10 History Skills Booklet

HSIE

Subject: History

Year: 10 Task: #1

Due Date: Week 1, Term 2. Mark: /73

Weighting: 15% Assessment Mode: Skills Booklet

Outcomes HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process

HT5-6 uses relevant evidence from sources to support historical narratives, explanations and

analyses of the modern world and Australia

HT5-7 explains different contexts, perspectives and interpretations of the modern world and

Australia

HT5-8 selects and analyses a range of historical sources to locate information relevant to an

historical inquiry

Marking Criteria: Students will be assessed on:

• Ability to complete skills based activities

• Understanding of sources and their role in history Submission / Late Policy Students are expected to submit their assessment tasks during the period the class meets on the due date. Students submitting assessment tasks at the staff room should only submit these tasks to their teacher or a nominated representative from the faculty. If the task is collected by anyone else the student MUST ask for a signed submission receipt.

Students who wish to submit their assessment task on the due date but later than the class time MUST negotiate an alternative time with their class teacher. Late penalties will apply after this.

Year 7-10 will lose 10% of the final mark for every consecutive school day that the assessment task remains outstanding. This will occur for 3 consecutive school days. On the 4th day the student will receive zero for the task.

All My Own Work Certification – this portion is to be submitted with the Assessment Task.

I certify that the work submitted is all my own work. I have not plagiarised the work of others.

Student’s signature……………………………………………..............

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A. Historical Terminology (20 Marks)

Complete the Classroom Google Form Terminology Part I by matching each of the following terms with their

meanings. Tick them off as you go. (10 Marks)

Complete the Classroom Google Form Terminology Part II by matching each of the following terms with their meanings. Tick them off as you go. (10 Marks)

□ genocide

□ Judaism

□ faith

□ ethnicity

□ antisemitism

□ prejudice

□ regime

□ contestability

□ primary source

□ bias

□ right

□ freedom

□ perspective

□ social

□ equality

□ segregation

□ assimilation

□ integration

□ race

□ referendum

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Two-thirds of American millennials surveyed in a recent poll cannot identify what Auschwitz is, according to a study released on Holocaust Remembrance Day that found that knowledge of the genocide that killed 6 million Jews during World War II is not robust among American adults. Twenty-two percent of millennials in the poll said they haven’t heard of the Holocaust or are not sure whether they’ve heard of it — twice the percentage of U.S. adults as a whole who said the same. The study, conducted by the Conference on Jewish Material Claims Against Germany, interviewed 1,350 American adults in February and recruited by telephone and an online non-probability sample. Asked to identify what Auschwitz is, 41 percent of respondents and 66 percent of millennials could not come up with a correct response identifying it as a concentration camp or extermination camp. The U.S. Holocaust Memorial Museum says that at least 1.3 million people were deported to the camp, run by Nazi Germany in occupied Poland, from 1940 to 1945, and 1.1 million of them were killed. It was the largest concentration camp among many built by the Nazis during their campaign to wipe out the Jews and other groups. Respondents indicated much more awareness of modern-day bias against Jews, with 68 percent saying anti-Semitism is present in America today, and 51 percent saying there are “many” or “a great deal of” neo-Nazis in the United States today. Despite the lack of historical knowledge, the survey found a desire for Holocaust education — 93 percent said in response to a question toward the end of the survey that all students should learn about the Holocaust in school (that being said, the survey was all about the Holocaust, so responses might be inflated after spending so much time on the subject). Perhaps because respondents feel that lack of knowledge is a real threat to the future: Fifty-eight percent said they believe something like the Holocaust could happen again.

B. Source A - Holocaust study: Two-thirds of millennials don’t know what

Auschwitz is

(8 marks)

The Washington Post 1. What is the main argument being presented in this source? (2 Marks)

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2. What evidence is being used in the article to support the main argument? Refer specifically to the source in your answer. (4 Marks)

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3. Provide 2 reasons why source A is not properly referenced. (2 Marks)

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C. Source B: Propaganda and the Visual Arts in the Third Reich (12 marks)

O. Garvens, "The Sculptor of Germany"

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Source Analysis Scaffold

COMBAT

Content:

Who/what is in the source?

What does it say/show?

What is it about?

Origin:

When was it made?

When was it used?

Where did it come from?

Who made it?

Motive:

Why was it made?

Why was it used?

What was the purpose of the composer?

