Unit 2 ConferenceAgata Kula

The Grange P-12 College

Watch this clip carefully…

Questions

• What animal dangles an explosive next to Bert?

• What dangers are mentioned?

• What number is listed on the tram?

• What are the two types of attack?

• What game are students playing when the warning for an atomic attack comes?

• What letter marks ‘safe places’ to hide in during an attack?

Questions

• What animal dangles an explosive next to Bert? Monkey

• What dangers are mentioned? Fire, Automobiles

• What number is listed on the tram? 326

• What are the two types of attack? With and without warning

• What game are students playing when the warning for an atomic attack comes? Baseball

• What letter marks ‘safe places’ to hide in during an attack? S

Agenda

• An interpretation of the study design

• Suggested LA’s which can be used to differentiate

• SAC ideas

• Feedback strategies

• Enhancing student ability to work with sources in a manner expected by VCE level (and to be clear which sources are a must)

My interpretation of the SD

Key Themes:

• Impact of Cold War 1945 onwards

• End of European Dominance and the impact of decolonisation

• International relations… how do countries solve issues and how can competing ideologies exist?

• The impact of media in an ever shrinking world – from televised wars to Facebook

• THIS IS ONE POSSIBLE INTERPRETATION OF MANY… communities, challenges and societies…

My course

• Area of Study 1: How the post-war societies of the USSR and the USA used ideologies to legitimise their worldview and portray competing systems.

• Area of Study 2: The impact of the challenge presented by anti-war movements and counterculture movements in the USA and Australia to established social/political and economic power during the second half of the twentieth century. And student selected research.

• Area of Study 3: Issues faced by the Rwandan community (and the International community) arising from decolonisation and Genocide.

• Capacity Matrix 11

• Assessment – Files, SACs, Exam, Regular Timed Short Answer Questions

My course

• Area of Study 1: How the post-war societies of the USSR and the USA used ideologies to legitimise their worldview and portray competing systems.

• Area of Study 2: The impact of the challenge presented by anti-war movements and counterculture movements in the USA and Australia to established social/political and economic power during the second half of the twentieth century. And student selected research.

• Area of Study 3: Issues faced by the Rwandan community (and the International community) arising from decolonisation and Genocide.

• Capacity Matrix 11

• Assessment – Files, SACs, Exam, Regular Timed Short Answer Questions

My bias

Soviet can be Googled…

Your Booklet

Stalin pre-knowledge

Area of Study 1

Considerations

• What else could be done aside from Cold War?

• Keep it manageable (especially dot point “principle features of a conflict.”

• Focus in origins, evolution and duration.

• Be specific about which sources you would like students to memorise.

• Keep historical context manageable.

• Insert fun activities – Role plays CMC, School nuclear ground zero, Where do you live? (can be done with leaders) Etc.

• Frontload as much of the content as possible.

• Link directly back to dot points in language used – “This is an example of the use of espionage to maintain ideological views.”

No fighting in the war room!

Choose what you want them to know in depth

Then you can do this…

Warning:Googling Cold War Lessonplans will make your head

explode.

Facts about Fallout

Line Debate

Class is divided arbitrarily in half, forming two opposing lines. One side is to argue for a policy of containment, the other for a policy of aggression. Each side takes turns speaking. When one side makes a point, they are given a member from the opposite side. If a person says ‘um’ they must

cross the floor and join the other side. At the end of a pre- determined duration of time, the side with the most team

members wins the debate. As students will not necessarily be arguing a point that they support, this learning activity

encourages them to view issues from a number of perspectives.

Source: Victoria Spicer-Stuart (September, 2005)

Memorising Sources

‘Sneaking in content’ and getting the kids to move around…

1. “At Yalta the leaders of the superpowers were getting along well. To what extent do you agree?”

2. Reasons why these sources are reliable/unreliable.

3. As a class, as each student is reading out their source, write the concerns of the superpowers on

the board at Yalta.

Or sources and language

For identifying attitudes in a source which are obvious…

For indicating attitudes in a source which are not as obvious…

For introducing contradictory evidence…

It is obvious…According to ___ source,…It is clear….It is apparent….

