sources for an historical

inquiry (ACHMH007, ACHMH009)
proposes ideas about the varying causes and effects of events
 Analyse sources to identify and account for the
and developments
different perspectives of individuals and groups in the
 MH11-3 past (ACHMH010)

analyses the role of historical features, individuals, groups and  Analyse and synthesise evidence from different types of
ideas in shaping the past sources to develop reasoned claims (ACHMH008)

 Identify and analyse problems relating to sources in the

 MH11-4
investigation of the past (ACHMH011)
accounts for the different perspectives of individuals and
 Historical interpretation
groups
 Analyse the extent and nature of continuity and change over
time ( ACHMH001)

 MH11-5
examines the significance of historical features, people, ideas,
movements, events and developments of the modern world
 MH11-6
analyses and interprets different types of sources for evidence
to support an historical account or argument
 MH11-7
discusses and evaluates differing interpretations and
representations of the past
 MH11-9
communicates historical understanding, using historical
knowledge, concepts and terms, in appropriate and well-
structured forms
 Identify and analyse the varying causes and effects of events
and developments in order to construct historical arguments (
ACHMH001)
 Form judgements about historical significance, recognising that
significance may be attributed for different purposes
 Analyse and evaluate
contested interpretations and representations of the
past (ACHMH011, ACHMH012)
 Historical investigation and research
 Frame questions to guide historical inquiry and develop a
coherent research plan (ACHMH004)
 Use evidence from a range of sources to inform investigation
and research (ACHMH005)
 Acknowledge sources appropriately (ACHMH015)
 Explanation and communication
 Develop texts, particularly historical accounts and arguments,
supported by relevant evidence from sources (ACHMH013)
 Communicate historical understanding, using historical
knowledge, concepts and terms, in forms appropriate to
purpose and audience (ACHMH014)
Assessment of Learning:
Take home Historical Analysis - 25%
Students are to construct an essay, responding to ONE of the following questions:
Examine the role of a historical feature, individual, group or idea that accounted for shaping the American Civil War. Explain its influence by
making reference to both primary and secondary sources.
Discuss the varying causes and effects of the events and developments of the American Civil War.
Assessment as learning:
Class debate - students are split into groups (Northern or Southern States) they are to provide historical events to support their argument.
Objectives:

Knowledge and Understanding

Students:

 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

Skills
Students:
 undertake the process of historical inquiry
 use historical concepts and skills to examine the modern past
 communicate their understanding of history, sources and evidence, and historical interpretations

Values and Attitudes

Students:

 appreciate the influence of the past on the present and the future
 value the contribution of the study of Modern History to lifelong learning, and active and informed citizenship.
 Content Teaching and learning strategies
 the historical context,
including:
- the North and the issue
of national unity
 the nature of the
American Civil War,
including:
- the outbreak of war in
1861
Resources
 Teacher introduces the topic of  Link to a YouTube clips:
American Civil War through a class - Simpsons Episode:
discussion and mind map. Students https://www.youtube.com/watch?v=fYbPN2ykp40
are to collaboratively work as a class - Family Guy Episode:
in discussing the knowledge they https://www.youtube.com/watch?v=eCwTqaXnFOg
currently acquire. Students are to
also bring forward questions they  Use of ICT (Information, Communication and Technology)
have.
 Teacher asks students to research
and discuss in groups how has the
American Civil war been
represented.
 Teacher shows students a clip, they
must then find their own sources of
the way the war was depicted.
 Students must highlight the issue of
national unity focusing on the north.
 Students are to complete a short role
play on the issues they have
uncovered regarding national unity.
 Students must research, then  Link to a power-point:
compose a short response on their - http://slideplayer.com/slide/9033467/
findings that include the different
point of views on the same historical  Use of ICT (Information, Communication and Technology)
events. Students must highlight the
reasons why the states went to war,
the persons that were involved in
making ethical decisions, the
president’s role.
a relevant historical  Students will analyse and interpret
debate or issue, for
example:
- the causes of the Civil
War
 Links of the sources the Teacher provides for students to
the sources provided to them by the
teacher to propose the causes of the
Civil War. They are to examine both
primary and secondary sources
provided to them to be able to detail
and discuss the causes of the Civil
War. Whilst anaylsing their sources,
students must consider the following
questions “Why did the United
States Civil War occur? What were
the causes that began the war?
analyse:
- Jefferson David Speech:
http://www.confederatepastpresent.org/index.php?opti
on=
com_content&view=article&id=117:speech-of-
jefferson-davis-before-the-mississippi-legislature-
nov-16-1858q-where-he-advocates-secession-if-an-
abolitionist-is-elected-president-&catid=41:the-
gathering-storm
- Abraham Lincoln Speeches:
http://www.abrahamlincolnonline.org/
lincoln/speeches/speech.htm
- Map showing the distribution of the slave population
of the Southern states:
https://www.loc.gov/resource/g3861e.cw0013200/
- Map showing the distribution of slave population:
https://rapidnotes.files.wordpress.com/2015/07/census
-of-1860.jpg
- Frederick Douglass:
http://www.racismreview.com/blog/tag/slavery/
 Content Teaching and learning strategies Resources

