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Modern History with sample exam papers - Digitised Collections

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In developing an understanding of historical thinking, skills and processes, students evaluate, interpret and undertake comparative and causal analyzes of data and evidence to make meaning of the past while learning to formulate their own historical narratives. Through an examination of historical narratives, students develop an understanding^of the defining characteristics of a society in the strong-of-the-period. They develop knowledge of the prevailing ideas, values, beliefs and experiences that have contributed to the degree of cohesion or division that may exist in a 'society' at a particular time. Students belong^over the. In order for students to make sense of the past, they examine a series of historical narratives to develop an understanding of the chronology of a time period. They examine the definition.

Students develop an understanding of the history of the historian in reconstructing the past. By examining a variety of explanations of representations of past people, events and ideas, they learn about the ways in which evidence is interpreted and used to support a particular. Tversipn of history and the reasons why these^versions change over time ^ - " O / Students should be taught. Within the broad focus of people, place and time, teachers may choose one or more of the following.

Historical explanation and representation

Unit learning contexts

Working with historical narrative

Assessment

Within the broad focus of societies and change, O teachers can choose from ONE of the following contexts. The response can make an argument (from one side or compare different sides of a debate) persuade others to take a stand and recognize different perspectives Characteristics and organizational structures of a time period causes and effects cultural influences key figures ideas and events forces motives perspectives interpretations and representations of the past are all part of the historical discourse used as evidence in statements. Within the broad focus of historical trends and C-movements, teachers can choose from ONE of the following contexts.

Using historical evidence to develop an informed balanced judgment about the past, including concepts such as the impact of characteristics and organizational structures of a period causes and effects cultural influences key people ideas and events forces motives perspectives interpretations and representations of the past . Characteristics and organizational structures of a period causes and effects cultural influences key people ideas and events compelling motives perspectives interpretations and representations of the past are all part of the historical discourse used as evidence in explanations. This form of communication requires the ability to argue a point using historical evidence in a logical way that forms an argument in a format/mode appropriate to the purpose and audience.

Unit content

Students are able to identify and evaluate sources that contain a range of views and interpretations of the ideas being studied and be able to discuss how changing perspectives on past events, people and ideas challenge explanations and representations of the past. Within the broad focus of ideas that shaped history, teachers can choose from ONE of the following contexts .. ideas that shaped the Russian Revolution^-, autocracy-Marxism, Leninism, and Stalinism. Process of construction of a historical inquiry which frames or asks a series of questions and/or construction of a hypothesis selection collection and evaluation of a series of evidence (primary secondary historical representations) which may include evidence such as legal documents oral practical fieldwork and/or media material kntic analysis and interpretation of the evidence and communication using the discourse of history.

Using historical evidence to develop an informed balanced assessment of the past, including concepts such as the impact of functions and organizational structures in a time period causes and effects cultural influences key people ideas and events forces motives perspectives interpretations and representations of the past The findings can be communicated in different ways such as using cards or. 30%. causes and effects cultural influences key people's ideas and events compels motives perspectives interpretations and representations of the past are all part of the historical discourse^used as 'evidence in explanations.

Material required/recommended for this paper

Instructions to candidates x

CTYNI

Describe a key political issue or event and analyze its importance in bringing about change in Australian society /CA. Analyze the extent of social changes that took place during this period Choose at least one of the following s*^-. To what extent could historical trends or movements be attributed to the charisma and ideas of a single leader.

Outline and analyze the events and ideas.that have contributed to the development of a historical trend or movement ]_ \ i>-y.

CONTENTS

This painting titled The beach at Anzac by Fr^nk'Crozier was created in 1919 and is part of the collection of The Australian War Memorial imCanberra. HUGHES THIS IS A DISGRACE' I CREATED IT AND I CLAIM THE RIGHT TO DESTROY I F. A photograph of Prime Minister William Hughes in London at the end of the war). In recent years, it would have been almost unthinkable to commemorate Anzac Day in the absence of the men whose exploits far from home created the legend it celebrates. But such is the power of their story and their sacrifices that Australians will long continue to honor them. after the last Gallipoh veteran has passed.

