Online comparative study

National Study
Germany 1918-1939

http://national-study-germany-2a-
assessment.weebly.com
 LessonPlan Pre lesson

Topic area: National Study Stage of Learner: Stage 6 HSC Syllabus Pages: 31
Germany 1918-1939
Date: 3rd May Location Booked: Computer Lesson Number: 15/23
Lab
Time: 60 minutes Total Number of students: 28 Printing/preparation http://national-study-
germany-2a-assessment.weebly.com
worksheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment the process of historical analyse and evaluate sources for
H3.3 analyse and evaluate sources for Informal assessment inquiry their usefulness and reliability
their usefulness and Students submit
reliability answers for their The online comparative task explain and evaluate differing
H3.4 explain and evaluate differing practice task online perspectives and interpretations
perspectives and How to navigate through the of the past
interpretations of the past online site
H3.5 plan and present the findings of plan and present the findings of
historical investigations, historical investigations,
analysing and synthesising analysing and synthesising
information from different information from different types
types of sources of sources

Life Skills outcomes

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher- In this pre-lesson students learn how to undertake the online tasks activities effectively. It
order thinking requires students to have higher order thinking when engaging in the content to better
understand what is required to complete the tasks. Students engage in higher order thinking
when discussing the learning aims, as well as while undertaking the practice source analysis
activities
2.1 Explicit In this lesson, students are informed and shown what the explicit quality criteria is for the
quality criteria online tasks. It allows students to have examples and be taught how to individually complete
the tasks without teachers assistance. They learn what the standards are, and how much
detail is needed for answers
3 Knowledge In this lesson students integrate prior knowledge with new knowledge and apply it to online
integration source activities. Students have knowledge of life during the Nazi state and have looked at
some propaganda before. Students also use their previous knowledge and help that to answer
the online questions.
Time Teaching and learning actions Organisation Centred
T/S
0-5 Pre lesson Teacher: Welcomes students to
-Teacher has organised for students to undertake a lesson in the the room, marks the roll T
computer lab in order to help them familiarise themselves with the
online study and what is required of them to be able to complete Student: Place bags towards the
the online component effectively. back of the room with their books

-Teacher welcomes students as they enter the room, bags are Resources: Roll, student
placed towards the back of the room. computers
Students are invited to bring their workbooks and a pen to help
them with the class activity.

-Teacher marks the roll.

10-15 After teacher has marked the roll teacher recaps last lesson Teacher: goes through main
Students are then told about the activities for the day in order to points of previous lessons
better prepare them for what is required from them Answers any students questions T/S
who may not understand the
-Teacher allows for time for students to ask question on the previous lessons content
previous lesson if content was not understood.
Student: asks questions
-This is a good opportunity for students who may have struggled
with the previous lessons content to asks questions about it Resources: Workbooks

- Teacher will the introduce propaganda in the Nazi state, specially

Hitler Youth. The topic will be briefly be discussed after for
students to be aware of what the background content is
15-25 - Teacher will direct students to log onto the website Teacher: Directs students to the
website
-Students will be introduced to the website and be given 5 minutes
to have look and navigate their way through to familiarise Student: Familiarise themselves
themselves with it with the website, asks questions T/S

- During this time, a handout will be given with a breakdown of Resources: http://national-study-
what specific words require students to do in order to answer the germany-2a-
questions. assessment.weebly.com
Worksheet
- Teacher will bring attention back to the class once time is up to
keep students engaged in the learning content of the lesson
25-50 - With the teacher, students will go through the first example Teacher: assist students in doing
source analysis tasks online. This will allow for students to the source analysis, guides
understand the types of questions they may be asked. The questions students through the content
will be gone through one by one, with students having ample time T/S
between them to analyse the source Student: Engage in activities and
ask for help where needed
- Students will pair up and complete the second example together. students take this as an
opportunity to test out their source
- During this time, the teacher will go around and check on analysis skills
students to ensure theyre completing their work.
The teacher will assist students who may be struggling or not Resources: worksheet,
understand the task completely. http://national-study-germany-2a-
assessment.weebly.com
50-60 - Teacher will bring attention back to the front once majority of the Teacher: The teacher goes
class appears to have finished. through the answers and asks
students to share theirs. They are T/S
- As a class, students will go through the correct answers and also encouraged to share their
discuss how they were similar or different to the ones they gave. answers with their friends.
This can be done as a group or in pairs as a think pair share
activity. This can be at the teachers digression Student: share answers, discuss
where they could improve for the
- Teacher will summarise the class and the main points online tasks
Students will be given a chance to ask questions about what the
task needs and any concerns they have about completing it Resources: http://national-study-
germany-2a-
- Students will be informed to finish the other four tasks online as assessment.weebly.com, Answers
homework for tasks
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In order for students to feel comfortable and confident with any task that is not conducted in
class, students must first be shown and practice that same task. As a teacher, its important
their students are equipped with the right skills, content and understanding in order to
complete the task in the best manner possible. Giving students the right guidance and the
right kind of scaffolding can help assist students in understanding and engaging in the
content. Throughout this lesson, it was important to consider the right kind of scaffolding
students need. By giving them a sheet breaking down what each word means, it gave students
more of an understanding of what the question was asking, especially for students who may
struggle with literacy

