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Secondary Curriculum 2A 2H 2019

Assessment 2: Portfolio

By Hannah Mahoney (17426552)

 Formal Assessment Task Notification
Modern History- Year 12
Core Study: Power and Authority in the Modern World 1919-1946-
The Nazi Regime to 1939

Context: During the study of the core unit; Power and Authority in the Modern World 1919-1946,
and more specifically the Nazi Regime to 1939. Students have researched and inquired into the birth
of Hitler’s ideologies and how these ideologies penetrated and transformed a once sophisticated
civilisation. Through the assessment, students work to inform their understanding further, choosing
one theme or feature of the Nazi regime, and documenting their findings through a research journal,
which further complements their personally chosen essay question and essay as a whole.

Task number: 2 Weighting: 30% Due: Term 2, Week 10

Outcomes assessed

• MH12-5- assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world
• MH12-6- analyses and interprets different types of sources for evidence to support an historical account or
argument
• MH12-7- discusses and evaluates differing interpretations and representations of the past
• MH12-8- plans and conducts historical investigations and presents reasoned conclusions, using relevant
evidence from a range of sources
• MH12-9- communicates historical understanding, using historical knowledge, concepts and terms, in
appropriate and well-structured forms

I …………………………………………………. have received the assessment notification, have had it explained to me and
understand what is expected of me during the completion of the assessment in the core study: Power and
Authority in the modern world 1919-1946, The Nazi Regime to 1939.
I understand that the due date for this assessment is Wednesday 3pm, Term 2 Week 10. There are also multiple
mini due dates, where drafts are due, and I am aware that it is my responsibility to email my drafts or have them
personally checked with the teacher in class. These due dates include;
1. Final essay question due Friday 3pm, Week 5, Term 2
2. Draft research journal due Friday 3pm, Week 7, Term 2
3. Essay draft due Friday 3pm, Week 8, Term 2
4. Final essay draft due Friday 3pm, Week 9, Term 2
5. Final submissions of research journal and essay due Wednesday 3pm, Week 10, Term 2
Lastly, I understand that there is a late penalty of 10% for everyday that my assessment is late, and a zero mark will
be awarded after 5 days.
Student signature: ………………………………………… Date: ……………………………….
Nature of the task – Historical analysis
This task has two main components to be completed; A research journal, that shows your development in historical
inquiry for your essay, using 8-10 sources/articles. And an 800-1000-word essay, using the sources/articles within
your research journal to inform your perspective and historical recount.

Part A: Research Journal (15%)

Your research journal should reflect your process of researching for your essay. You will have dedicated time in
class to complete your research, with the assistance of your teacher. You are to reference and summarise 8-10
sources/articles. In your research journal you are to;
1. Reference the sources/articles in which you are analysing (like a bibliography),
2. Provide a brief description on what the article says,
3. Make between 7-10 dot points highlighting the sources/articles main arguments,
4. Select and write out 3-5 meaningful quotes that you may use in your essay to strengthen your
perspective/argument,
5. Include an image, if your source/article offers one. The image should complement the dot points and
quotes you have summarised from the source/article.

Articles that may assist in your research journal include;

1. Peukert, D. (1987). Inside Nazi Germany, conformity, opposition and racism in everyday life. Retrieved 6
October 2019 from:
https://books.google.com.au/books?id=zUgH-IG7AqcC&lpg=PA5&ots=N-
J4vymVMt&dq=Nazi%20regime's%20control&lr&pg=PA3#v=onepage&q=Nazi%20regime
's%20control&f=false
2. Arendt, H. (1950). The aftermath of nazi rule. Commentary, 10, 342. Retrieved from https://search-
proquest-com.ezproxy.uws.edu.au/docview/1290078648?accountid=36155. (Hard copy provided in class)
3. United States Holocaust memorial museum. Holocaust Encyclopedia. Retrieved 6 October 2019, from:
https://encyclopedia.ushmm.org/content/en/article/nazi-propaganda

Note:
• Use sources that are deemed reliable, such as museum websites and google scholar. Sources such as
Wikipedia will not be accepted.
• When analysing sources for their compatibility to your essay, remember the acronym;
ÞPRU (Perspective, Reliability, Usefulness).