In years past, it would have been almost unthinkable to commemorate Anzac Day in the absence of the men whose exploits far from home created the legend it celebrates. But such is the power of their story and their sacrifice that Australians will long continue to honor them. after the last Gallipoh veteran left. This painting titled Long Tan action, Vietnam, 18 August 1966 and created by B Fletcher in 1970 is part of the collection of The Australian War Memorial irvCanberra. We are free to believe that this is the age of authority, an age turning to the 'right', a fascist age If the XlXth [19th] century was the age of the individual (liberalism implies individualism) we are free to to believe that this is the 'collective' age, and therefore the age of the State.

Employment programs run by the Nazis - see the supervisor in the foreground of the photo State control of the economy was considerable. Civil and trade union rights. With images of the protest widely publicized, Kennedy stepped in and secured King's release. This was at the height of the movement, where participation was widespread and included many.

All three sources have a clear purpose Source 1 is a warning to the British about the growing militarism in Germany, Source 2 tells the world that Germany is peaceful but will maintain its honor, Source 3 is clearly propaganda Support all points with quotes/references. Personal perspectives of the experiences and effects of civil rights protesters are not represented in depth through Stokeley. Shows a sustained argument throughout the discussion, demonstrating some understanding of the interconnectedness of events.

A simple chronological narrative with minimal content about cause, action, and reaction Discussion/argument suggests misunderstanding of the topic and/or historical analysis of motivation, cause, action, impact, change, and continuity. A sophisticated, well-written and well-constructed argument using the appropriate language of the story Sound use of conventions, unless the expression is enhanced by challenging conventions.

This painting titled The Beach at Anzac by F Crazier was created in 1919 and is part of the collection of the Australian War Memorial in Canberra. A photo of Prime Minister William Hughes in London at the end of the war). honor them long after the last Gallipoh veteran has left ^x<. In the coming years, more attention will inevitably shift to Weterans of later conflicts - including World War II, Korea and Vietnam. Their stories will still be told, while those of the original Anzacs will be a legend held in the nation's collective memory.

The nature of the Anzac Day commemorations themselves has had its share of controversy in recent years. This painting, depicting the Kokoda Trail in 1942 and created in 1945 by G Browning, is part of the collection of the Australian War Memorial in Canberra. In the coming years, more attention will inevitably shift to veterans of subsequent conflicts - including World War II, Korea and Vietnam. Their stories will still be told, while those of the original Anzacs will be a legend stored in the nation's collective memory. .

The very nature of Anzac Day commemorations has had its share of controversy in recent years. This painting entitled Long Tan Action, Vietnam, 18 August 1966 and created by B Fletcher in 1970 is part of the collection of the Australian War Memorial in Canberra. In the years ahead, more attention will inevitably shift to veterans of later conflicts—including World War II, Korea, and Vietnam. Their stories will still be told while those of the original Anzacs will be a legend held in the nation's collective memory.

Discussion/argument suggests no understanding of the topic and/or historical analysis of 0 motivation, cause, action, impact, change and continuity. The conflict within the CCP over the direction of post-revolutionary society is alluded to. For top scores, students should compare the importance of economic factors to other key Cold War themes (impact of flashpoints, political factors, leadership, propaganda, and fear).

Students weigh the importance of the Marshall Plan as part of the US policy of Containing the Idea of ​​Capitalism (economic aid) used to pay for the Cold. For higher grades, students will need to compare the significance of the Suez crisis not only with other flashpoints, etc.), but with other key topics such as the rise of Zionism, peace efforts, etc.

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Library Digitised Collections Author/s: University of Melbourne Title: University of Melbourne Calendar 1950 Date: 1950 Persistent Link: http://hdl.handle.net/11343/23441 Terms