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H3.3 analyse and evaluate sources Students submit their answers online as part of the practice
for their usefulness and website page which has aspects of source analysis. They
reliability
also demonstrate this as they discuss the sources as a class
H3.4 explain and evaluate differing This is demonstrated through two different sources. By
perspectives and students sharing their perspective and ideas of their analysis
interpretations of the past
of each source, students are able to explain and evaluate
different interpretations
H3.5 plan and present the findings of By students submitting their answers on the source analysis
historical investigations, practice questions, students demonstrate planning and
analysing and synthesising
information from different presenting their findings upon doing the source analysis
types of sources

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

1.2 Demonstrate knowledge and Students need scaffolding so that they may understand
understanding of research into how to do tasks when teacher is not there to instruct.
how students learn and the Ensuring that difficult words are explained and simplified
implications for teaching. allows for students to better understand the question and
answer correctly.
1.5 Demonstrate knowledge and Breaking down the complex words featured in questions
understanding of strategies for allows for students who may struggle with literacy or
differentiating teaching to meet complex sentences may have a better chance of
the specific learning needs of understanding what is needed to answer the question
students across the full range of correctly
abilities.
2.6 Implement teaching By using technology, specifically computer and internet,
strategies for using ICT to the teacher can use technology to show students different
 expand curriculum learning ways at finding and analysing sources that arent always
opportunities for students. physical
3.4 Demonstrate knowledge of a Creation of a website that focuses on source analysis on
range of resources, including specific syllabus content. It allows for students to
ICT, that engage students in undertake source analysis, and share their interpretation of
their learning the source
4.1 Identify strategies to support Inclusive student participation and engagement is
inclusive student participation achieved in this lesson by not only doing class work as
and engagement in classroom whole, but also by engaging in class discussions. By also
activities engaging in group work students also have the element of
inclusion and engagement by talking to their peers
4.5 By having students engage in an online site that requires
Demonstrate an understanding them to submit answers with their names, students must
of the relevant issues and the engage and be responsible for their learning. By the
strategies available to support teacher setting standards on what must be completed,
the safe, responsible and ethical students will know the boundaries of what is responsible
use of ICT in learning and
teaching

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Make sure there is nothing obstructing the path
All bags out of the way
Ensure emergency exit is clear
No cords in the way of tripping
Students are using the internet appropriately

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf

Resources Attached:
You must list all the resources that you have created or found in this space.
 Breaking Questions Down

Evaluate To form an idea; to determine or set the value or amount of; to judge or
determine the significance, worth, or quality of.
When someone evaluates something they judge the positives and negatives of a subject.

Discuss To talk about a topic

When someone discusses something they talk about positives and negatives and compares
them.

Explain - Make (an idea or situation) clear to someone by describing it in more detail or
revealing relevant facts.
When someone explains something they demonstrate reasons for negatives and positives.
This is sometimes done with secondary sources to back up claims.

Assess To evaluate or estimate the nature, ability, or quality of.

Similar to evaluation someone who assess something looks at both the positive and negatives
of a subject.

Describe To give a detailed account in words of.

When someone describes something they list specific details on the subject, enabling the
reader to gain a clear picture of what the writer is presenting.

Interpret To explain the meaning of

When someone interprets something, they place a perspective of what something may mean.
Interpretations may not be accurate, but the interpretations come from the source they are
observing

Outline - To give a summary of.

When someone outlines a topic, they give brief points on it. Outlines do not need a lot of
detail.
 LessonPlan Post lesson one

Topic area: National Study Stage of Learner: Stage 6 Syllabus Pages: 31

Germany 1918-1939 HSC

Date: 17th May Location Booked: Classroom Lesson Number: 17 / 23

Time: 60 minutes Total Number of students: 28 Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment communicating an communicate a knowledge and
H4.2 communicate a knowledge and Informal assessment understanding of history understanding of historical
understanding of historical students discuss features and issues, using
features and issues, using appropriate and well-structured
appropriate and well- oral and written forms
structured oral and written
forms

Life Skills outcomes

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.6 Substantive communication In this lesson, substantive communication occurs between students and
teachers as their feedback is presented. Students communicate any queries
they had on the question, as well as any feedback they feel they need more
of to strengthen their skills
2.2 Engagement Students are engaged by receiving feedback and understanding where they
need to improve before the final exam

3.1 Knowledge integration In this lesson, knowledge integration is achieved by students integrating the
skills of how they went onto the online activities, and developing new
strengths in order for students to be better prepared for their upcoming
exam based on source analysis
Time Teaching and learning actions Organisation Centred
T/S
0-5 - Teacher welcomes students to the classroom Teacher: Welcomes students to the
room, marks the roll
- Students enter the room, they place their bags to the back of T
the room and have their books and writing tools out Student: Enter the room and sit in their
chairs, with their workbooks and
- Teacher marks the roll writing tools

Resources: Workbook, roll

5-15 - After the teacher has marked the roll, the teacher will put up Teacher: Presents the power point with
a power point of the lesson outline for the day. the lessons content, teacher recapping
lesson T
- Students are encouraged to take notes of the lesson activities
theyll be doing that day Student: Taking notes on lesson
activities
- Teacher will recap the previous lesson, as well as remind
students of the lesson they undertook when they were Resources: Power point
introduced to the online comparative study
15-25 - The teacher will put up slides which will correspond to the Teacher: Guides students through the
questions to the first page of the online site feedback of each activity. Answers
students questions T/S
- Teacher will go through questions with students and notify
students overall feedback. They will be told what was Student: Writes any information they
answered right and what was done wrong and needs feel they need, asks questions if theyre
improvement unsure they dont understand