Part B: Essay (15%)

The second part of your assessment is to complete an essay that complements the research journal. Before starting
your research journal, you must first choose a theme or feature of the Nazi Regime you wish to discuss (This may
come from the syllabus outcomes listed below). From here you are to create your own essay question that you will
research and answer (this is to be approved by your teacher). Further, your approved essay question will help to
inform what you research in your research journal. Once your research journal is complete, you are to start drafting
your essay response. Two essay drafts will be due to your teacher, prior to the submission of final. On the final due
date both your research journal and essay are due by 3pm, end of school day.
The syllabus outcomes that may inform the theme or feature that your essay question will focus on include;

• The role of prominent individuals in the Nazi state (ACHMH130, ACHMH134)

• The various methods used by the Nazi regime to exercise control, including laws, censorship, repression,
terror, propaganda, cult of personality (ACHMH131, ACHMH132)
• The impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth,
women, minorities including Jews (ACHMH131, ACHMH132)

The structure of your essay should be as follows;

1. Introduction- 3-5 sentences
2. 2-3 body paragraphs, discussing your theme/feature
3. Conclusion- 3-5 sentences

Marking criteria
You will be assessed on how well you:
• Produce an essay question and research journal that informs your essay
• Summarise your chosen sources/articles effectively
• Discuss the key theme or feature in your essay
• Use research to inform your perspective
• Develop a cohesive and well structured essay

Feedback provided
• Informal feedback during essay question construction, research journal writing and essay drafting.
• Formal feedback, using marking criteria once final submissions of research journal and essay responses are
submitted.
 Marking Criteria

Part A: Research Journal (8-10 sources/articles) Mark Range

• Demonstrates a sophisticated and developed synthesis of research, through their historical
inquiry. 12-15
• Develops a refined and well structured essay question, that looks to discuss one key theme or
feature of the Nazi Regime.
• Uses the recommended number of sources within their research journal, 8-10 and uses all
provided sources.
• Provides a relevant and concise description of each source/article
• Provides 3-5 sophisticated quotes from each source/article, that supports the chosen essay
question.
• Provides the required 7-10 dot points to summarise the source/articles main perspective or
historical recount.
• In some areas, goes above the required number of dot points in order to synthesise research
effectively
• Selects 1-2 images, where appropriate that align with the perspective of the source/article
and has value in aiding in historical understanding.

• Demonstrates a developed synthesis of research, through their historical inquiry.

• Develops a well-structured essay question, that looks to discuss one key theme or feature of
the Nazi Regime.
9-11
• Uses the recommended number of sources within their research journal, 8-10 and uses all
provided sources.
• Provides a relevant description of each source/article
• Provides 3-5 relevant quotes from each source/article, that supports the chosen essay
question.
• Provides the required 7-10 dot points to summarise the source/articles main perspective or
historical recount.
• Selects 1-2 images, where appropriate that align with the perspective of the source/article
and has value in aiding in historical understanding.

• Demonstrates a good synthesis of research, through their historical inquiry.

• Develops a good essay question, that looks to discuss one key theme or feature of the Nazi
Regime.
6-8
• Uses the recommended number of sources within their research journal, 8-10 and uses all
provided sources.
• Provides a description of each source/article
• Provides 3-5 relevant quotes from each source/article, that supports the chosen essay
question.
• Provides the required 7-10 dot points to summarise the source/articles main perspective or
historical recount.
• Provides an image, where appropriate, that aligns with the perspective of the source/article
• Demonstrates an attempt at synthesising research, through their historical inquiry.
• Develops a sound essay question, that looks to discuss one key theme or feature of the Nazi 3-5
Regime.
• Does not use the required number of sources/articles in the research journal to inform the
essay question, (3-5 sources/articles)
• Provides a short description of each source/article, which does not summarise effectively
• Provides some relevant quotes from each source/article, (1-2 Quotes)
• Provides some dot points to summarise the source/articles main perspective or historical
recount. (3-5 dot points).
• Does not use any images to support research journal findings

• Offers isolated and limited synthesis of research

• Attempts an essay question, that looks to discuss one key theme or feature of the Nazi
Regime.
0-2
• Does not use the required number of sources/articles in the research journal to inform the
essay question, (1-3 sources/articles)
• Attempts to summarise some of the sources/articles chosen. (1-2 sentences)
• Provides no quotes from each source/article, but are not strong quotes that relate to the
essay question
• Provides some dot points to summarise the source/articles main perspective or historical
recount. (1-3 dot points).
• Does not use any images to support research journal findings

Part B: Essay (800-1000 words) Mark Range

• Demonstrates sophisticated historical knowledge and understanding of an aspect of the
Nazi Regime and critically analyses its historical significance
• Presents a clear and thorough evaluation of differing interpretations and representations 12-15
of this period in the Nazi regime
• Makes skilful use of a range of historical evidence in an extended response to support
analysis and assessment
• Composes a sustained, logical and cohesive extended response, making use of a wide
variety of relevant historical concepts and terms.