A more subtle point…______ is reminiscent of….It is implied that…_______ symbolises a view that was commonly held at the time…

On the contrary…Yet, if one examines…However…Opposing this view is….By contrast…

Page 48 of Booklet

Page 36 of Booklet

Frontloading content

• Student image deleted

Vietnam Interviews

Page 44 of Booklet

• Student image deleted

Area of Study 2

Variety and Choice

• Miriam's text Research Project.

• Consider if Australian History is offered in Year 12. If so, select anti-war protests.

• Leads on from AOS 1.

• Research Project BUT scaffolded with a modern example.

• SAC: Research Project – page 24.

• Model on GCSE for other options!

Frontload Vocabulary

Interrogating Sources - ResponsesWrite a Facebook style post responding to the below image from the perspective of your character (SOS,

government leader, member of general public in Australia, soldier who volunteered, soldier who was

conscripted, university protest leader…) 1 post/1 response

BONUS: Cannot

copy paste from

Wikipedia

Any contentious issue, debate,

perspective (can be done as

an energiser 5min)

Timed Activity

TEES on page 31

Vietnam Veteran Interviews

Sample Questions 39 – AOS 1 and 2

• Student image deleted

Area of Study 3

Relate to current situation…

Select A focus… ONE!

Student Choice?

• Student image deleted

Selecting with your gut…

“When you are resigned and oppressed you’re already dead. It shows the genocide was prepared for too long. I detest this fear. These victims of genocide had been psychologically prepared to expect death just for being Tutsi. They were being killed for so long that they were already dead.”

Laurent Nkongoli cited in Philip Gourevitch, We wish to inform you that tomorrow we will be killed with our families (Picador, 1998), 23.

Selecting with your gut…

“More than 50 million people were systematically murdered in the past 100 years […]

National Geographic, 2006

Historian, Goldhagen places this at 100 million…

General Considerations

• Feedback – John Hattie.

• Differentiation.

• What problems does the Year 12 teacher face?

• Organising notes in a subject that cant be studied straight from textbook.

• Exam Questions – prac exams etc.

Card GameDifferentiation

• Joker – locate one primary source on this topic which is not in the book

• K – Select key terms from the reading and find their definition

• Q – Devise four questions about this reading and answer them in your book

• J – CAB MAPs one of the sources in the reading

• A – BIG FOX this reading

1 – Create a cloze activity

2 – Rewrite this extract

3 – Create a storyboard of the events depicted in this extract

4 – Create a profile of personalities in this extract

5 – Summarise this extract using Marzano’s 3D Notes

6 – Create a Cloze activity

7 – Rewrite this extract

8 – Create a storyboard of the events depicted in this extract

9 – Create a profile of personalities in this extract

10 – Summarise this extract using Marzano’s 3D Notes

Feedback

• Top 5 SAC

Their Own Feedback

Poor

The film Joyeux Noel was argued to be bad and good as a representation of the events of the Christmas Truce of 1914. I think later soldiers had shell shock. In the movie it showed that soldiers got along really well. According to research soldiers were not allowed to make contact with enemies. Soldiers didn’t hide in each others trenches for shelter. In Generals die in bed, it shows the tragedy and terror was caused.

1 – Answers Question2 – PS Evidence3 – SS Evidence4 – Explanation linked to QN and quotes5 – Sum Up