Bias:

What point of view does it show? Is it reliable?

What information does it exclude?

Does it favour one side?

Is it still useful to the historian?

Audience:

Who is it aimed at?

What is the intended/desired response?

Does it evoke emotions? Why? What are they?

Text Type:

What form does the information take:

Is it a poster? A cartoon? A letter?

Is it primary or secondary?

Why is this form used?

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D. Complete a COMBAT analysis of Source B (12 Marks)

C: (2 Marks)

O: (2 Marks)

M: (2 Marks)

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B: (2 Marks)

A: (2 Marks)

T: (2 Marks)

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E. Syllabus Practise

In Year 11 and Year 12 subjects, you will be expected to read and understand the

syllabus documents and be able to use these to study. On the next page is an excerpt

from the Stage 5 (Year 10) syllabus for your current topic – Rights and Freedoms.

Use this excerpt to answer the questions below: (10 Marks)

1. According to the syllabus excerpt, what is the full name of your topic this semester? (1 Mark)

2. What is the date range this topic covers? (1 Mark)

3. Read the “outcomes” listed. These are the things you should be able to do after the unit. Write one

outcome into your own words to explain what you should be able to do in this course.(2 Marks) Please write your chosen outcome -

Your interpretation -

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4. What is meant by the term “historical sources”? (1 Mark)

5. List THREE examples of historical sources you have used in the classroom so far this year. (3 Marks)

6. Using a highlighter, highlight any key dates or events on the syllabus excerpt you would be expected to know during an examination on this topic. (2 Mark)

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F. Rights and Freedoms: Government Policy

1. Explain the purpose of the source in your own words. (2 Marks)

2. Using the information from the source, write a PEEL paragraph explaining the reasons behind the introduction of government policy in Australia in the 1950’s and 1960’s. (8 Marks)

P:

‘In view of the inadequate provision as regards

housing, food and care of the children of ....., on

the Aboriginal reserve at ....., would you kindly

charge the children as neglected and commit them

to the care of this Board’.

Letter from Aboriginal Welfare Board to Police

Sergeant at a mid-Western town in New South

Wales, 1958.

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E:

E:

L:

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G. Essay Question Practise

Essay and extended response questions are designed to test your ability to write what you know, but

also designed to test your understanding of question wording and expectations.

Breaking down the question is a really important step before you even think about writing. You need

to know what you are expected to write before you start.

Look at the one that has been done for you.

Eg. This question is asking me to explain what happened to Aboriginal Australians between 1938 and

1965 because of the Assimilation Policy. It is asking me to explain what the impacts or effects were,

and how these effects changed lives in this time period.

Steps for Breaking Down a Question

1. Circle the question verb – the word telling you what you will do.

2. Highlight any key terms or dates you think are relevant to the question.

3. Underline any words that are to do with date ranges (eg. In, between, from, to)

4. In your own words, write a sentence explaining what you think the question is asking you to

do.

Analyse the impact of the Assimilation Policy on Aboriginal

Australians between 1938 and 1965.

Analyse means provide specific

details and evidence and form

an argument

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Follow the steps and example on the previous page to help you practice breaking down questions.

YOU ARE NOT WRITING THE ESSAY

Some key things about question verbs:

Discuss = provide multiple perspectives

Analyse = break down the ideas with evidence

Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT

Outline = provide key ideas or evidence briefly

1. Discuss the approach towards the Protection Policy and its

implementation by the Australian Government between 1909

and 1938. (4 Marks)

2. Analyse the significance of the 1938 Day of Mourning

Protest for Aboriginal Rights and Freedoms in Australia.

(4 Marks)

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THE FIVE W’S OF WEB SITE EVALUATION

WHO

Who wrote the pages and are they an expert?

Is a biography of the author included?

How can I find out more about the author?

WHAT

What does the author say is the purpose of the site?

What else might the author have in mind for the site?

What makes the site easy to use?

What information is included and does this

information differ from other sites?

WHEN

When was the site created?

When was the site last updated?

WHERE

Where does the information come from?

Where can I look to find out more about

the sponsor of the site?

WHY

Why is this information useful for my purpose?

Why should I use this information?

Why is this page better than another?

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H. Website Evaluation (5 marks)

Select a website relevant to one of the essay questions on page 14 and evaluate them using the table.

/5 Name of website:

Who

What

When

Where

Why