• Demonstrates detailed historical knowledge and understanding of an aspect of the Nazi

regime and analyses its historical significance
• Presents a clear and consistent evaluation of differing interpretations and 9-11
representations of this period in the Nazi regime
• Makes use of a range of historical evidence in an extended response to support most
analysis and assessment
• Composes a logical and cohesive extended response, making use of a variety of relevant
historical concepts and terms.
• Demonstrates general historical knowledge of an aspect of the Nazi regime to develop a
description of its historical significance
• Presents some analysis of differing interpretations and representations of this period in 6-8
the Nazi regime
• Makes use of some historical evidence in an extended response to support ideas and
analysis
• Composes a generally cohesive extended response, making use of some relevant
historical concepts and terms.
• Offers some general ideas about the Nazi regime within a descriptive response
• Provides some comments on this period in the Nazi regime
• Makes links to some general historical evidence in the response 3-5
• Communicates basic ideas making use of a few relevant historical concepts and terms.

• Offers isolated and general comments about Nazi Germany

• Makes limited links to historical evidence 0-2
• Communicates limited ideas and/or uses limited historical concepts and terms.

Feedback:
Part B: Critical discussion and professional reflection

It is essential when developing assessment for (formative assessment) and assessment of

learning (summative assessment) to consider the context and learning abilities of the class,
school and community, without setting low expectations, or teaching to stereotypes.
Following the Graduate Australian Professional Standards for teachers (Australian Institute
for teaching and school leadership, 2017), the Quality Teaching Framework (Department of
Education, 2008), the NSW Department of Education Syllabus’ (NSW Education Standards
Authority, 2017), principles of Understanding by Design (UbD) and differentiation, teachers
can provide students relevant, accessible and effective assessment that informs their
learning. More specifically, the study of history provides students with a platform for
knowing themselves, their position in the world and how the past has shaped the present,
and ultimately the future.

Modern History Syllabus and principles of historical inquiry, to inform the construction of
professional assessment of learning (summative assessment)-

The current assessment provided aligns with multiple Modern History, stage 6 syllabus
outcomes, outlined in the year 12 core study: Power and Authority in the modern world
1919-1946. This assessment and how it meets syllabus outcomes and themes of historical
inquiry, are discussed to demonstrate the importance of the syllabus in developing
summative assessment that is effective and consistent across the nation. Many of the key
themes in the study of history, presented by The Bradley Commission (1989) include themes
such as; (1) civilisation, cultural diffusion, and innovation, (2) Values, beliefs, political ideas
and institutions, (3) Conflict and cooperation, (4) Comparative history of major
developments, and (5) Patterns of social and political interaction. The syllabus outcome,
‘assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world’ (MH12-5), directly relates to the aim of the task within
the assessment, which is to focus on a student’s chosen key theme or feature of the Nazi
Regime, to investigate and write an essay about. Through this, students connect to the
theme (4) Comparative history of major developments, highlighted by The Bradley
Commission (1989). This theme is described as the “characteristics of revolutionary,
reactionary and reform periods across time and place” (p. 16), which relates to the
reactionary and reforming nature of the second world war. It encompasses the reaction of
Hitler towards people of Jewish faith, along with people who identified as gay or gypsies. It
also speaks to the reaction of opposing countries and the ‘Big Three’s’ struggle to take back
the power from the Nazi Regime. Further, relating to the theme (3) conflict and
cooperation, linking to the causes of war and pushes for peacemaking. While students
complete their investigation into their chosen theme or feature of the Nazi Regime, in the
form of a research journal, they also meet the syllabus outcome of ‘analyses and interprets
different types of sources for evidence to support an historical account or argument’
(MH12-6). Moreover, relating to the syllabus outcome of ‘plans and conducts historical
investigations and presents reasoned conclusions, using relevant evidence from a range of
sources’ (MH12-8). This is evident through the research journal and the fact that students
are required to choose reliable sources, that may also provide visual artefacts, which may
help with their historical investigation and inform their perspective.

