3.1 Submarines and trench warfare of the first world war  (Page 3/3)

1.4 presents an original idea as part of an answer to questions posed [answers the question];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer].

LO 2

Historical Knowledge and Understanding

The learner will be able to demonstrate historical knowledge and understanding

We know this when the learner:

2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];

2.2 recognises that causes and effects of effects vary in importance [cause and effect];

2.3 explains charges in a wider historical and environmental context [change and continuity]

LO 3

Historical Interpretation

The learner will be able to interpret aspects of history.

We know this when the learner:

3.1 examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation];

3.2 identifies and gives reasons for the different ways that the past is represented and interpreted [source interpretation];

3.3 explains why history is not objective or neutral [source interpretation];

3.4 recognises that sense of identity may influence the way events in the past are interpreted [influences on interpretation];

3.5 describes main features and uses of material remains of the past in a given context [representation of the past];

3.6 explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage sites) [representation of the past];

3.7 explains how and why people’s memories of the past might differ [representation of the past].

Memorandum

Activity 1

SUBMARINES Interpretation and Revision: Fact/Opinion/Prejudice

1. unrestricted: Something is unrestricted when it is not governed by rules or regulations (1) according to which it could be restricted.(1) =2

2. Something is used or utilised effectively (1) when it fulfils its intended purpose (1) OR when it is successful/useful (2) =2

3. No. (1) “The Germans were warned” means that somebody else warned them. (2) =3

4. Both groups: The USA saw submarine warfare as cruel and inhuman, (1)

Germany was aware of how successful it could be, (1)

Was only aware of their own view on the issue. (1) =3

5.1 opinion (1)

5.2 extreme and effective (2) fact (1) Any addition of words that change the statement to a prejudiced, emotional opinion, e.g.

The clever / intelligent Germans/Germany etc. (1) =5 =15

RESEARCH ASSIGNMENT

• The assessment grid. You could include a copy of the completed grid in each learner's Module 3 portfolio as proof that the project was completed, or include the learner's research project, if possible. The grid would also serve as proof of intervention in the instance of a learner failing to produce the project.
• The parent's signature, as well as the date, has to appear on the assessment grid.

Trenches: Comparison of sources is a primary source (1) motivation: eye-witness report OR interpretation (1)

Any: Source A is a correct definition OR Source B.

See instructions for poster / collage in module (Possible class decoration)

This poster / collage could also be assessed according to the Assessment grid.