- Students will write down information from slides in their Resources: Powerpoint, Student
workbooks for future referral workbooks
25-35 - The teacher will put up slides which will correspond to the Teacher: Guides students through the
questions to the second page of the online site feedback of each activity. Answers
students questions T/S
- Teacher will go through questions with students and notify
students overall feedback. They will be told what was Student: Writes any information they
answered right and what was done wrong and needs feel they need, asks questions if theyre
improvement unsure they dont understand

- Students will write down information from slides in their Resources: Powerpoint, Student
workbooks for future referral workbooks
35-45 - The teacher will put up slides which will correspond to the Teacher: Guides students through the
questions to the third page of the online site feedback of each activity. Answers
students questions T/S
- Teacher will go through questions with students and notify
students overall feedback. They will be told what was Student: Writes any information they
answered right and what was done wrong and needs feel they need, asks questions if theyre
improvement unsure they dont understand

- Students will write down information from slides in their Resources: Powerpoint, Student
workbooks for future referral workbooks
45-55 - The teacher will put up slides which will correspond to the Teacher: Guides students through the
questions to the fourth page of the online site feedback of each activity. Answers
students questions T/S
- Teacher will go through questions with students and notify
students overall feedback. They will be told what was Student: Writes any information they
answered right and what was done wrong and needs feel they need, asks questions if theyre
improvement unsure they dont understand

- Students will write down information from slides in their Resources: Powerpoint, Student
workbooks for future referral workbooks
55-60 - Teacher will allow for students to ask any questions they Teacher: Summarises lesson, answers
have about the feedback, as well as any questions about the students questions T/S
upcoming exam
Student: asks questions
-Teacher will summarise lesson
Resources: powerpoint, workbooks
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Students not only learn when they engage in new information theyve never known, they also
learn from the mistakes the made when testing out their knowledge. As a teacher its
important that students learn where theyve gone right and where theyve gone wrong. going
through the responses they gave, and receiving feedback allows for students to help improve
their skills before the exam. This type of scaffolding can be beneficial as it teaches students
self-direction and time management with their responses as well

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H4.2 communicate a knowledge and Students learn about how to answer questions effectively,
understanding of historical features what was missing from responses and what was responded
and issues, using appropriate and
well-structured oral and written to well.
forms

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
2.3 Use curriculum, In this lesson students are given feedback. By the teacher taking into
assessment and consideration students answers, students are able to be notified of their
reporting strengths and weakness. Taking this into consideration, the teacher is
knowledge to then able to effectively work on their weakness to better prepare for
design learning their exams, and praise for their strengths.
sequences and
lesson plans.
3.5 Demonstrate a By having the teacher use direct instruction, students are aware of
range of verbal and what they need to do. Having the powerpoint present rather than all
non-verbal spoken instruction, students are able to engage in content in a different
communication way rather than the traditional one
strategies to support
student
engagement.
 4.1 Identify By having class discussions, students are able to engage in the content
strategies to support and share their ideas without feeling forced.
inclusive student It also means classmates can engage in conversation on the topic rather
participation and than having personal conversations
engagement in
classroom activities.
5.2 Demonstrate an Having a lesson focusing on feedback for a task aimed at helping
understanding of students test out their skills prior to the upcoming exam allows for
the purpose of students to know where they went well, and where they still need more
providing timely practise and help before the final exam.
and appropriate
feedback to students
about their learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Make sure there is nothing obstructing the path
All bags out of the way
Ensure emergency exit is clear

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf

Resources Attached:
You must list all the resources that you have created or found in this space.
 LessonPlan Post Lesson two

Topic area: National Study Stage of Learner: Stage 6 HSC Syllabus Pages: 31
Germany 1918-1939

Date: 19th May Location Booked: Classroom Lesson Number: 18/23

Time: 60 minutes Total Number of students: 28 Printing/preparation: HSC

Help sheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment the process of historical plan and present the findings of
H3.5 plan and present the findings of Informal assessment inquiry historical investigations,
historical investigations, analysing and students are assessed analysing and synthesising
synthesising information on their skills by communicating an information from different types
from different types of having them create a understanding of history of sources
sources respose
H4.2 communicate a knowledge and creating an appropriate communicate a knowledge and
understanding of historical introduction understanding of historical
features and issues, using features and issues, using
appropriate and well- creating an appropriate plan appropriate and well-structured
structured oral and written for writing an essay oral and written forms
forms
Create appropriate essay
introductions
Life Skills outcomes
Create a proper plan for
creating essay reponses
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher- Students require to engage in higher-order-thinking when they are required to answer a
order-thinking question. By having the students as a class create an introduction, to then create their own
body paragraph it requires students to consider their knowledge and apply it accurately
2.6 Student In this lesson, student direction is essential. Without student direction the activities planned
direction would not work, as the activities focus on students creating an introduction with their own
ideas, and then doing the same on their own
3.1 Students are required to use their background knowledge to answer the question they are
Background given. Without the background knowledge, students are not able to answer the question
Knowledge effectively
Time Teaching and learning actions Organisation Centred
T/S
0-5 - Teacher welcomes students to the classroom Teacher: Welcoming students to the
room, roll marking T
- Students enter the room, they place their bags to the back of the
room and have their books and writing tools out Student: Entering room placing their
bags towards the back of the room,
- Teacher marks the roll with books and writing tools out

