vce history units 3 and 4: revolutions

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VCE History Units 3 and 4: Revolutions. Hands on SAC tasks for Unit 3: France in 2007 Robyn Ryan Methodist Ladies College. Hands on SAC tasks for Unit 3: France Session Outline. Overview of SAC tasks for year - PowerPoint PPT Presentation

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  • VCE History Units 3 and 4: Revolutions

    Hands on SAC tasks for Unit 3: France in 2007

    Robyn RyanMethodist Ladies College

  • Hands on SAC tasks for Unit 3: France Session Outline Overview of SAC tasks for year Considerations for the selection of SACs across the year and specifically for Unit 3: France Individual SAC task outline Considerations for specific SAC tasks in the French context Sample SAC tasks for Unit 3: France Review, conclusions and recommendations

  • Overview of SAC requirements for Units 3 and 4Four compulsory tasks to be completed over Units 3 and 4. Schools and teachers to select the order and combination in each unit.One SAC task for each of the two areas of study for the two revolutions studied.All tasks weighted equally and in total comprise 50% of final study scoreDetailed descriptions and guidelines for tasks and assessment are available in the VCE History Study Guide (2004) and the VCE Assessment Handbook (2005)

  • The SAC tasks for Units 3 and 4Analytical exercise visual and/or writtenHistoriographical exerciseResearch reportEssay

  • The outcomes for each unitEvaluate the role of ideas, leaders, movements and events in the development of the revolutionAnalyse the challenges facing the emerging new order, the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution

  • Considerations for the selection and sequence of SAC tasks across the yearThe progressive development of students across the year in terms of confidence, skills and knowledge. The entry point for students Y11, prior knowledge and skill level. The requirements of the exam. Should tasks mirror each of the exam sections?The availability of resources and topics/ subjects, particularly for the research task.The impact of other subject SAC tasks and the mid-year exams. The need to ensure equity and guard against plagiarism etc as we move into the third year of the revised study design. Need to provide a range of research topics that are equally rich and to avoid against repetition.

  • Considerations when selecting tasks for Unit 3: FranceConfidence, knowledge base and experience of students in this first section of the yearStudents may be Y11 or not have done extensive recent History studyExam tasks and requirementsSequential development of skillsRange of resources availableRange of topics and subjects availableHistoriographical debates and issues available for ready and rich exploration and evaluation

  • The analytical exercise -the nature of the taskTo analyse written and/ or visual representations.Format can be developed by individual schools and teachers.No requirement as to number of sources but contrast and comparison useful.Format could mirror exam as a set of questions, building from low level comprehension to analysis and reflection with marks allocated accordingly.Alternatively, format could require an extended response to a more general question: What revolutionary ideas are contained in this representation and how useful is it for understanding the development of the revolution?Need to synthesise sources to draw conclusionsGood for students to use a range to develop a response. Greater opportunity for evaluation.Need to consider the range of historians opinionsAssessment: No set requirements Marking could incorporate the performance descriptors in the VCE Assessment Handbook in a rubric for global marking or they could be used in the formation of questions that are then allocated numerical marks, as per the exam.

  • The analytical exercise -sampleTask advice and guidelines for SAC 1 2006

    SAC 1 2006 The People under the Old Regime Set up to reflect the style of questions in the 2005 exam. In 2006 a lower level comprehension question was deleted and the last evaluation question increased in value. Should this change be reflected in 2007 SAC tasks?

    Sample SACs distributed prior to actual SAC task in class:The Assembly of NotablesThe calling of the Estates-General

    Feedback sheet

  • The analytical exercise -considerationsCan be a useful first SAC as students more confident with the more limited scope of such a task.Can also be a useful follow up from visual introduction to the year. A good bank of visual material is readily available, but can incorporate written sources.Should students be given sample tasks before hand? Sample SACs?Should task be set up to mirror similar style exam tasks? Number of questions? Length of responses? Time allocated?Marking of short answer style tasks How do allocated marks sit with set criteria?How well does such a task equip students for the exam tasks if they tackle France as Revolution 1? Short answer and historiography tasks?