Medium/High

It can be argued that the film Joyeux Noel presents a glimpse of the Christmas Truce in 1914, but as any source, a limited representation of the events. In Joyeux Noel the focus is clearly set on the more pleasant aspects of the Christmas Truce – for example, soldiers sharing food, mass and war stories and trusting each other to the extent that the enemy combatants later warn each other of impending artillery attacks. There is historical evidence to suggest that such camaraderie did at times occur in 1914. For instance, Henry Willimson, a British solider fighting on the Western Front was profoundly impacted by a Christmas Truce to the point that he had taken the addresses of two German soldiers to contact them after the war. A similar scene transpires in Joyeux Noel as soldiers exchange addresses and even photographs of their families. A similar view is presented by the Daily Telegraph in December 1914, which reported that combatants met each other in no-mans land to celebrate Christmas. Despite such evidence, however, there is further evidence which suggests that Joyeux Noel presents only a limited view of the complexity of interactions which occurred in December 1914. Communiqués between headquarters and trenchlines in December 1914 at times cited suspicion of hostile enemy advancements during the holiday period (St Omer, 24 December 1914) and warnings for the enemy not to approach opposing trenches (Anderson, 2008, 243). Historian Maureen Anderson cites examples of such truces being rejected suggesting that men found it difficult to drop their weapons and to socialise with enemy soldiers particularly due to nationalist sentiments and personal losses. While there is a glimpse of the latter in Joyeux Noel (via the Scottish character who refuses to participate in the truce having had lost his beloved brother) this aspect of the Christmas Truce of 1914 is glossed over in favour of a more heart-warming overall picture by the director Christian Carion. Indeed, both views feature prominently in depictions of the period. Thus Joyeux Noel can be said to present an idealised view of the Christmas Truce. Bruce Bairnsfather, a British soldier from the period, perhaps puts it best: “there was not an atom of hate… yet…. Not for a moment was the will to war and the will to beat them relaxed.”

1 – Answers Question2 – PS Evidence3 – SS Evidence4 – Explanation linked to QN and quotes5 – Sum Up

Vocabulary and Note Taking

• Marzano Tables (vocabulary frontloading) 41

• Folded Frayer Model for Key Concepts

• Cornell Model

• 3D Notes

• Q Notes (and game!) 32 – how to avoid scan reading secondary texts.

• Wordle (prediction activities)

Use graphic organisers and Games • Cause and Effect

• Predict and Infer – Rwanda or Cuban Missile Crisis

• Cycle of Events – Australia and reactions to Vietnam Conflict

• Historical Decision Chart 40

• Source Analysis Cube 46

• Foldables 42

• PPT Games

• Spider Map

• Lotus Diagram – Broad overview OR political leaders of Cold War Superpowers

From: Have Fun Teaching, Think Technology, PaperFoldables and VELS Teaching Support

Vocabulary and Note Taking

• Marzano Tables (vocabulary frontloading)

• Folded Frayer Model for Key Concepts

• Cornell Model

• Q Notes (and game!)

Data Sheets

Summarise Together

• Balloon Summary game

• Kula Report 34-35

• One sentence paraphrase

• Differentiated – BIG FOX

Source Analysis… how else?

Source Cube page 46

CAB MAPS

What is this about? Write a story using these trigger words…

What was the George Kennan’s Long Telegram about?

What was the George Kennan’s Long Telegram about? World communism is like malignant parasite

which feeds only on diseased tissue…

Then introduce new sources…

Stalin’s Speech, 9 Feb 1946

It would be wrong to think that the Second World War broke out accidentally, or as a result of blunders committed by certain statesmen, although blunders were certainly committed. As a matter of fact, the war broke out as the inevitable result of the development of world economic and political forces on the basis of present-day monopolistic capitalism. Marxists have more than once stated that the capitalist system of world economy contains the elements of a general crisis and military conflicts, that, in view of that, the development of world capitalism in our times does not proceed smoothly and evenly, but through crises and catastrophic wars […]

Stalin then gloats about the benefits of

Stalinism/Industralisation/How he was right etc.

Understanding Sources

Teine (2000), students have been found to be in favour of the self-paced, self-regulated feature of asynchronous

discussions compared to face-to-face discussions. They need time to process!

Everything that gets posted gets read over and over again.

Online forums can turn into heated arguments as students are given time to research and consider their comments

before replying. This in turn, makes high-quality discussion and collaboration.

Understanding Sources

• Student image deleted

Examination Questions

• Step One: find your partner (definition/key term)

• Step Two: form a group of four

• Step Three: share your definition/key term with your partner

• Task: Exam Questions

Other examples: key leaders from the period and the events that they were associated with (example Cuban Missile Crisis: Kennedy and Khrushchev) OR Yalta: Churchill, Roosevelt and Stalin.