Assessment for learning principles (formative assessment)-

Assessment for learning principles (formative assessment) are essential to improve student
understanding during the process of learning acquisition in the classroom and completing
summative assessment, but also for the purpose of timely and relevant teacher feedback
(Australian Institute for teaching and school leadership, 2017). Hargreaves (2005) describes
the importance of assessment for learning is to inform the next steps in teaching and
learning. For the purpose of the current assessment, formative assessment is seen through
students having the opportunity to inquire and investigate their chosen theme or feature of
the Nazi Regime, in class and with the assistance of the teacher. This means that as students
begin to inquire, the teacher can assist students who may have lower abilities in research
skills or ICT skills to improve, providing feedback immediately. Further, as students begin to
summarise chosen articles and sources in class, the teacher can model this prior, or assist
individuals and groups to analyse and critically investigate sources effectively, through
immediate feedback. A teacher’s ability to use formative assessment and know their
students and how they learn (Australian Institute for teaching and school leadership, 2017),
means students’ needs can be met and improvement points can be extremely relevant to
each individual student. While making sure there is an explicit quality criteria (Department
of Education, 2008) in both formative and summative assessment makes students
accountable for the quality of their work, instilling high expectations. Immediate and
relevant feedback can be provided to students during the process of developing their
summative assessment in class, which, in turn represents formative assessment. As students
work towards building on their inquiry skills, they are also working towards producing
exceptional work, beyond what they could have achieved, if they completed the process of
the assessment outside of class. Therefore, assessment for learning has an important role in
classrooms, to provide teachers with valuable information in catering to individual learning
needs, during the process of knowledge acquisition and forming summative assessments.

Assessment of learning principles (Summative assessment)-

While assessment for learning provides educators with the means to address student
learning needs and give relevant feedback, assessment of learning (summative assessment)
allows educators a means to collect formal data. Before the teaching of a unit of work,
principles of UbD should be utilised to make sure the assessment and unit of work align,
making the teaching and learning, relevant to what students will be assessed on. This is
called “backwards mapping”, which looks to develop the desired results of what students
should learn, in conjunction with determining assessment evidence first, before the actual
unit of work is developed (Wiggins & McTighe, 2011). Backwards mapping gets its name
from the fact that more traditional methods of developing learning would start with the
learning content and the assessment would be developed from here. Students develop a
more cohesive learning experience when the summative assessment informs all other facets
of the unit being taught. Moreover, William (as cited in Hume & Coll, 2009) argues that if
educators are asked to make summative decisions through assessment, without using
formative information to inform assessment of learning, then the teaching and learning
process will be detrimental to students continued learning. Meaning summative assessment
cannot be truly effective without the use of formative assessment during learning.
Therefore, the implementation of drafts due during the process of the summative
assessment provided acts as various sources of formative assessment. Providing the teacher
with a means of providing feedback that is relevant to their assessment. While, also helping
to inform further learning in the classroom, in order to better inform students critical
engagement with sources.

Assessment differentiation-

While principles of UbD and formative and summative assessment integration assist in
developing effective assessment. It is critical as a teacher to also be aware of diverse
learning needs and knowing students and how they learn (Australian Institute for teaching
and school leadership, 2017), to implement principles of assessment differentiation.
Tomlinson and Moon (as cited in Kaur, Noman & Awang-Hashim, 2018) describe the value
of differentiation through assessment as an opportunity for teachers to create a means for
students of diverse academic backgrounds to demonstrate their learning, while providing
teachers with meaningful data on student progress. Differentiation through the current
assessment provided is seen in student’s ability to choose their own research topic and
develop their own essay question, catering to their own needs and learning ability. As the
research topic and essay question must be approved by the teacher, the teacher can adjust
and refine these areas with the student, in order to make sure it is in line with their learning
ability, but also demonstrates a degree of difficulty in order to challenge the student and
provide a means for learning progress. Through this, every student has the ability to access
appropriate feedback, succeed and provide raw and relevant data from the summative
assessment, which can inform further learning in class.

