Year 11 usa 1945 1970 how to answer
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The document provides guidance for answering questions about sources related to the period of 1945-1970 in the United States. It includes guidance on assessing how sources agree or disagree with a given statement, using evidence from the sources and contextual knowledge. Reliability of the sources should also be considered. Students are advised to use direct quotations and discuss the reliability of the sources to receive the most marks.
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response paper
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Guidelines
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a) show quality interaction with the question that indicates
thought beyond answers
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Instructions:
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Oklahoma
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The document discusses different types of questions asked in blood relation reasoning questions in banking exams. It provides examples of questions involving family trees, puzzles involving family members, and questions that require determining relationships between individuals based on coding notations for familial relationships. Sample questions are included for each type to demonstrate how to determine the relationships between individuals based on the information and notation provided.
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OPVL intro notes
This document provides an introduction to analyzing primary and secondary sources using the OPVL (Origin, Purpose, Value, Limitation) framework. It defines primary sources as those created during the event by eyewitnesses, and secondary sources as those created later by historians using primary sources. The document explains how to identify a source as primary or secondary, and provides examples of each. It then demonstrates how to analyze a sample primary source poem using the OPVL framework to understand the source's origin, purpose, value and limitations for historians. The document provides guidance on properly answering each OPVL section.
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The document provides information about the HSC Listening exam, including the types of spoken texts used in exams from 2001 to 2010 and the outcomes assessed. It describes the listening skills examined such as how meaning is shaped and texts are structured. Features of spoken texts like repetition and tone are also outlined. Sample questions similar to those asked in exams are provided about a radio program, along with sample student answers and marking guidelines.
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Research
This homework assignment asks students to research and summarize an aspect of World War II in 3 paragraphs or less. Students must identify the time period and location of their topic, include at least 4 sources from the time period, and present their findings typed or handwritten. The teacher expects students to spend 1.5 hours per week on research, show organized work that does not interfere with other subjects, and include a bibliography with at least 5 book sources. Progress will be checked weekly using a research log.
Research year 7
This homework assignment asks students to research one aspect of life in the Middle Ages. Students must research at least 4 bullet points from their assigned topic list, present their findings typed or handwritten in sections, and spend 1.5 hours per week on the task over 3 weeks. The teacher expects work to be well presented, not plagiarized, and for students to cite at least 5 books as sources. Students are advised to use the school library and given a blog with useful research links.
Homework castle building
The document provides instructions for students to create a historically accurate model of a medieval castle no larger than 8cm tall, 15cm long, and 22cm deep using materials like cardboard, lollipop sticks, foam, or polystyrene. Key features to include are a drawbridge, moat, portcullis, arrow slits, and a keep. Students can add additional features and context, and have 6 weeks to complete the project by pacing themselves wisely.
Presentation year 7 2011
This homework assignment asks students to give a 3-minute group presentation on a significant historical event or person from 40 AD to 1485. Students must place the topic in its proper historical context, describe key details, and explain its significance by considering factors like impact and legacy. Presentations will be peer-assessed based on criteria like topic choice, explanation of significance, teamwork, and originality. Suggested topics include people, events, and time periods covered in class as well as options they have not studied like other monarchs, Renaissance artists, and explorers.
Presentation y8 2011
This homework assignment asks students to work in groups to create a 3-minute presentation about a significant historical event or person from 1485-1900. Students must place the topic in its proper historical context, describe key details, and explain why it was significant in terms of its impact. Presentations will be peer-assessed based on accurately identifying the time period, choosing an appropriate and convincing topic, thoroughly explaining the topic's significance, demonstrating teamwork, and originality. The assignment aims to have students demonstrate their understanding of important historical figures and developments covered in class.
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The document provides an outline for revising for a Year 11 summer exam on the divided USA from 1945-1970. It lists 4 key topics to focus on: 1) McCarthyism and the Red Scare, 2) the civil rights movement from 1945-1962, 3) changes in the civil rights movement from 1963-1970, and 4) other protest movements of the 1960s. For each topic, it identifies several sub-points to study and provides a brief amplification of content for each sub-point.
