Transcript The Romanovs

UNIT 1 CONFERENCE
“Miss are we doing anything fun today?”
Strategies for the Delivery of VCE Unit 1 20th Century
History
2 March 2012, HTAV
WATCH THIS CAREFULLY
1. How many numbers on clock face?
2. How many men in the row marching forward in the
opening scene?
3. What was the number of the elevator?
4. Are the men of the ‘above ground’ Metropolis
weaning shirts when they are running?
QUESTIONS
NOW THAT WE ARE AWAKE
British writer Vera Brittain once stated that ‘…at no previous
period has mankind been faced by a half-century which so
paradoxically united violence and progress.’
NOW THAT WE ARE AWAKE
 Course Decisions and the SD
 Key Outcomes
 Learning Routines
 Vocabulary
 SACs and Preparations
 The Exam
 Some reality checks I have gotten along the way… and am still learning
by going back to basics…
THE STUDY DESIGN
 Unlike other Units,
20th Century History is
far
from
straightforward.
 Students should be familiar with the study design… the language
should be part of all assessment criteria.
REALITY CHECK #1
Can most teens understand what this means?
VCE HISTORY
 Tension between delivering a great deal of context (factual) and at
the same time developing students critical literacy skills.
 Available texts may not be sufficient level of detail.
 Tension between depth and breadth.
UMMM…
MAKING DECISIONS
Hot Dotting is a decision
making routine created
by Quality Education.
MAKING DECISIONS
Making Decisions
Explicit and Accessible
MAKING DECISIONS
Making Decisions
Explicit and Accessible
OUTCOMES
On completion of this Unit the student
should be able to…
Outcome 1: analyse
and explain the
development of a
political crisis and
conflict in the
period 1900 to
1945.
Outcome 2: analyse
and discuss patterns of
social life and the
factors which
influenced changes to
social life in the first
half of the 20th
Century.
Outcome 3:
analyse the
relationship
between historical
context and
cultural expression
of the period 1900
to 1945.
COURSE STRUCTURE
 3 Areas of Study, 3 SACs, 1 Exam
 Give student Area of Study Plans not the ‘whole year.’ Make the
language student friendly.
 Due to the ‘for example(s)’ in the study design it is very open ended…
 BUT (though its obvious) stick to the study design!
 HOWEVER… because the course is open-ended make decisions that
are based on Year 12 as well!
AOS 1
 Provide a historical context (breadth)
 Break down each dot point of key knowledge (page 1)
 Don’t try to do everything or you will still be teaching World War One in Term 2
– make decisions and be ruthless sticking to them.
•
If you are studying Germany, do not rush past Weimar period and don’t forget
unification of German state in 19th Century
•
If you are looking at Russia, do not get bogged down in Tsarist Russia and be
sure to make a direct link to WW1 world
•
Warning! If you select Russia you need to deal with World War 2 later on…
AOS 2
 Usually a choice between Stalinism and
Nazism
 Make clear decisions about which groups
you will select – and stick to them – also
stick to locations (can do comparative)…
choose ‘obvious’ examples…
 No regime just has a negative effect
 Ways in which groups organised?
 Change and Continuity (page 26)
AOS 2
 Be sure that these link up with Cultural Expression AOS 3
 Look generally at how societies are organised, break down the study design
(synonyms) not all students know what political affiliation means
 Consider what will work best for your class – GeneralGouvernment
•
Think about a comparative element like Fascist Italy (this is a good way to
introduce Fascism)
•
Whatever you choose, focus on a) continuity and change, b) different groups
and c) different time periods
•
DON’T FORGET KEY SKILLS DIFFERENT
AOS 3
 Consider integrating to strike ‘while the iron is hot.’
 Look carefully at the skills.
 Be on the look out for opportunities (Mad Square etc).
KEY SKILLS SUMMARY
 Explain the historical issues covered in the key knowledge;
 Apply historical concepts related to the period
 Analyse and evaluate written and visual historical evidence
 Synthesise material and evidence to draw conclusions;
 Analyse the way that the experience of the period has been interpreted and
understood over time by historians and other commentators
 Express knowledge and ideas in writing, presenting material using historical
conventions such as quotations, acknowledgement of sources, and a bibliography.