It is clear to see how assessment for and assessment of learning are intrinsically linked, and
one informs the other, in order to make learning relevant and cater to the various learning
needs that are apparent for the 21st century student. The learning of each student is further
made relevant and individual through the differentiation of the assessment. Students are
given choice in their research topic and essay question to enhance their own learning, which
is supported and pushed by the teacher. Moreover, the assessment not only aligns with
various syllabus outcomes, but also the expected outcomes of teachers seen in the
Australian Professional Standards for Teachers (Australian Institute for teaching and school
leadership, 2017) and the Quality Teaching Framework (NSW Department of Education,
2008). Finally, the assessment works towards developing effective historical inquiry and
literacy skills for diverse learners. Demonstrating the assessments place in the study of
history and the place of various principles of assessment in education.
References

Australian Institute for teaching and school leadership. (2017). Australian professional

standards for teachers. Retrieved 30 September 2019 from

https://www.aitsl.edu.au/teach/standards

Hargreaves, E. (2005). Assessment for learning? thinking outside the (black) box. Cambridge

Journal of Education, 35(2), 213-224. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/62141835?accountid=36155

Kaur, A., Noman, M., & Awang-Hashim, R. (2019). Exploring and evaluating differentiated

assessment practices of in-service teachers for components of

differentiation. Teaching Education, 30(2), 160-176.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1080/10476210.2018.1455084

Hume, A. & Coll, R. (2009). Assessment of learning, for learning and as learning: New

Zealand case studies. Assessment in Education: Principles, policy & practice, 16(3),

269-290. Doi: 10.1080/09695940903319661

NSW Department of Education. (2008). Quality teaching framework. Retrieved 30

September 2019 from https://theelements.schools.nsw.gov.au/introduction-to-the-

elements/policy-reforms-and-focus-areas/quality-teaching-framework.html
NSW Education Standards Authority. (2017). Modern history stage 6 syllabus. Retrieved 28

September 2019, from

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-

learning-areas/hsie/modern-history-2017

The Bradley Commission (1989). Building a history curriculum: Guidelines for teaching

history in schools. History Teacher, 23(1), 7-35. Retrieved from https://search-

proquest-com.ezproxy.uws.edu.au/docview/63059474?accountid=36155

The Crafty Classroom. (n.d.). Citing sources: Showing how you found your information.

Retrieved 5 October 2019, from https://craftyclassroom.com

Wiggins, G., & McTighe, J. (2011). The Understanding by design guide to creating high-

quality units. Retrieved from

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
 Appendices:

Assessment ‘to do’ List

Task How? Due date
Create your essay • Look at the syllabus outcomes listed in the assessment Week 5
question notification
• What is a question or point of view you would like to By the end of week 5
your essay question
know more about or argue?
should be refined and
• Does it relate to a key theme or feature of the Nazi approved by your
Regime? teacher.
• Make it specific, you only have 800-1000 words. Your
essay question and research should look to discuss one Email your final essay
theme or feature ONLY question by
Wednesday week 5.
To assist in choosing your essay question, use the following table;

What do I What do I How will I What have I

already know want to find find this learnt about
about the out about out? the topic?
topic? topic?

Example essay question: Discuss how Hitler’s ‘final solution’

against people of Jewish faith and ancestry took shape and
power, during the Nazi regime.
NOTE: You may not use this example as your chosen essay
question.
Start to construct your • Your essay question should inform your research journal DRAFT: Week 7
research journal and should appear at the beginning of your research
journal word document By the end of week 7,
you are to email your
• You have been given three articles to help you begin your
research journal to
inquiry. Only use these articles if they align with your your teacher as proof
essay question. (Read the abstract for a quick summary). of your progress and
• There is no word limit, your research journal should historical inquiry.
simply help to inform the essay you write and contribute Feedback will be given
to what you learn about the Nazi Regime. An exceptional
research journal will look to meet the whole top marks
section in the marking criteria
 Each source/article should;
Start to draft your essay
Final submission of
research journal and
essay
• Be referenced in the way you would reference in a
Bibliography
• Provide a brief description on what the article says
• Make between 7-10 dot points highlighting the
sources/articles main arguments
• Select and write out 3-5 meaningful quotes that you may
use in your essay to strengthen your
perspective/argument.
• Include an image, if your source/article offers one. The
image should complement the dot points and quotes you
have summarised from the source/article.
• Now that you have collected all your research and put it First Draft due:
into your research journal document, you can start to Week 8
write a draft of your essay
Second draft due:
Week 9
• Your essay should follow the structure;
• Introduction (200 words)
• Body paragraph (300 words)
• Body paragraph (300 words)
• Conclusion (200 words)
• Your paragraphs should follow the structure;
• P- Point
• E- Evidence
• E- Example
• L- Link
• Once your research journal and essay drafts have been Final submission of
checked and you have received some feedback from your research journal and
teacher, you are work towards implementing the essay due:
feedback given and refining your work for submission.
Week 10
• Make sure you edit your work and make sure your
writing is academic and sophisticated
• Your essay should also provide a summarised
bibliography, which should come from your research
journal articles/sources.