Resources: Roll, workbooks, pens

5-15 - Students will be given a question from the 2015 HSC exam, as Teacher: Hands out question,
well as the marking guidelines for that question marking guidelines and marking S
They will also be given the marking notes from the marking centre notes from centre
on that question
Student: reads through worksheets
- They will be given 5 -10 or so minutes to read the question and
the marking guidelines Resources: HSC past question,
marking notes, marking centre
guidelines
15- 25 - As a think-pair-share activity, students will discuss how they Teacher: goes around and assist
would have answered the question, the things the would have students S
mentioned, the things they found valuable with the marking centre
notes, as well as whether there was anything they thought was Student: Engages in task, shares
surprising that previous students didnt mention ideas with partners

-Teacher will walk around and assist students in completing task Resources: HSC sheet, workbooks
25-45 - Students will be given a different question that is similar to the Teacher: Encourages students to
one they have just looked and discussed. engage in class discussion, assist
Question - Explain what helped the Nazi party consolidate power students in creating sentences T/S
in Germany between 1933-1939
Student: Gives answers and ideas to
- Students will be given a few moments to think about the question help formulate a response
and write down some ideas of what they might mention in their
own answer Resources: HSC sheet, workbooks,
Question Explain what helped the
- As a class, students will share ideas, and come up with a plan of Nazi party consolidate power in
how they would answer the question. This plan will be written Germany between 1933-1939
down in students workbooks for future referral.

- The whole class will then begin writing an introduction to answer

the question. This introduction will help students identify how they
should begin an essay. They will begin with a broad statement on
the topic, followed by a thesis statement. They will then list their
arguments followed by the sources or references that will
strengthen their argument. The introduction will then finish with a
closing statement.

- The introduction must be written in their workbooks

45-55 - Students will then discuss how they would continue the essay, Teacher: assisting students with
focusing on the first body paragraph. Students will write these beginning body paragraph
ideas in their book S
Student: Attempting to begin a body
- Individually, students will begin writing the first body paragraph. paragraph

- During this time, the teacher is to go around and check on Resources: Workbooks, Question
students, and assist those who may need help or struggle with
writing.
55-60 - Students will be told to complete the essay as homework, to be Teacher: Summarises the class,
handed in the first lesson of the following week answers students question
T
- Teacher will allow for questions to be asked Student: Asks questions

- The lesson will be summarised and students will be allowed to Resources: Students workbooks
pack up and be dismissed on the sound of the bell.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

When students are preparing for an exam, its essential they are equipped with the skills to
answer the question effectively. By having students look at previous questions, as well as the
marking criteria and feedback from previous students, they can begin to develop and
understanding of the standards they must produce. The purpose of having students then create
a response to a similar question teaches them how to do so themselves. Often times it is the
beginning of an essay that students find most difficult. By practicing this skill, students can
feel less afraid and more confident when they sit their final examinations.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H3.5 plan and present the findings of By creating a plan to respond to the question, as well as
historical investigations, analysing creating an introduction students are able to gather their
and synthesising
information from different knowledge on the question and apply it.
types of sources
H4.2 communicate a knowledge and By creating an introduction to an essay and then a body of
understanding of historical the essay allows for students to begin to present their
features and issues, using
appropriate and well- historical knowledge in a written form
structured oral and written
forms

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

2.2 Organise content By having students see previous critiques of the question, and
into an effective applying new knowledge, this type of scaffolding helps students
learning and teaching understand what is required when answering similar questions
sequence.
3.1 Set learning goals The main goal of the lesson is for students to create a plan they will
that provide use to answer a question. They then need to create the introduction
achievable challenges and the first body. Having students achieve this, and do so effectively
for students of varying shows challenges which are achievable.
abilities and
characteristics.

4.1 Identify strategies Creating a lesson that revolves around student discussion and
to support inclusive participation allows for inclusion to occur. Having student regulation
student participation as a driving force allows for all students to be involved
and engagement in
classroom activities.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Make sure there is nothing obstructing the path
All bags out of the way
Ensure emergency exit is clear

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf

Resources Attached:
You must list all the resources that you have created or found in this space
 HSC Help Sheet

HSC Question
To what extent was Nazi racial policy the key factor in the consolidation of Nazi power in
Germany up to 1939?

Marking Guidelines
Criteria Marks
Addresses the question asked, making a clear judgement based on a sophisticated and
sustained argument, which demonstrates a comprehensive understanding of the issue(s)
raised in the question
Presents a logical, cohesive and well-structured response drawing on a clear identification
of relevant key features 2125
Supports interpretation with detailed, relevant and accurate historical information and
makes use of appropriate terms and concepts

Addresses the question asked with a sound attempt at a judgement and/or an argument,
which demonstrates well-developed knowledge and understanding of the issue(s) raised in
the question
Presents a well-structured response drawing on relevant key features 1620
Provides detailed, relevant and accurate historical knowledge and uses appropriate
historical terms and concepts

Addresses the question asked with a relevant but largely narrative or descriptive response
which may contain implied understanding of the issue(s) raised in the question
Presents a structured response, with some identification of the key features
1115
Provides adequate, relevant and accurate historical knowledge incorporating some
historical terms

Presents a generalised, mostly relevant narrative or descriptive response

Presents a simple response, with some mention of the key features
Provides limited, relevant and accurate historical knowledge incorporating some historical 610
terms

Attempts a narrative or description, which may be only generally relevant AND/OR

seriously incomplete
May be disjointed AND/OR very brief 15
Provides very limited historical knowledge

Marking Notes from Marking Centre

Candidates showed strength in these areas:
making a judgement or assessment
presenting a sophisticated argument or explanation as the question requires
using very specific, relevant and accurate historical information.