 the historical  Teacher provides students with  Link to a document that details information about the North and the
context, including: either colour Blue or Red posters. South:
Blue representing the North and - https://www.civilwar.org/sites/default/files/atoms
- the nature of Red representing the South. /files/contrasting-the-north-and-1.pdf
economic and social
Students are split into groups either  Use of ICT (Information, Communication and Technology)
focusing on the North or South
differences between states. On these posters students  Coloured posters provided by the Teacher
the North and the are to gather information on the
South, and States’ nature of economic and social  Table template provided by the Teacher for Students to complete:
Rights structures of their state. They are
also to detail their States’ Rights.

 Students are to then to present their

work and a class discussion begins
in order to compare the differences
between the North and South
States.

 Students are then to complete a

table provided to them by the
teacher based off the information
gathered on both posters and class
discussion.
 the nature of the  Students are to complete a detailed  Links of the battles with a summary:
American Civil War, time-line with explicit information - http://www.sparknotes.com/history/american/
on the key battles. Students are to civilwar/section7/
including: ensure they provide relevant and - http://www.historynet.com/civil-war-battles
correct dates and information about
- key battles of the
each battle mentioned. Teacher 
American Civil War, provides a scaffold to direct
eg the Battle of students on how the timeline
Gettysburg should be presented

 Students are to complete a table

provided by the teacher with detail
of the key battles, who won and the
significance of that battle.


 Teacher provides links to assist
and direct students towards
understanding which of the
hundreds of battles were the key
ones. The links provides a short
summary of each battle in which
students can then research further
to differentiate whether a battle is
of high significance/influence to
the civil war.
Content Teaching and learning Resources
strategies

the nature of the American Civil
War, including:
- the reasons for the Union victory
and the immediate consequences of
the American Civil War
 Students are to draft  Links provided by the teacher to assist students’ research:
the reasons as to - https://www.mtholyoke.edu/~ewdow/
why the Union was Politics%20116/aftermath-6.html
victorious, and the - https://www.history.com/topics/
immediate american-civil-war/american-civil-war-history
consequence of the - http://www.historynet.com/civil-war
American Civil War.  Use of ICT (Information, Communication and Technology)

 Students are then to

complete a 500
words response
communicating their
historical
understanding based
on relevant
information and
concepts using
correct historical
terminology and
accurate
events/timelines.
Students are to
provide sources as
evidence to support
their accounts.
the nature of the American Civil
War, including:
- the legacy of the American Civil
War
 Students are to  Links provided to the students to understand the legacy of the
complete a letter American Civil War:
directed towards - https://www.bl.uk/onlinegallery/
future students 100 onlineex/uscivilwar/legacy/index.html
years from now - https://study.com/academy/lesson/
detailing the legacy the-legacy-of-the-american-civil-war.html
of the American - http://www.cambridgeblog.org/2015/
Civil War. They are 04/the-legacy-of-the-u-s-civil-war-150-years-later/
to describe the  Use of ICT (Information, Communication and Technology)
effects and causes of
the events that took
place; the
developments within
the nation after the
war and evaluate the
significance of the
war.
 Content Teaching and learning strategies Resources