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The document provides an overview of the key topics to be covered in a GCSE history course on modern world history focusing on the USA from 1919-1941. It includes 3 sentences summarizing each of the 4 key topics: 1) The US economy from 1919-1929 including the economic boom and problems in declining industries and agriculture. 2) US society in the 1920s covering the cultural changes of the decade as well as Prohibition and intolerance. 3) The Great Depression from 1929-1933 looking at the causes of the stock market crash and Hoover's government response. 4) Roosevelt and the New Deal from 1933-1941 outlining the programs and policies implemented as well as the opposition and extent of economic recovery.
Usa 1919 41content for blog
The document provides an outline and overview of key topics to study for a Year 10 Summer exam on the USA from 1919-1941. It includes 4 topics: 1) The economic boom and problems in the US economy from 1919-1929. 2) Changes in society during the "Roaring 20s" including Prohibition and racism. 3) The Wall Street crash of 1929, government response to the ensuing Depression, and its impact on people's lives. 4) Roosevelt's New Deal from 1933-1941, including its goals, programs, opposition, and the extent to which it aided recovery. For each topic, it lists sub-points to cover and provides a brief amplification of content to study for each sub-point.
Cold war content blog
The Cold War developed between 1943-1956 as tensions grew between the Western allies and the Soviet Union. The Soviets gained control over Eastern Europe, while ideological differences emerged between communism and capitalism. The Berlin Blockade and formation of NATO furthered the growing conflict between the US and USSR. Throughout the 1950s and 1960s, several crises emerged including the divided city of Berlin, nuclear missiles in Cuba, and Soviet control over Czechoslovakia. As arms races and ideological clashes continued, the Cold War began to thaw in the late 1980s under Gorbachev, leading to the fall of the Berlin Wall and eventual collapse of the Soviet Union, bringing an end to the Cold War.
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This document provides instructions for a Year 11 exam on peace, war and international relations during the Cold War. It directs students to answer sections 4, 5 and 6, which cover material that has been taught. Each of the 3 sections contains 3 sub-questions that are scored according to a basic mark scheme: for part a, 1 mark is given for a simple statement and 2 marks for a developed statement; for parts b1/bii, 1-3 marks are given for up to 3 simple statements and 4-6 marks for up to 3 developed statements; and for part c, scores range from 1-12 marks depending on the number and quality of statements provided.
Year 11 usa 1945 1970 questions
The United States faced a period of social and political division between 1945-1970. This era saw the rise of social movements like the civil rights movement that aimed to address racial inequality and discrimination. It was a transformative time for American society as the country grappled with how to build a more just and inclusive union for all.
1919 41 exam summary for blog
The document contains sample exam questions for a Year 10 summer exam on US history from 1919-1941. The questions cover a range of topics including the Ford Motor Company's assembly line production system, government policies towards industry, Huey Long's role in the 1930s, and problems faced by farmers in the 1920s. Other questions ask students to explain the effects of developments like the automobile industry and the Wall Street Crash. Further questions address organized crime in the 1920s and Sacco and Vanzetti's conviction. The document provides mark schemes for evaluating multi-part answers.
Research
This document outlines a Year 9 homework assignment on researching an aspect of World War II. Students must choose one topic to research in detail, such as a specific battle or campaign. They are expected to identify the time period and location of their topic, include at least 4 sources from the time period, and present their findings typed or handwritten over 3 hours spent weekly. The teacher will check research logs and expects the project to be well-presented using sources properly cited. Students are advised to thoroughly search library books and consider if information is useful before dismissing sources.
Creativity year 8
The document provides instructions for a homework assignment asking students to create a guidebook to the Aztec Empire for a Spanish Conquistador from the 1500s. Students will learn about the Aztecs in class and use their exercise books to help create the guidebook. They must include sections on the location of the Aztec Empire, the Aztecs as warriors, their religion, and reasons for Spanish conquest. Students must also create a small piece of Aztec treasure and explain what it is, what it's made of, how conquistadors could use it, and how easy it was to obtain. Presentation of both the guidebook and treasure should look authentic to the 1500s time period.
year 7 homework (E,A,
The document provides guidance for a homework assignment on researching various aspects of life in the Middle Ages. Students are assigned individual topics to research in detail, drawing information from at least 5 books. They must spend 3 hours total on the assignment and present their findings typed or handwritten in an organized manner. The document lists several topics for research, including entertainment, homes, farming, towns/travel, hygiene, medicine, punishments, and religion. It also provides some initial questions under each topic to guide the students' research.