Candidates need to improve in these areas:

providing a sustained judgement or assessment rather than a narrative or general
response
integrating specific historical detail to support the response
making reference to the statement where it is part of the question.
 Justification

The lessons and website have been created are done so using the NSW Stage 6 HSC syllabus
for Modern History. These lessons and resources have been created for the unit of learning
corresponding to the National Study Germany 1918-1939 from the syllabus (BOSTES,
2012). The focus of these lessons revolves around exam preparations and skill developing. A
major focus of scaffolding is done in these teaching materials to better prepare students for
their upcoming exam. A focus on learner who may struggle academically is also a priority
with these lessons, as they aim to make examination reading less problematic, this has been
done so using Universal Design for Learning (UDL). UDL is defined as a set of principles
allows teachers to develop inclusive lessons by planning to the edges of a class, rather than to
a core group of learners (Capp, 2016). With these key components underpinning the lessons,
materials and learning goals, students are supported throughout the lessons to further develop
their skills for their upcoming exams.
Beginning with the online comparative task developed for students to complete at
home, its main focus is to help students practice their source analysis skills before their final
exam. The questions relating to the sources require students to use the knowledge taught in
class, as well as the source analysis skills they have developed over the year and apply it to
sources relating to their unit of study they are currently studying. When students are learning
new skills, its important that students test out their skills so that both the teacher and students
are aware of what they need to focus to improve results and what they are excelling at. In this
instance, students will receive feedback in a post lesson. This will be discussed further in this
essay.
Scaffolding is a major focus in the creation of these lessons. When teaching new
content its important the teacher considers the starting point for the unit, informed by
knowledge of students prior experiences, interests and language and learning needs; the
sequence of tasks within each lesson and the language demands inherent in each (Sharpe,
2008), in order to teach students the correct skills. By doing so, teachers can prepare content
to help students strengthen the skills they may be lacking, and reaffirming those skills which
are strong. The first instance scaffolding is present in these plans is in this pre-lesson. The
pre-lesson aims to educate students on the requirements for the online tasks, as well as the
standards they must present. By giving students the opportunity to see what the tasks are that
they have to complete, and having a practice with their cohort and teacher present, it allows
for them to ask questions and make mistakes knowing there will be opportunity and support
to correct them.
The first post-lesson also has some aspects of scaffolding present. In order for
students to improve, its important that students know where they went wrong. by creating a
post lesson thats formulated at giving feedback to students so that they know where they
went wrong can help them understand what areas need more focus. Its imperative that
feedback for students is meaningful, understood and correctly acted upon (Burke &
Pieterick, 2010). By having the first post lesson focus on feedback and that alone, students
are given this feedback not only in a timely manner, but also allows for it to be acted upon
immediately in a meaningful way. The feedback becomes meaningful as it shows students
where they must improve before their final exam. This feedback is not only informative for
students as to what skills they must improve on, it also allows for students to practice student
self-regulation (Burke & Pieterick, 2010), which is a skill they must develop for their
examinations.
Although the second post-lesson introduces different content, scaffolding is still
present. This lesson does have a majority focus on collaborative work, which can be
beneficial when focusing on writing. Collaborative learning can be beneficial for both the
students and the instructor, as it allows students to better understand the effects of writing on
an audience, as well as improve communication skills (Hunzer, 2012). Having a collaborative
lesson with essay writing as a focus can also be beneficial for students who may struggle with
literacy. Having peers who have the same zone of proximal development (ZDP) can also help
students develop their understanding. This is due to students cognitive stages being similar,
therefore having the same level of understanding and can explain things at the same level
(Arnett, 2014).
UDL was a framework that was used throughout the lessons to promote inclusion, as
well as support for students who may struggle academically. Similar to differentiation, UDL
focus on creating lessons that assist all students, not just those who may struggle
academically. In the first lesson, the creation of a cheat sheet helps students break down
questions, while the method of collaborative learning when leaning about the online site
allows for all students to gain a sense of confidence when completing the tasks. This kind of
scaffolding and support not only helps students who may struggle with literacy, but can also
help improve students understand how to breakdown a question. Similarly, having a help
sheet for essay writing, and doing the activities as a class can help strength all students
understanding.
 With the three principles of UDL, being multiple means of representation, expression
and engagement (Loreman, et al., 2011), lessons can become engaging and informative for
all. Multiple means of representation in the developed lesson is done so by using both online
materials, as well as written materials. Expression is achieved through class discussion and
individual answers. Finally engagement is achieved through the activities, the discussion and
the content of the lessons which students need to improve their answers before the exam.
Overall, these methods have been done to assist all student, regardless of abilities so that all
students can excel and prepare.
 References
Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.). Pearson Education
Limited
Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-
from2010.pdf
Burke, D. & Pieterick, J.(2010) Giving Students Effective Written Feedback. ProQuest
Ebook Central,
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=650309.
Capp, M. (2016). Is your planning inclusive? The universal design for learning framework
for an Australian context. Australian Educational Leader, (4), 44-46.
http://search.informit.com.au/documentSummary;dn=605439579318289;res=IELHSS
Hunzer, K. M. (2012) Collaborative Learning and Writing, ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=914747.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in
the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin
Sharpe, T. (2006). Unpacking Scaffolding: Identifying Discourse and Multimodal
Strategies that Support Learning. Language and Education, 20(3), 211-231. DOI:
10.1080/09500780608668724
 Appendix A: Scope and Sequence
Course Term 4 (year 11) Term 1 Term 2 Term 3
HSC Topic CORE: WW1 Topic: National Study: Topic: Personality study: Topic: International Peace
Germany 1918-1939 Eleanor Roosevelt 1884 and Conflict study: The Cold
1962 War 19451991