 the historical  Students are to complete a diary entry  Link provided by the teacher that students may use to help them
context, including: from the perspective of a slave. They construct their speeches:
are to detail the experiences and - http://teachingamericanhistory.org/library/civil-war/
- slavery, human lifestyle a slave from that specific - http://www.nellaware.com/blog/civil-war-speech.html
timeframe encountered. - https://www.civilwar.org/learn/primary-sources/civil-war-
rights and the
monument-speeches
growth of the  Students are to complete a speech
abolition either supporting or going against the  Use of ICT (Information, Communication and Technology)
movement abolition movement. They are to
ensure that they examine the
developments of the modern world
and significance of the events
surrounding this movement. They
must provide evidence of any
historical account or argument they
put forward.

 Students will spend class time

researching via ICT to gather
information and sources for their
speech.
 the nature of the  Students are to complete a power-  Link of potential individual’s student may choose from to create
American Civil point that illustrates the role of their profiles: http://teachingamericanhistory.org/library/civil-war/
significant individuals and groups and
War, including: how they helped shape the war. In the  Links to potential resources students may choose to use for their
power-point they must provide 500-word response:
- the role of information on at least 3 different - http://www.victorianweb.org/periodicals/punch/25.html
different groups individuals/groups. e.g.:
during the Civil - Soldiers - https://www.google.com.au/search?q=political+cartoons
War, eg soldiers, - Nurses +american+civil+war&rlz=1C1GGRV_enAU790&source
- Slaves =lnms&tbm=isch&sa=X&ved=0ahUKEwj_lanh9o7aAhX
nurses, slaves IebwKHQtoDXgQ_AUICigB&biw=1920&bih=949#imgr
 Students are to pick one of the c=Z4796tgqlgfVSM:
following influential persons to create
a detailed profile. Teacher will provide - https://www.historyguy.com/civilwar/lincoln_
a link with a list of people that documents.html
students have the option to choose
from to assist them in creating their  Teacher provides a link for students to complete a personality
profiles. activity as an extension if they have completed their work:
- https://confederatesandyankees.pressbooks.com
 Students are to find resources such as /chapter/personality-activity/
political cartoons, speeches, biography
excerpts to illustrate roles these  Use of ICT (Information, Communication and Technology)
individuals and groups played in
influencing the war and to thoroughly
annotate them in short 500-word
response.

 Extension activity: complete the

personality activity provided by the
Teacher.
Stage 6 | History

This senior unit of Modern History for year 11, Stage 6 focuses on the Case Study: The
Representation and Commemoration of the Past: The American Civil War. This unit outline has
been constructed in a way that drives students to investigate the causes and consequences of the
American Civil War. Students are to understand the “historical context, the nature of the
American Civil War and relevant historical debates and issues” (NSW, 2018) and be able to
demonstrate their newly acquired knowledge and communicating their historical understandings
in appropriate historical terms. When constructing the unit outline it was essential to consider
that activities met the syllabus outcomes, covering all content related to the Case Study: The
American Civil War. As an educator it was a necessity to ensure that the activities were not only
engaging but driving students question and research deeper into history. Teachers must be aware
of how these activities investigate “people and places involved, causes and effects, changes over
time and different interpretations of the same event” (Arthur et al., 2003). These activities and
learning programs incorporate the three dimensions of the Quality Teaching Framework;
Intellectual quality, Quality learning environment and Significance. The Quality Teaching
Framework is used as a platform to guide the process of planning and assessment practices
(DET, 2008). This platform not only guides the process of planning, but allows for teachers to
use these frameworks as tools to achieve and reach outcomes and goals set for students.

