Htav teachers new to revs hart 2012


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PD for History teachers in Vic, Australia 29th Nov 2012

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Htav teachers new to revs hart 2012

  1. 1. Teachers New to VCE History Revolutions Dr Catherine Hart
  2. 2. Purpose of this session• Familiarisation with official documentation• Advice on planning and structure• Assessment advice – SACs and EXAM• Scaffolds, tasks and resources – examplesAll advice will be generic and applicable to all fourrevolutions but examples drawn fromRussia and France in this session
  3. 3. Official Documentation• VCAA Study Design (accredited 2005-2014)• VCAA Study Summary• VCAA Assessment Handbook• VCAA Past Examination Papers• VCAA Exam Assessment Reports• VCAA School-assessment Audit and Review Program Cover Sheets (Units 3 and 4)
  4. 4. Structure – VCE Revs Units 3 & 4In developing a course teachers should select two ofthe following Revolutions. One each for Units 3 & 4.• The American Revolution• The French Revolution• The Russian Revolution• The Chinese RevolutionThe Revolutions can be studied in any sequence andorder. Students must write on TWO revolutions in theend of year exam.
  5. 5. Each revolution has TWO Areas of Study – both of which needto be explored. Each Area of Study has an associated outcomethat the student needs to demonstrateArea of Study 1: Revolutionary ideas, leaders, movements andEventsOutcome: The student should be able to evaluate the role of ideas,leaders, movements and events in the development of the revolutionArea of Study 2: Creating a new societyOutcome: The student should be able to analyse the challenges facingthe emerging new order and the way in which attempts were made tocreate a new society, and evaluate the nature of the society created bythe revolution.
  6. 6. Key dates – get them right!For example:The Russian RevolutionAOS 1: Revolutionary ideas, movements, leaders and events1905 (Bloody Sunday) to October 1917 (Bolshevik Revolution)AOS 2: Creating a new societyNovember 1917 (initial decrees ) to 1924 (the death of Lenin)See Study Design
  7. 7. AssessmentsWeighting of Assessment Tasks in Units 3 and 4:Unit 3 SACs: 25%Unit 4 SACs: 25%End of year exam: 50%
  8. 8. SACsThe following four assessment tasks must be takenover Units 3 and 4 (one per AOS/Outcome)• Research report (12.5%)• Analysis of visual and/or written documents (12.5%)• Historiographical exercise (12.5%)• Essay (12.5%)
  9. 9. Exam (refer to 2011 Exam) Length: 2 hours (+ 10 mins reading time) Four parts worth 20 marks each (80 marks total)Revolution 1 Revolution 2Section A: Two short answer questions Section B: “Text” Analysis(AOS 1) (AOS 1)Section A: “Text” Analysis Section B:(AOS 2)
  10. 10. Revolution 1 Revolution 2Section A: Two short answer questions Section B: “Text” Analysis(AOS 1) (AOS 1)Section A: “Text” Analysis Section B:(AOS 2) Allocate which revolution students should focus on each Section. Points to consider? Which revolution should be studied first? Points to consider? Refer to 2011 Assessor’s Report
  11. 11. Should SACs mimic the exam?1. Use variety in teaching & 2. Base Teaching & SACs on SACs External Exam skillsPut high priority on educational Place priority on training studentsgoals: for November (a) teach & assess for Teach and assess for performance understanding in exam (b) teach & assess for individual differencesAdvantage – better learning Advantage – better results?Disadvantage – less solid Disadvantage – poorer teaching,preparation for exam less variety, less catering for(NB internal SACs are moderated individual learning needsagainst external exam scores)
  12. 12. Which way is best?• Teaching phase – emphasize variety, individual student needs, discovery methods• Consolidation phase (immediately prior to SAC) more academic?• Final revision phase (before exam) practice past questions.
  13. 13. SACs• Same time, mark allocation and format as exam?• Same conditions – no notes/cheat sheets?
  14. 14. Planning• Approx 15 weeks per Revolution• Study design has suggested weekly planner (pp138-139)• See bookletFormal planning essential – the VCAA auditsyour SACs
  15. 15. AOS 1 – Revolutionary ideas, movements, leaders and events (MILE)• Start with historiography – definition and explanations• The key schools and their main arguments about the• origins of the outbreak of Revolution• Significant historians within each period (see Booklet• pp 45-53)• Individual historians with their specific interpretations• See pp143-150 Student Design for main historians
  16. 16. • Approach chronologically• Familiarise students with country under study• (maps and stats)Long term causes of the revolutionThe nature of the Old Regime (the wood): Political, Economic, Social, OppositionHow did these aspects contribute to grievances within the Old Regime?
  17. 17. Short term causes of the revolution (the spark)Ideas and Ideologies MovementsKey thinkers Groups – social groups from top to bottomKey works or political tracts Armed forcesHow did they challenge foundations of Old Political Partiesregime?Who was influenced by these ideas?Can ideas on their own spark a revolution?Revolutionary Leaders Revolutionary eventsKey individuals and protagonists Causes and consequencesHow did their actions contribute to rev Significance of eventsituation? Chain of eventsWho did they inspire/appeal to? Inevitable or a series of accidents?How did other leaders unintentionallycontribute to rev?
  18. 18. AOS 1 SACsAOS 1 in exam:• Two short Answers• “Text” response (often visual representation)Could use: Research report, historiography exercise orVisual/Document analysisForm of SAC requires some thought – need to considerwhich Rev for which part of EXAM
  19. 19. One way of arranging course and SACSPart A – French RevolutionAOS 1- Research Report and Short AnswerAOS 2 – Historiography exercisePart B – Russian RevolutionAOS 1 – Visual/document analysisAOS 2 – Argumentative Analysis
  20. 20. “Text” AnalysisInstructional terms must be understoodPrimary source or secondary sourceType a, b, c and d questions – explicitly teach
  21. 21. AOS 2 –Creating a new societyKey themes:• Aims and Goals of the revolution• Why did the rev go off course?• Crisis/challenge/obstacle and response• Who benefitted/ Who lost?• Change or continuity?
  22. 22. The importance of Generic Questions• What are they?• Recognition of them enables more predictable preparation• But need for care - they may also encourage rote learning of prepared answers
  23. 23. Generic Essay questions – RevolutionsTypically in Revolutions the essay sections focuses onthree basic types of questions 1. Change and Continuity – what aspects of the old regime changed? what aspects remained essentially similar? after the Rev 2. Revolutionary instability – Why did the new revolutionary regime fail to consolidate? 3. Revolutionary Ideals – To what extent were revolutionary ideals/aims/ expectations achieved?See Booklet pp56-61
  24. 24. Exit card1 new idea1 question1 thing you’ll try