Syllabus outcomes: H1.1, Syllabus outcomes: H1.2,

H1.2, H3.1, H3.2, H3.3, H2.1, H3.1, H3.2, H3.3, Syllabus outcomes: H1.1, Syllabus outcomes: H1.1,
H3.4, H3.5, H4.1, H4.2 H3.4, H3.5 H1.2, H2.1, H3.2, H3.4, H3.5 H1.2, H2.1, H3.1, H3.2,
H3.3, H3.4, H3.5, H4.1, H4.2

Duration in weeks and Duration in weeks and Duration in weeks and

hours: 11 weeks, 30 hours hours: 10 weeks, 30 hours hours: 10 weeks, 30 hours Duration in weeks and
hours: 11 weeks, 30 hours
Appendix B: Concept Map
 Appendix C: Assessment Schedule

Year 12 Assessment Assessment Assessment Assessment Weighting

1: Essay 2: Research 3: 4: Final
Task Presentation Exam
Objective Knowledge and 10 5 10 10 35
understanding
of content
Source based 5 5 10 20
skills
Historical 5 10 5 20
inquiry and
research
Communication 5 10 10 25
of historical
understanding
in appropriate
forms
Outcomes H1.1, H1.2, H1.2, H2.1, H1.1, H1.2, H1.1, H1.2,
H3.1, H3.2, H3.1, H3.2, H2.1, H3.2, H2.1, H3.1,
H3.3, H3.4, H3.3, H3.4, H3.4, H3.5 H3.2, H3.3,
H3.5, H4.1, H3.5, H4.2 H3.4, H3.5,
H4.2 H4.1, H4.2
Due Date Week 5 Week 7 Week 4 Week 8
Term 1 Term 2 Term 3 Term 4

Total 20 25 25 30 100
 Appendix C: Assessment Task
Classroom ready assessment task
Research Task

Core Topic: National Study Germany 1918-1939

Context: Students have been taught about Germany from 1918 to 1939. Through this they have learnt major changes
and ideas surrounding Germany in this time-period. Students have been taught source analysis skills as well as
research skills to find sources.

Outcomes:
H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected
twentieth-century studies

H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during
the twentieth century

H3.1 ask relevant historical questions

H3.2 locate, select and organise relevant information from different types of sources

H3.3 analyse and evaluate sources for their usefulness and reliability

H3.4 explain and evaluate differing perspectives and interpretations of the past

H3.5 plan and present the findings of historical investigations, analysing and synthesising information from
different types of sources

Task: Research Task

Weighting: 25% Due: Week 7, Term 2 Marks 25

Task Description

This assessment requires students to undertake research on one of the topics bellow. They are to write a 1500 essay
with correct referencing and minimum of 3 reliable sources. This can be primary or secondary sources, Wikipedia
will not be accepted as a reliable source.

1. What were the major impacts of The Treaty of Versailles on the German population?
2. What cause the collapse of the Weimer Republic?
3. What was Hitlers role in the Nazi state?
4. What was the nature of the Nazi foreign policy?
 Assessment Marking Criteria

Criteria for In Class Task Mark

Comprehensive answer with evidence presented correctly Outstanding
Shows comprehensive understanding of content A
Uses evidence to effectively support answer
21- 25
Gives a coherent and well organised response
Gives great understanding of context
Shows extensive understanding of historical terms
Shows comprehensive understanding of the chosen question
3 reliable references
Great evidence presented High
Great use of reliable sources B
Great understanding of context
16-20
Great attempt of answering question accurately
Gives a well-organised response
Shows good understanding of historical terms
Shows great understanding of chosen question
2 reliable reference
Sound evidence presented Sound
Reliable sources used C
Some attempt to answer question effectively
11-15
Sound explanation of context
Organisation is mostly evident
Show sound understanding of historical terms
Shows sound understanding of the chosen question
1-2 reliable reference
Minimal evidence presented Basic
Minimal reliable sources D
Question is answered with minimal attempt
6-10
Minimal explanation of context
Some organisation evident, underdeveloped response
Show minimal understanding of historical terms
Shows minimal understanding of the chosen question
1 reliable reference
Little or no evidence presented Limited
Little to no reliable sources E
Question is answered with little to no attempt
1-5
Little or no explanation of context
Little effective organisation, very short response
Show little to no understanding of historical terms
Shows little to no understanding of the chosen question
Little to no references
Non-Attempt 0
 Appendix D: Unit Outline