Taking into consideration that topics within history may be overwhelming for students it is
essential that a teacher ensures that their approaches in teaching and getting the students
involved is engaging yet informative. Engaging content, links, resources and activities played a
major role when producing this unit outline. It was an important factor to consider when putting
together activities the level of relatability that student would find to the topic. Students are bound
to understand on better and on a deeper level when they make a connection to what they are
learning. The unit starts with a clip that humours a serious event; from the beginning students
can assess the perceptions on the War and how it is being represented. They can then make their
own interpretations Relating to their work, motivates students to delve deeper in understanding
historical events, the causes, the influencers and the different perceptions on events and people.
The activities have been created in a way that not only relates to students but assist them to
develop their skills set and knowledge in investigating historical concepts. Cutler clearly
indicates that as a history teacher we are preparing students to build arguments based on
evidence gained from analysing information, to build arguments from questions that are brought
forward and how we can use evidence to support an argument (Cutler, 2014).

Backward mapping is the process in which an educator works on a unit of work starting with the
objectives of the unit, what they hope for students to achieve and reach and then proceed to
create lessons which will achieve these objectives and goals set for their students (Partnership,
2013). This process was used in conducting this unit outline to ensure that all outcomes and
objectives set for the students were achieved effectively. It was also used as a means to be able
to organise and create activities that specifically worked with the content efficiently. It allows for
the teacher to create lessons and activities that assesses the progression of students and the
growth of their skills towards achieving the unit’s set goals (Partnership, 2013).

Understanding that within a classroom there are different types of students with different
abilities and methods of learning provides the teacher with challenge of accommodating to all
students ("Methods of Differentiation in the Classroom", 2010). Differentiation is effectively
catering to the various learners through the different activities which can be clearly seen
throughout the diverse range of tasks set to teach the content. The different activities within the
unit outline range from a speech, creating a personal profile on influential people, collaborative
group work, individual research, annotation of primary and secondary sources, anaylising texts,
diary entries and essay formatted responses. This range of texts allows for students to learn in
various ways and may be able to learn on a deeper level because they are more engaged with the
work due to its format. It is also used as means to be able to assess students informally to see
their strengths and their weakness. The teacher is then able to see where certain students need
improvement and how they are able to assist them.

Throughout this unit, the Australian Institute for Teaching and School Leadership (AITSL) are
used not only as a guide but as a means to construct productive, and engaging activities. The use
of Literacy and Numeracy strategies are seen throughout the different formats of writing
expected of students like: speeches and essays, and numeracy through the construction of
timelines and the gathering of information regarding number of population and time frames.
Information and Communication Technology (ICT) is clearly used throughout majority of
lessons as the teacher provides many online resources that students may access via their devices.
References:

Arthur, R., Gideon, B., Marakitere, T., Niespo, K., Nimbwen, E., & Pakoasongi, R. et al.
(2003). TEACHING HISTORY A GUIDE FOR TEACHERS TEACHING HISTORY FOR THE
FIRST TIME (pp. 4-17). Brisbane, Australia.: The Council of Presidents of Pacific Island.
Retrieved from https://eprints.qut.edu.au/547/1/quanchi_teaching_booklet.PDF

Cutler, D. (2014). High School History Doesn't Have to Be Boring By tying past events to
contemporary issues, teachers can move beyond rote memorization.. The Atlantic. Retrieved
from https://www.theatlantic.com/education/archive/2014/05/how-i-teach-history/361459/

DET, Department of Education and Training (2008) Quality Teaching to support the NSW
Professional Teaching Standards

Methods of Differentiation in the Classroom. (2010). Bbcactive.com. Retrieved 25 March 2018,

from
http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassro
om.aspx

NSW, B. (2018). Modern History Stage 6 :: Objectives. Syllabus.nesa.nsw.edu.au. Retrieved 21

March 2018, from https://syllabus.nesa.nsw.edu.au/modern-history-stage6/objectives/

NSW, B. (2018). Modern History Stage 6 :: Year 11 :: Historical Concepts and

Skills. Syllabus.nesa.nsw.edu.au. Retrieved 24 March 2018, from
https://syllabus.nesa.nsw.edu.au/modern-history-stage6/content/2494/

Partnership, G. (2013). Backward Design Definition. The Glossary of Education Reform.

Retrieved 24 March 2018, from https://www.edglossary.org/backward-design/