Htav teachers new to revs hart 2012
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Transcript of Htav teachers new to revs hart 2012
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Purpose of this session
• Familiarisation with official documentation• Advice on planning and structure• Assessment advice – SACs and EXAM • Scaffolds, tasks and resources – examples
All advice will be generic and applicable to all four revolutions but examples drawn from Russia and France in this session
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• 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)
http://www.vcaa.vic.edu.au/Pages/vce/studies/history/revolutions/revolutionindex.aspx
Official Documentation
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Structure – VCE Revs Units 3 & 4
In developing a course teachers should select two of the following Revolutions. One each for Units 3 & 4. • The American Revolution• The French Revolution• The Russian Revolution• The Chinese Revolution
The Revolutions can be studied in any sequence and order. Students must write on TWO revolutions in the end of year exam.
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Each revolution has TWO Areas of Study – both of which need to be explored. Each Area of Study has an associated outcome that the student needs to demonstrate
Area of Study 1: Revolutionary ideas, leaders, movements and Events
Outcome: The student should be able to evaluate the role of ideas, leaders, movements and events in the development of the revolution
Area of Study 2: Creating a new society
Outcome: The student should be able to analyse the challenges facing the emerging new order and the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.
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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 http://www.vcaa.vic.edu.au/Pages/vce/studies/history/revolutions/revolutionindex.aspx
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Assessments
Weighting of Assessment Tasks in Units 3 and 4:
Unit 3 SACs: 25%Unit 4 SACs: 25%End of year exam: 50%
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SACs
The following four assessment tasks must be taken over 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%)
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Length: 2 hours (+ 10 mins reading time)Four parts worth 20 marks each (80 marks total)
Exam (refer to 2011 Exam)
Revolution 1 Revolution 2
Section A: Two short answer questions (AOS 1)
Section B: “Text” Analysis (AOS 1)
Section A: “Text” Analysis (AOS 2)
Section B:
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Revolution 1 Revolution 2
Section A: Two short answer questions (AOS 1)
Section B: “Text” Analysis (AOS 1)
Section A: “Text” Analysis (AOS 2)
Section B:
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
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Should SACs mimic the exam?
1. Use variety in teaching & SACs
Put high priority on educational goals: (a) teach & assess for
understanding (b) teach & assess for individual
differencesAdvantage – better learningDisadvantage – less solid preparation for exam (NB internal SACs are moderated against external exam scores)
2. Base Teaching & SACs on External Exam skillsPlace priority on training students for NovemberTeach and assess for performance in exam
Advantage – better results?Disadvantage – poorer teaching, less variety, less catering for individual learning needs
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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.
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SACs
• Same time, mark allocation and format as exam?
• Same conditions – no notes/cheat sheets?
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Planning
• Approx 15 weeks per Revolution • Study design has suggested weekly planner
(pp138-139)• See booklet
Formal planning essential – the VCAA audits your SACs
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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
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• 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, OppositionHow did these aspects contribute to
grievances within the Old Regime?
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Short term causes of the revolution (the spark)Ideas and Ideologies
Key thinkers Key works or political tracts How did they challenge foundations of Old regime? Who was influenced by these ideas? Can ideas on their own spark a revolution?
Movements
Groups – social groups from top to bottomArmed forcesPolitical Parties
Revolutionary Leaders
Key individuals and protagonists How did their actions contribute to rev situation?Who did they inspire/appeal to?How did other leaders unintentionally contribute to rev?
Revolutionary events
Causes and consequences Significance of event Chain of events Inevitable or a series of accidents?
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AOS 1 SACs
AOS 1 in exam:• Two short Answers• “Text” response (often visual representation)
Could use: Research report, historiography exercise or Visual/Document analysis
Form of SAC requires some thought – need to consider which Rev for which part of EXAM
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One way of arranging course and SACS
Part A – French Revolution AOS 1- Research Report and Short AnswerAOS 2 – Historiography exercise
Part B – Russian RevolutionAOS 1 – Visual/document analysis AOS 2 – Argumentative Analysis
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“Text” Analysis
Instructional terms must be understoodPrimary source or secondary source Type a, b, c and d questions – explicitly teach
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AOS 2 –Creating a new society
Key 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?
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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
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Generic Essay questions – Revolutions
Typically in Revolutions the essay sections focuses on three 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
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Exit card
1 new idea1 question1 thing you’ll try