WASN’T THIS MEANT TO
BE FUN?
LEARNING ACTIVITIES
 Learning Activities are students
safety net…
 Much of your time will be
‘traditional’
 But still need to mix it up to get
students excited and to provide
opportunities for students to access
the content in many different ways
 Repetition is key to LTM
LEARNING ACTIVITIES
Instructional
Approaches
PERCEIVE, KNOW, CARE
ABOUT
Project Zero Harvard, Visible Thinking Strategies
Change and
Continuity in
German Society
SEE, THINK, WONDER
Otto Dix, To
Beauty, 1922.
Change and
Continuity in
German Society
SEE, THINK, WONDER
Wolfgang Sievers,
Total Poverty in
Berlin Germany
1933.
Geopolitical
changes due to
peace treaties
SEE, THINK, WONDER
Paris Peace
Conference
PERCEIVE, KNOW, CARE
ABOUT
“If we are to learn anything useful from
the great human
resource
of
past
Project Zero
experience [it is that] the past, like the
present, is simply too complicated and
too multiple to be told in a single story.”
Inga Clendinnen, Quarterly Essay, “The History Question, who
owns the past?” (Back Inc, Melbourne, 2006), 66.
DDQ
Project Zero
TRUE FOR WHO?
Project Zero,
Exploring historians
views or groups etc
REALITY CHECK #2
 Just because the loudest kids in the class
seem to get it doesn’t mean that you haven't
lost 60% of the class who are now busily
wondering where you got your hot shoes
from…
 You are competing for the students
attention… if you can find an easy way in
then you can build more complex knoweldge
REALITY CHECK #2
 Dr. Richard Elmore (Harvard Uni) 80% student learning factual
and procedural… and students have no idea what it means (2006).
 ICT Gen – lots of info, quick, shallow understanding…
LOW LITERACY/ ESL AND
TEXTS
 The reality is students will need to read a lot… much of it independently…
 Students will need to synthesise sources which are often written in language
difficult to grasp (Wilfred Owen Effect).
 NSW HSC Online
 GCSE Bitesize by BBC
 Smartboard activities from Smart Exchange
 Get these students to focus on the lesson “Key Question” and build from there
 Synonym Lists and VisuWords
REALITY CHECK #3
 This is not university
 Do something fun – create
DADA inspired collages depicting
society in the 21st Century, ask the
dance teacher to come in and look
for opportunities to get kids
involved in the action and immerse
them in the topic!!! You will be
surprised (FB).
 If students do, students will
learn
LEARNING ACTIVITIES
 Dossier of Sources (page 1)
 Postcards from Weimar Tom Ryan (page 18)
 Role Plays/one simulation (page 12)
 Empire Photo Albums or similar
 Debates
 Secret spying missions (pages 9-10) and
notes
VOCABULARY
 The key is to make it accessible…
 Look for opportunities for short energisers which are vocabulary
based…
 Combine with images
REALITY CHECK #4
 Just because a kid can
give you a verbatim
definition does not mean
that they understand the
term nor that they can use it
in context or a new situation.
 Repetition is key.
VOCABULARY
Robert J. Marzano, Leading the Implementation of a School
Wide Vocabulary Program.
 88,500 terms in grades 3-9 textbooks (Nagy and Anderson, 1984).
 Frontloading key vocabulary BEFORE the unit commences…
 Problem with Cue Cards
 Draw words from the topic as well as the STUDY DESIGN…
MARZANO TABLE
VOCABULARY
Engagement and
reworking until the
students really get it!
VOCABULARY
FIND YOUR PARTNER
REALITY CHECK #5
 Students often want to know why
Hitler sent Nazi Germany into World
War One.
 Lesson: assume kids know
nothing!!! Explaining for two seconds
will save you in the long run
(depth/breadth).
CONTEXT AND GENERAL
KNOWLEDGE
CONTEXT AND GENERAL
KNOWLEDGE
LOW LITERACY/ ESL AND
TEXTS
Chapter Topic (Use Subheadings):
Concepts/Facts/Quotes
1.
2.
3.