Year 8 reading list
This document provides guidance and recommendations for 8th grade homework on wider reading related to British history between 1485-1900. It outlines the key topics that will be covered, such as the monarchy, wars, the British and Spanish Empires, and the struggle for voting rights. Students are instructed to choose a book within this time period in the genres of historical fiction, biographies, or autobiographies. They must bring their choice to school to get approval from their teacher. The document then provides a long list of specific book title recommendations that would be appropriate choices.
Year 8 homework autumn term 1 key theme
- Students must research life in Tudor England and describe both rich and poor homes and the contents within. They should also describe typical jobs and leisure activities.
- Some students can provide specific examples of homes, sources from the time period, and differences between rich and poor lives. They should also discuss how life changed across the Tudor period and how it was similar or different to modern life.
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Year 9 reading list
This document provides guidance to Year 9 students on their wider reading homework assignment. It asks that students choose a book related to topics covered in 1900-2000 history classes, such as World War I, World War II, the Cold War, the end of the British Empire, immigration to Britain after WWII, and Nelson Mandela and South Africa. Acceptable book genres include historical fiction, biographies, and autobiographies. Students will need to get their book choice approved by showing it to their teacher. The document then provides long lists of specific book title suggestions related to the various historical topics and time periods.
Past Usa Questions (Old Paper)
The document provides guidance for answering questions about the civil rights movement in the USA. It states that 3 mark questions should be answered in one paragraph, 5 mark questions in half a page, and so on with longer questions requiring more writing. It then lists multiple choice questions about various topics related to the civil rights movement, including the impact of World War 2, the Red Scare, McCarthyism, civil rights leaders and events, protest movements, and the presidencies of Kennedy, Johnson, and Nixon.
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Year 11 usa 1945 1970 how to answer
- 1. Year 11 USA 1945-1970: The USA a divided union? Source paper. Mark schemes/ answer guidance.
- 2. Question 2: (8 marks) (1-2) general statements without supporting evidence from the source/contextual knowledge (3-4) statements with support from the source/contextual knowledge about the message (5) statements with support from the source AND contextual knowledge about the message (6-8) Analysis of the source (with support from the source and contextual knowledge) used to explain the source and its purpose Purpose is what the message is designed to achieve.
- 3. Do the sources support the statement...? Use A, B and C 1. How far do the sources agree with the statement? P (strongly, in a way, not at all etc ) E (from the source + your inference) E (use the reliability to explain why) 2. How far do the sources disagree with the statement? P (strongly, in a way, not at all etc) E (from the source + your inference) E (use the reliability to explain why) 3. Concluding statement : overall do they agree/disagree and how much?
- 4. 3. Do the sources support the statement...? Use A, B and C 1-2 marks: general points . No examples from the source. 3 marks: general yes and no points. No examples from the sources. 4 marks: 1 point + example to show the sources do/don’t support the statement 5 marks: 2 points + example to show the sources do/don’t support the statement 6 marks: 3 points + example to show the sources do/don’t support the statement 7 marks: 4 points + example to show the sources do AND don’t support the statement 8-10 marks ALSO comment on the reliability of the sources to explain what they say and how far they support the statement eg this is written by someone who was against votes for Black Americans so is likely to write about the violence to justify his beliefs, so is unlikely to agree with the statement at all...
- 5. How useful are sources D and E as evidence of….? 1-3 marks points based on simple, short answers eg it is from the time so it must be reliable 4-7 marks points supported with evidence from the source or points supported with evidence about the nature /origin / purpose of the source (5 marks if this is only done with one source) 8-9 marks as above, but also shows HOW useful it makes the source 10 marks if you show HOW useful each source is.
- 6. For example... Source E, the photo is very useful to tell us about the violence at Little Rock. It was taken at the time and shows us what clearly that there was defiantly a group of people who were following Elizabeth and they have hatred in their face. These events must have happened, it is unlikely that this would have been made up completely. However, the photo was taken to show the racism to the world, so the photographer has selected the image showing the shouting and the guards in the background appearing to do nothing so that people would support the civil rights movement and pressure the president to act.
- 7. Question 5 1-4 general answers, no support 5-6 agrees or disagrees with some support 7-8 and comments on reliability 9-12 Judgement using sources directly, comments on reliability 13-16 balanced argument with precise support and based on reliability.