Unit Outline
Stage: 6 Topic: National Study Germany No. of lessons: 20 (10 weeks, 2
1918-1939 periods per week)
Term/ Lesson Outcomes Skills (Learn Lesson content
number/ Week about)
Term 2 H1.1 describe key features, - General discussion of what
Lesson 1 the role of key issues, Germany was like leading up to
features, issues, individuals and 1918 (gives students
individuals, events from the background knowledge if they
groups and eighteenth werent aware)
events of century to the - Beginning of a timeline and
selected present glossary may be commenced
twentieth-
century studies

Term 2 H1.1 describe key features, - Students learn about the

Lesson 2 the role of key issues, Weimer Republic; the basic
features, issues, individuals and structure and what it meant
individuals, events from the - Students learn the political,
groups and eighteenth social and issues the Weimer
events of century to the Republic had
selected present
twentieth-
century studies

H1.2 analyse
and evaluate the
role of key
features, issues,
individuals,
groups and
events of
selected
twentieth-
century studies

Term 2 H2.1 explain change and - Students learn about the

Lesson 3 forces and ideas continuity over Treaty of Versailles and the
and assess their time details it entailed
significance in - Students learn the effects it
contributing to had on the Weimer Republic
change and
continuity
during the
 twentieth
century

Term 2 H2.1 explain change and - impact of the Great

Lesson 4 forces and ideas continuity over Depression on the Weimer
and assess their time Republic
significance in - Students begin discussing its
contributing to breakdown
change and
continuity
during the
twentieth
century

Term 2 H2.1 explain change and - Students begin learning about

Lesson 5 forces and ideas continuity over the rise of the Nazi party
and assess their time - Students begin learning about
significance in the influences the Nazi party
contributing to the process of had
change and historical
continuity inquiry
during the
twentieth
century

Term 2 H1.2 analyse key features, - Students learn about Hitler and
Lesson 6 and evaluate the issues, his rise to power
role of key individuals and
features, issues, events from the
individuals, eighteenth
groups and century to the
events of present
selected
twentieth- the process of
century studies historical
inquiry
H3.1 ask
relevant
historical
questions

Term 2 H2.1 explain change and - Students begin learning about

Lesson 7 forces and ideas continuity over the consolidation of the Nazi
and assess their time regime, specifically years 1933-
significance in 1934
 contributing to the process of
change and historical
continuity inquiry
during the
twentieth
century

H3.2 locate,
select and
organise
relevant
information
from different
types of sources

H3.3 analyse
and evaluate
sources for
their
usefulness and
reliability

Term 2 H1.2 analyse key features, - Students begin learning about

Lesson 8 and evaluate the issues, Hitlers role in the Nazi state
role of key individuals and - Students learn about the ideas
features, issues, events from the the German population had on
individuals, eighteenth Hitler as a leader
groups and century to the
events of present
selected
twentieth- change and
century studies continuity over
time
H2.1 explain
forces and ideas the process of
and assess their historical
significance in inquiry
contributing to
change and
continuity
during the
twentieth
century

H3.4 explain
and evaluate
differing
perspectives and
 interpretations
of the past

H3.5 plan and

present the
findings of
historical
investigations,
analysing and
synthesising
information
from different
types of sources

Term 2 H2.1 explain change and - Students learn about

Lesson 9 forces and ideas continuity over totalitarianism
and assess their time - Students learn about Nazi as
significance in totalitarianism
contributing to the process of
change and historical
continuity inquiry
during the
twentieth
century

H3.1 ask
relevant
historical
questions

H3.2 locate,
select and
organise
relevant
information
from different
types of sources
Term 2 H2.1 explain change and - Students learn about
Lesson 10 forces and ideas continuity over propaganda
and assess their time - Students learn the ways
significance in propaganda was used in the rise
contributing to the process of of Nazism
change and historical
continuity inquiry
during the
twentieth
century
 H3.1 ask
relevant
historical
questions

H3.2 ocate,
select and
organise
relevant
information
from different
types of
sources
Term 2 H2.1 explain change and - Students learn about terror and
Lesson 11 forces and ideas continuity over repression with the rise of the
and assess their time Nazi state
significance in
contributing to the process of
change and historical
continuity inquiry
during the
twentieth
century

H3.1 ask
relevant
historical
questions

H3.2 locate,
select and
organise
relevant
information
from different
types of sources
Term 2 H2.1 explain change and - Students learn about SA and
Lesson 12 forces and ideas continuity over SS
and assess their time
significance in
contributing to the process of
change and historical
continuity inquiry
during the
twentieth
century
 H3.1 ask
relevant
historical
questions

H3.2 locate,
select and
organise
relevant
information
from different
types of sources
Term 2 H1.1 describe change and - Students learn about the
Lesson 13 the role of key continuity over opposition to Nazism
features, issues, time
individuals,
groups and the process of
events of historical
selected inquiry
twentieth-
century studies

H3.1 ask
relevant
historical
questions

H3.2 locate,
select and
organise
relevant
information
from different
types of sources
Term 2 H1.2 analyse key features, - Students learn about the social
Lesson 14 and evaluate the issues, and cultural life in the Nazi
role of key individuals and state: role of Hitler Youth
features, issues, events from the
individuals, eighteenth
groups and century to the
events of present
selected
twentieth-
century studies

Term 2 H2.1 explain change and - Students learn about the social
Lesson 15 forces and ideas continuity over and cultural life in the Nazi
and assess their time state: women and religion
significance in
contributing to
 change and the process of
continuity historical
during the inquiry
twentieth
century

