Lesson 2: book based research Coursework Summer 2018 Lesson 2: book based research

Coursework Lesson 5: Application to the question Even better: Start to come to a judgement about your question Good learning: Understand the full demands of your question Great learning: Explain how your events address the coursework question Key Words:

Understanding your question TASK: Now match up with another pair who are doing the same question and have a look at completing the following tasks: Go through your event and line graphs (from last lesson) and compare what you have so far to ensure that you your information is similar and your line graphs roughly show the same picture. What are some of the initial conclusions/judgements you are drawing in relation to your question and what evidence do you have to support it? CHALLENGE: what are some factors or themes that are dominant in your question in terms of allowing change or ensuring that things continue the same and therefore key when assessing your question? By now you should have developed a good overview of your 100 year period and last lesson we tracked change and continuity over time so that you can see what were the key periods are in relation to your topic. Today is about applying what you have learnt so far in relation to the question and start to come to some conclusions about what your answer might be. TASK: Find someone else in the room doing the same question as you and With each of the questions below I would like you to write out the coursework question and comment on the following elements of it (a lot of the work from last lesson will help with this): RED – How would you describe what has happened over the course of this period? Green – How would you define it? Blue – Create a criteria of what you would expect to happen if that was the case. 1. In the context of 1819-1945, to what extent was the anti-Semitism of the German people during Nazi rule (1933-1945) an anomaly? 2. In the context of 1881 - 1992, to what extent was Martin Luther King the most important Civil Rights leader?

Applying your research to the Question Now that you have some initial conclusions it is time to put them to the test… Task: You have each been given a sheet where you will be applying the information you have gathered in relation to your question. Depending on your question you will either: Anti-Semitism: Look at the time periods given and comment on whether the events show that people supported Anti-Semitism or not (Think about your criteria). You will need to come to an overall judgement about each period. You should then explain which period had the most support and why. Civil rights: you will be creating profiles on some of the leaders during the period and make comments of on the different categories. You will also need to give an overall ranking of each category (out of 10) for how important that makes them (based on your criteria) and give them an overall ranking (1-6) next to their name.

Are your initial thoughts still the same? Now that you have completed your activities I would like you to address the following questions: Go back to your initial judgements and decide whether what you initially thought is still justified and change accordingly if not Explain what evidence justifies your judgement Make a list of the different areas you are going to carry out extra research on for next lesson and what specifically you need to focus on in each case (eg. Hep hep riots – who joined in, Montgomery buss boycott – how much of it did king organise, etc.) in order for you to start better addressing the question.

Flip learning 1. Carry out extra research BASED addressing the LIST THAT YOU HAVE CREATED in the previous activity. You need to remember the techniques we have used with regards to books and the internet in order to find the most accurate and relevant detail and also make sure you make a not of the reference! 2. As you do so make sure you add to or adapt your task sheet/booklet from today’s lesson so that they are also up to date and accurate.

Coursework Lesson 5: Application to the question Even better: Start to come to a judgement about your question Good learning: Understand the full demands of your question Great learning: Explain how your events address the coursework question Key Words: