HTAV 2020 Intro to unit 1 & 2 History

HTAV2020: NEW TO VCE IN 2021
INTRODUCTION TO 20th CENTURY HISTORY
Session description (it’s all mixed in together sorry)
• Introduction to C20th History
• Course overview – content & skills
• Key resources for the classroom
• Advice on assessment tasks
• Developing and assessing historical thinking skills
• Q&A (if time permits)

Introduction
• Presenter: Stephen White swhite@oxley.vic.edu.au
• Oxley Christian College
• C20th experience – 13 years
• Contributing author to HTAV’s Modern History
textbook series (Russian Revolution, Apartheid
(coming in 2022). I only mention this as full disclosure
for when I recommend textbooks :D

Before we get started…
The Study Design is your best friend
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-
designs/history/Pages/Index.aspx
Also note the Advice for Teachers document

COURSE STRUCTURE
UNIT 1: 1918-1939
• AOS1 Ideology & Conflict (inter-war period)
• AOS2 Social & Cultural Change (topic choices)
UNIT 2: 1945-2000
• AOS1 Competing Ideologies (Cold War)
• AOS2 Challenge & Change (topic choices)

UNIT 1 AOS1 outcome
On completion of this unit the student should be able to
explain the consequences of the peace treaties which
ended World War One, the impact of ideologies on
nations and the events that led to World War Two.

UNIT 1 AOS1 key questions
• What impact did the Treaties which concluded WWI
have on nations and people?
• What were the dominant ideologies of the period?
• What impact did the post-war treaties, the
development of ideologies and the economic crisis
have on the events leading to WWII?

UNIT 1 AOS1 key knowledge
• Treaty of Versailles  redrawing of borders,
reparations, loss of territory/population, economic &
political sanctions
• Ideologies e.g. socialism/communism, fascism/Nazism,
isolationism
• League of Nations – goals, limitations, achievements
• Road to WWII incl. appeasement, aggression

UNIT 1 AOS1 key skills
• Use questions to shape historical inquiry e.g. how/why
• Historical significance of Versailles
• Continuity & change
• Explain causes of WWII
• Compare attitudes/beliefs/values of ideologies
• Analyse historical perspectives (primary sources)
• Compare historical interpretations of WWI causes
• Use sources to construct arguments about WWII causes

UNIT 1 AOS2 outcome
explain patterns of social life & cultural change in one or
more contexts, & analyse the factors which influenced
changes to social life & culture in the inter-war years.
Pro tip: Choose ONE context. There won’t be time for two.
Choose from Germany, USSR, USA, Japan.

• What continuity & change is evident between the
1920s & 1930s in social & cultural life?
• How did ideologies affect the daily lives of people?
• How did cultural life both reflect & challenge the
prevailing political, economic & social circumstances?

• Influence of political, social & technological change on
society & people
• Role of race, class, ethnicity, political views, gender
• Inclusion/exclusion of groups in society
• Changes reflected in cultural expression
• Government attempts to control/shape culture
• Focus on an individual/group/movement

• What about the Holocaust? Of COURSE you include it,
even if it is outside the date range. New SD fixes this.
• Jewish Holocaust Centre – virtual excursion
• Schindler’s List film night – gold standard for showing
the escalation from prejudice to genocide
• Jojo Rabbit – great to link to a depth study of
propaganda or Hitler Youth

• Historical significance of social/cultural movements
• Explain consequences of key social/cultural movements
• Explain attitudes/beliefs/values of movements
• Use sources to construct arguments

UNIT 2 AOS1 outcome
explain the ideological divisions in the post-war period &
analyse the nature, development & impact of the Cold
War on Nations and people, in relation to one or more
particular conflicts in the period.

• What were the causes of the Cold War?
• What were the key characteristics of the ideologies of
communism in the USSR and democracy/capitalism in
the USA?
• What was the impact of the Cold War on nations &
people?
• What led to the end of the Cold War?

UNIT 2 AOS1 key knowledge (a lot)
• Main characteristics of communism (USSR) vs
democracy/capitalism (USA)
• Outcomes of the Yalta & Potsdam Conferences
• ‘Iron Curtain’, Truman Doctrine, Marshall Plan (ERP),
Berlin Crisis/Blockade
• Establishment & goals of the UN
• Significant features incl. alliances, arms/space race…

• …propaganda, sport, popular culture, espionage
• Key conflicts – choose one or more of:
• Korean War
• Division of Germany
• Dissent in the USSR satellite states
• Vietnam War
• Cuban Missile Crisis

• Influences contributing to the end of the Cold War
• USSR e.g. Afghanistan War, Gorbachev, Glasnost,
Perestroika, collapse of the USSR
• USA e.g. Reagan, ‘Star Wars’
• Other developments incl. breakdown of communist
governments in Europe, solidarity, fall of Berlin Wall

Cold War focus on McCarthyism & Red Scare
• https://www.slideshare.net/StephenWhite62/htav-2019-reds
• HUAC & Joe McCarthy
• Film study: Good Night & Good Luck (2005)
• Brilliant for primary sources esp. anti-communism rhetoric &
political cartoons
• https://coldwar.unc.edu/media/cartoons-comics/

• Historical significance of particular conflicts
• Explain causes of the end of the Cold War
• Explain beliefs/values of ideologies

UNIT 2 AOS2 outcome
explain the causes & nature of challenge & change in
relation to two selected contexts in the second half of the
twentieth century & analyse the consequences for nations
& people (new SD 2022 at least one)
Options: decolonisation movements, terrorist groups,
Arab-Israeli Conflict, Apartheid, Ireland, US Civil Rights.

• What were the significant causes of challenge &
change in existing political & social orders in the
second half of the twentieth century?
• How did the actions and ideas of popular movements
& individuals contribute to change?
• What impacts did challenge & change have on nations
& people?

• Conditions & events that gave rise to the challenge &
change for power
• Ideas that influenced the challenge & brought about
change
• Key individuals/groups involved in the movement
• Methods employed to implement change & express
views

• Responses of established political & social orders
• The extent to which goals achieved/change occurred
• Short/long term consequences
• Key concepts incl. decolonisation, racism, sexism,
nationalism etc.

• Historical significance of particular movements/people/events
• Explain causes & consequences of movements/events
• Explain beliefs/values as reflected in primary sources
• Compare historical perspectives (primary sources)
• Compare historical interpretations of events

ASSESSMENT (and where I do these)
• A historical inquiry (Nazi Germany)
• Analysis of primary sources (Cold War, Apartheid)
• Analysis of historical interpretations (Road to WWII,
Cold War)
• Essay (Apartheid, Terrorism, Nazi Germany)
• New SD 2022 includes multimedia presentation, short
answer questions, extended responses

ASSESSMENT
• The four types of assessment are the same as for VCE
Revolutions (I don’t know about other Histories)
• Modelling is vital – practice SACs recommended
• Teach the writing techniques as required for Year 12
• Allow prep & research time
• There is flexibility e.g. one SAC halfway through an
AOS 20% weighting, one at the end 80%

ASSESSMENT
• Primary sources could include:
• Political cartoons (my favourite)
• Excerpts from speeches e.g. Mandela, Hitler
• Letters e.g. Castro’s letter to Khrushchev
• Secondary sources:
• Historians e.g. different views on the
causes/outcomes of Korea/Vietnam

ASSESSMENT
• Historical inquiry – cultural change in Nazi Germany
• My HTAV presentation from Feb 2020 details this:
• https://www.slideshare.net/StephenWhite62/htav-
2020-social-and-cultural-change-in-nazi-germany
• Allow a week for students to choose a topic, develop
specific guiding questions, dedicated research,
planning & preparation. Teach referencing here.

ASSESSMENT PRO TIPS
• Allow handwritten revision prep notes at the start, but
gradually back off. Depends on your class!
• Format documents as for Year 12, right down to the
amount of lines for a 5 or 10 mark question.
• Use the same language e.g. ‘Explain…’ ‘To what
extent…’ ‘Use evidence in your response’.
• Work with your Year 12 teacher; HTAV study guides.

LEARNING ACTIVITIES
• Mind maps e.g. aspects of Nazism
• Lotus diagrams e.g. key Arab-Israeli conflicts
• Hexagon diagrams e.g. German culture (literature,
music, cinema, radio, burlesque, art, architecture)
• Venn diagrams e.g. Communism vs Capitalism
• Role plays e.g. Versailles, find the communist
• Film studies e.g. Schindler’s List, GNGL, Jojo Rabbit

GENERAL RESOURCES
• https://alphahistory.com/ Weimar/Nazi Germany,
Holocaust, Cold War, Vietnam War, Northern Ireland
• https://spartacus-educational.com/ Great for primary
sources
• https://www.apartheidmuseum.org/resources
• https://www.youtube.com/user/crashcourse
• https://www.youtube.com/user/BlastfromthePast

FINAL TIPS
• Set clear expectations for everything
• Clear course structure for each AOS; planning is essential
• Weekly approach recommended/variety of learning activities
• Strategic scaffolding for note-taking
• Reading – it’s vital. Use what works best
• Writing – clear strategies & techniques for different questions
• Develop long-term recall of key information
• Find the right revision tools for you (Quizlet, Kahoot)
• Play the Long Game – learn, enjoy, prep for Year 12 too

CONTACTS
• Join the Google groups for Modern History by contacting
Alexandra Pierce; do not be shy & seek help when you need it
Alexandra.Pierce@education.vic.gov.au
• Teachers are generous BUT acknowledge your sources and give
back when you can
• Follow relevant teachers & organisations on Twitter
• https://twitter.com/tenniscrtsloth (if relevant)
• Cold War dropbox https://www.dropbox.com/sh/5g0s8h6bzkxc8w2/AADkh54aB9QzF9ly3JLaQ4hBa?dl=0

THANK YOU!
We are all in this together! Year 11 is the most fun you may ever
have teaching. It is a deep, rich and exciting course with many
options and pathways to head down. In the current global climate
it is vital that more students have the opportunity to see what
happens when hate speech goes unchecked, to understand the
power of an ideology, and the difference one person can make for
good. Your students will be able to judge evidence for themselves,
recognise different perspectives, show empathy and much more.

HTAV 2020 Intro to unit 1 & 2 History

Recommended

Recommended

More Related Content

Similar to HTAV 2020 Intro to unit 1 & 2 History

Similar to HTAV 2020 Intro to unit 1 & 2 History (20)

More from Stephen White

More from Stephen White (6)

Recently uploaded

Recently uploaded (20)

HTAV 2020 Intro to unit 1 & 2 History