H3.1 ask
relevant
historical
questions

H3.2 locate,
select and
organise
relevant
information
from different
types of sources
Term 2 H2.1 explain change and - Students learn about Nazi
Lesson 16 forces and ideas continuity over racial policy
and assess their time - Students learn about anti-
significance in Semitism: policy and practice to
contributing to the process of 1939
change and historical
continuity inquiry
during the
twentieth
century

H3.1 ask
relevant
historical
questions

H3.2 locate,
select and
organise
relevant
information
from different
types of sources
Term 2 H1.1 describe key features, - Students learn about nature of
Lesson 17 the role of key issues, Nazi foreign policy: aims and
features, issues, individuals and strategies to September 1939
individuals, events from the
groups and eighteenth
events of century to the
selected present
twentieth-
century studies
 change and
H2.1 explain continuity over
forces and ideas time
and assess their
significance in the process of
contributing to historical
change and inquiry
continuity
during the
twentieth
century

H3.4 explain
and evaluate
differing
perspectives and
interpretations
of the past

Term 2 H1.1 describe key features, - Students learn about nature of

Lesson 18 the role of key issues, Nazi foreign policy: aims and
features, issues, individuals and strategies to September 1939
individuals, events from the
groups and eighteenth
events of century to the
selected present
twentieth-
century studies change and
continuity over
H2.1 explain time
forces and ideas
and assess their the process of
significance in historical
contributing to inquiry
change and
continuity
during the
twentieth
century

H3.4 explain
and evaluate
differing
perspectives and
interpretations
of the past

Term 2 H1.1 describe key features, - Students learn about the

Lesson 19 the role of key issues, impact of ideology on Nazi
features, issues,
 individuals, individuals and foreign policy to September
groups and events from the 1939
events of eighteenth
selected century to the
twentieth- present
century studies
change and
H2.1 explain continuity over
forces and ideas time
and assess their
significance in the process of
contributing to historical
change and inquiry
continuity
during the
twentieth
century

H3.4 explain
and evaluate
differing
perspectives and
interpretations
of the past

Term 2 H1.1 describe key features, - Students learn about the

Lesson 20 the role of key issues, impact of ideology on Nazi
features, issues, individuals and foreign policy to September
individuals, events from the 1939
groups and eighteenth - Revision of the unit
events of century to the
selected present
twentieth-
century studies change and
continuity over
H2.1 explain time
forces and ideas
and assess their the process of
significance in historical
contributing to inquiry
change and
continuity
during the
twentieth
century

H3.4 explain
and evaluate
differing
perspectives and
interpretations
of the past
 Appendix E: A relational table of the unit to past HSC papers (between 2013 -2016)

HSC National Study Germany Targeted Syllabus Dot-Points

1918-1939 Questions

2016 a) To what extent were Weimar Republic

political issues responsible for the emergence of the Democratic Republic and the
failure of democracy in Germany impact of the Treaty of Versailles
by 1933? political, economic and social issues in the Weimar
Republic to 1929
- collapse of the Weimar Republic 19291933

2016 b) Assess the impact of Nazi foreign policy

ideology on Nazi foreign policy to impact of ideology on Nazi foreign policy to
September 1939. September 1939

2015 a) How effective was the Weimer Republic

Nazi party up to 1939 in dealing - political, economic and social issues in the Weimar
with the political, economic and Republic to 1929
social issues arising from the
Weimar Republic? The rise of the Nazi Party
- initial consolidation of Nazi power 19331934

Nazism in power
- Nazism as totalitarianism
- social and cultural life in the Nazi state: role of Hitler
Youth, women, religion
2015 b) To what extent was Nazi The rise of the Nazi Party
racial policy the key factor in the - initial consolidation of Nazi power 19331934
consolidation of Nazi power in
Germany up to 1939? Nazi foreign policy
nature of Nazi foreign policy: aims and strategies to
September 1939
impact of ideology on Nazi foreign policy to
September 1939
2014 a) Germany between 1918 Weimar Republic
and 1939 was the triumph of - Emergence of the Democratic Republic and the
nationalism over democracy. impact of the Treaty of Versailles.
To what extent is this statement - Political, economic and social issues in the Weimar
accurate? Republic to 1929.

The rise of the Nazi Party

- Rise of the Nazi Party (NSDAP from 1923.
- Hitlers accession to power.
- Initial consolidation of Nazi power 1933- 1934.

Nazism in power
- Nazism as totalitarianism.
 - The role of propaganda, terror and repression; SA and
SS; opposition to Nazism.
- Social and cultural life in the Nazi state: role of Hitler
Youth, women, religion.
2014 b) Explain why the Nazis The Weimar Republic
were able to consolidate power in - Impact of Great Depression on Germany.
the period 19331934
The rise of the Nazi Part
- Initial consolidation of Nazi power 1933- 1934.
2013 a) To what extent was the Weimar Republic
Great Depression responsible for - Political, economic and social issues in Weimar Republic
the collapse of the to 1929.
Weimar Republic? - Collapse of the Weimar Republic 1929-1933.
- Impact of the Great Depression on Germany.

2013 b) Assess the impact of the Nazism in power

Nazi state on social and cultural - Nazism as totalitarianism.
life in Germany in the period 1933 - Social and cultural life in the Nazi state: role of Hitler
to 1939 Youth, women, religion.