Topic Summary
Non-linguistic representations
SACS AND PREPS
USE YEAR 12 MODELS
VCAA Assessment Handbook
Page 54
SAC STRATEGIES
 Know what the Year 12 Teacher is doing and model…
SAC STRATEGIES
 Regular written responses and document studies not just SACs.
 Present not just in a written way.
Activity Time!
Was Germany responsible for World War One?
Which verdict does your witness support?
SAC STRATEGIES
 If it makes sense, do it (for example, Research Project for AOS 3
fits skills)
 Use Descriptors which look like Year 12 Descriptors (page 55) just
change the language.
 TEES (8+ on exam) (page 34)
 Top 5 Report after each SAC (or even SA Questions) (page 53-54)
 If you can, write up examiners reports (page 51)
WORDLE FOR SACS
Overused words
Concepts/terminology
not included
Gaps in
evidence/argument
WORDLE FOR SACS
SYNTHESIS/RESEARCH
 Evidence Sheets (page 41). Wean the kids off bringing these into
the SAC after SAC 1.
 Can also be used for note-taking in class.
 Use red for own knowledge, blue for direct quotes and green for
indirect quotes.
PREPARING STUDENTS FOR
EXAMS
 This should be the main focus of the SACs.
 Fortnightly short answer questions – very these up – modelling how to break
down questions and how to include time periods and groups.
 Mix this up with Document Studies and give students a model on which to
analyse documents (CAB MAPS or APPARTS) (page 52, 43)
 Regular timed writing tasks = familiarity, modelling, ability ‘to do’
 Explicit teaching of Danger Words and Sentence Starters.
 Explicit Teaching of Command Terms.
 Use the power of synergy – Forums and Circle of Doom.
NO MULTIPLE
CHOICE!!!
FORUMS
OUR SYNERGY
MNEMONIC DEVICES
Failure of League of Nations in 1930
French and British Self Interest
Absent Powers
Ineffective Sanctions
Lack of Armed Forces
Unfair Treaty
REaching decisions too slowly
From, Ben Walsh, GCSE Modern World History.
MNEMONIC DEVICES
What are the MAIN long-term causes of WW1?
Militarism
Alliances
Imperialism
Nationalism
EXAM
Revolutions 2010 VCAA Assessors Report Indicated that:
 Students misused historical quotes (relevance).
 Students need to have a handle of time-frames of questions.
 Examiners are looking for precise and accurate information – again why doing lots of shortanswers is a good idea.
 To what extent questions require students to look at both views…
 Students need to read questions carefully and answers need to be focused (cut out the fluff).
 Students struggle in understanding the ‘development’ of events in a chronology.
 High level responses used correct and specific historical terms and ideas and included dates,
places and names.
EXAM
Revolutions 2010 VCAA Assessors Report- What is a high level response?
World War 1 was a major reason for the fall of both Tsarism and the Provisional Government. Firstly, although
the war was initially well received by the public and was intended to unite the population in patriotism, it quickly
became a source of discontent as defeats proved humiliating and economic crisis worsened. The major reason why the
war contributed to a revolutionary situation in early 1917 was that the Tsar had taken control of the army from
the experienced and respected Grand duke Nikolaevich in August 1915, and the subsequent military, economic
and psychological devastation had come to be associated with him. This was exacerbated by the fact that in his
absence, Tsarina Alexandra was left in charge and she proved to be incompetent, unpopular (as her German
heritage aroused suspicion) and heavily influenced by Rasputin. Thus the impressionable lower class – workers and
peasantry – associated failure with the Tsar and felt abandoned as he had left them to fight at the front, therefore
increasing revolutionary sentiment against him.
OTHER EXAM REPORTS
Although our courses are different there is no reason why you
cannot look at:
 HSC – Marking Guidelines (Modern History Course – which will help
with Russia, Germany and later in Unit 2 Cold War and also personality
studies)
 Tasmanian Department of Education and GCSE can also be
Googled.
AND FINALLY…
Enjoy the journey of learning along with the students!
 Join Facebook site of HTAV
 Join a local network
 iTunes U
 Keep up to date with Year 12 Exam Assessor Reports (VCAA)
MY CONTACT DETAILS
Agata Kula – Secondary Teacher, Humanities Leader
(The Grange P-12 College)
[email protected]