  • The research task the nature of the taskTo develop a research report but what that is in not prescribed.Format can be developed by individual schools and teachers.Although a research task, at least some of the write up needs to be done in class. Format could incorporate a number of short answer type responses on a range of events to mirror exam short answer section for Revolution 1.Alternatively, format could require an extended response to a more general question: in what ways and to what extent did (specific event/ leader/ idea/ movement) contribute to the development of the revolution/ impact on the nature of the nature of the new society/Need to show knowledge of the ideas, movements, leaders and events that contributed to the development of the revolution/ the challenges facing the new society.Need to incorporate analysis and synthesis of sources, consider a range of historians opinionsAssessment: No set requirements Marking could incorporate the performance descriptors in the VCE Assessment Handbook in a rubric for global marking or they could be used in the formation of a number of questions that are then allocated numerical marks, as per the exam.

  • The research report samplePreparatory research task The French Revolution Hall of FameSAC 2 2006 - Research task on pivotal eventsSAC 2 Unseen question - for SAC class write upFeedback sheet Criteria turned into rubric

  • The research report considerationsA task where students can have some choice and freedom.Need to ensure that there is enough research material available for the number of students.Need to ensure topics are rich and allow for all to evaluate the issues and debates associated with them.Need to ensure parity of topics.Problems with plagiarism, potentially recycled topics?How to balance need for research time with time constraints and the need for an outcome that is assessed in class.

  • The historiographical exercise the nature of the taskTo analyse written and/ or visual commentaries or interpretations.Format can be developed by individual schools and teachers.No requirement as to number of commentaries or interpretations used but value in contrast and comparison.Format could mirror exam as a set of questions, building from low level comprehension to analysis and reflection with marks allocated accordingly.Alternatively, format could require an extended response to a more general question: What viewpoint(s) is evident in this source and how useful is it for understanding the development of the revolution/ the nature of the new society?Need to synthesise interpretations or commentaries to draw conclusionsGood for students to use a range to develop a response. Greater opportunity for evaluation.Need to consider the range of historians opinionsAssessment: No set requirements Marking could incorporate the performance descriptors in the VCE Assessment Handbook in a rubric for global marking or they could be used in the formation of questions that are then allocated numerical marks, as per the exam.

  • The historiographical exercise sample A. Soboul (1964) The Parisian Sans Culottes and the French Revolution 1793-4

    Without the Parisian sans-culotterie, the bourgeoisie could not have triumphed in so radical a fashion. From 1789 to the Year II, the sans-culottes were used as an effective weapon of revolutionary combat and national defence. In 1793, the popular movement made possible the installation of the Revolutionary Government and consequently, the defeat of the counter-revolution in France, and the allied coalition in Europe. The success of the popular movement during the summer of 1793 led to the organisation of the Terror which struck such an irreparable blow to the old social order. In Year II, the shopkeeper and craftsman element of the sans-culotterie became the most effective weapon in the struggle for the destruction of outmoded methods of production and the social relationships founded upon them.

    Identify two ways the sans culottes were used in the revolution, according to the author.Identify and explain two outcomes of the revolution that the sans culottes contributed to, according to the author. What is Sobouls overall position on the role and contribution of the Sans Culottes in the French Revolution?Explain the role of the sans culottes in the Terror period of the Revolution.Explain the extent to which this provides a reliable view of the role and significance of the sans culottes for the revolution.

  • The historiographical exercise further sample (a) On the 12 October, 1793, the convention decreed the destruction of the rebel city of Lyons and the setting up of a memorial with the inscription: Lyons made war on Liberty, Lyons no longer exists. Ronsin, a reprsentant en mission, describes the role of the Revolutionary army of Paris: The Revolutionary army entered that guilty city. Terror was painted on every brow and the complete silence that I have taken care to impose on our brave soldiers made

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