Formative Task (informal, over a lesson)

Responding to and evaluating evidence about the Holocaust

Hypothesis: “An idea or explanation for something that is based on known
[historical] facts but has not yet been proved.” (Cambridge University Press, 2019).
Below is a set of 10 questions that ask you to respond to both primary and
secondary source materials/evidence about the Holocaust. Respond to each of
these questions, in the spaces provided, with short paragraphs, that contain:
 1 topic sentence, which contains a hypothesis, that directly responds to each
question
 Then at least 1-2 further sentences that uses/refers to the evidence from the
visual/written source(s), attached to each question, to justify your initial
sentence/hypothesis.
Source 1: Anti-Semitic propaganda film poster, 1937

English Translation: The Eternal Jew (Hans Stalüter, 1937)

1. What emotions/imagery of Jewish people do you think the Nazis are trying to
inspire in the average German when they see this poster of an elderly Jewish
man? What in the poster encourages these emotions/images?
The Nazis are trying to depict this Jewish man as someone who cannot be trusted, is
greedy and looks seemingly ‘shifty’ in appearance. The stash of coins in the man’s
hand, for example, suggests that he has obtained a lot of money and in 1930’s
Germany this would have been a great point of both envy and, hence, hate of Jews
for the financially poorer Aryan Germans; the Nazis are preying on this in this
propaganda.
Commented [JG1]: Yes, very true, but what physical
features in this poster make him look ‘shifty?’ Is the man’s
face depicted in such a way to look ‘shifty’ and/or
untrustworthy for example? What about the choice of
colours in the poster?
Commented [JG2]: Yes good, this was a common
propaganda tactic of the Nazis to draw hate of Jews from
Aryan Germans
 2. For what purpose do you think the Nazis would use the name “The Eternal
Jew” to accompany this poster?
They used this title in the poster because it implies that the problems that this Jewish
man represents have been here for a long time and seemingly are not going to go Commented [JG3]: Think about what this means on the
away if nothing is done. Indeed, his physical wrinkles on his face and ‘old’ larger scale of the Nazis’ ‘Final Solution’ and anti-Semitism.
Is this representing ALL Jews or just this one man?
appearance suggest that he is been around for many years and is continuing to be a
‘historical problem’ for Aryan Germans. The Nazis are Implying that, without action in
stopping the Jew, he is going to stay almost immortal and doom all Aryans. Commented [JG4]: Good, well done!

3. What do you think the image of the bundle of the barbed-wire in this man’s
grasp is representing in this anti-Semitic poster?
The barbed wire in this poster is representing German Jews need to be policed or
controlled in order to be stopped. Afterall, the Jewish man’s face is twisted in almost Commented [JG5]: This is one representation you can
a grimace as he holds the barbed wire; he is being depicted to be sort of take away from the role of the barbed wire in the poster,
good. Alternatively, you could think more about what the
detained/restricted or unwilling to do too much harm to Germans thanks to this Aryan viewer of the poster is seeing when they look at the
‘thorny’ barbed wire in his hand. barbed wire; is the barbed wire in his right hand a threat of
violence?
4. This Jewish man is depicted next to a jigsaw piece of land with the
communistic hammer and sickle symbol on it by the Nazis, what could this be
suggesting about this said man and others like him?
The hammer and sickle symbol is clearly depicting the Soviet Union/communism,
meaning that the Nazis are painting Jews, like the man in the poster, as similar/equal
to communists, the enemy of ‘socialism’/the Third Reich. The Jewish man’s
seemingly high regard of communism then, which can be seen with his depicted
reluctance to part with the jigsaw piece, is a Nazi anti-Semitic statement towards
Jews, in that, they are betraying their Aryan countrymen, or somehow being dirty, in
adhering to such values. Commented [JG6]: This is a very well-developed
supporting sentence to your hypothesis/first sentence.
Source 2: A warehouse full of shoes and clothing

Auschwitz Birkenau Concentration Camp, 1945. (Institute of Contemporary History Paris, 1945)

5. Considering the location of the 1945 photograph above, who do you think
these missives piles of shoes and clothes belonged to?
It can be said that these piles of shoes and clothes belong to the Jewish prisoners
that would have been imprisoned/exterminated. Commented [JG7]: Expand on this, how do you know
this? Directly refer to the source to actively support your
6. Are there any reasonable assumptions that can be made about what hypothesis when responding to historical questions such as
happened to the owners of all these thousands of clothes/shoes in the this one. A good hypothesis/historical judgement is only as
good as it’s supporting evidence.
photograph? Why are all these clothes/shoes left in such a disorganized,
uncaring state?
Being a concentration camp, it is likely that almost all, if not all, of these people were
exterminated in the gas chambers at the camp, and their clothes were maybe used
for material resources for the Germans to use after their deaths. The fact that Commented [JG8]: Can you be 100% sure about this by
thousands of these shoes and clothes are strewn about the warehouse, unsorted, looking at this source alone? Maybe look to gather more
evidence to support this in future questions/tasks like this
dirty and uncared for, suggests that a lot of Jewish people ended up exterminated in one.
the gas chambers, with the German guards really not caring what happened to their
clothes/to them/their property. Commented [JG9]: Great observation and critical
thinking towards this source, well done!
Source 3: The gatehouse entrance to Auschwitz Birkenau concentration camp

The entrance to Auschwitz in today’s modern times (BBC, 2019)

7. Can any historical conclusions be drawn from the fact that the Nazi’s built
strong railway tracks, from across Europe, all the way up to the front entrance
of camps like Auschwitz, which have lasted even to this day?
It can be concluded that since the Nazis built a strong railway network up to the ‘front
door’ of camps like Auschwitz, the Nazi railway system across Europe played a key
role in transporting European Jewish people (and other minorities) towards their
deaths in gas chambers. In fact, train transport seems like the only strong, timely and
visible way that is still observable today (in camps like in the above photo) to have
been historically reliable in transporting 6 million to their deaths daily. Commented [JG10]: I think 6 million PER DAY is an
overstatement, but I do see what you are trying to say. Be
8. What emotional reaction would a prisoner think of when they see this camp sure to be concise and accurate with your vocabulary and
entrance for the first time, after being in a hot, overpopulated train for sentence structuring.

hours/days with no food/water? Can such a possible reaction be considered

naïve/ironic at such a deathly historical place?
They would be probably relieved, intrigued and joyous to be coming out of an
environment where they were squeezed like cattle and out into the open space of the Commented [JG11]: Use the source to support your
concentration camp courtyard. Ironically, they would at first think of Auschwitz as response, what is it about the Gatehouse courtyard that
would make it open?
what it was advertised to them – a holiday retreat, which is incredibly naïve as they
would later be once again put in a close space to die off deadly gas. Commented [JG12]: Great relation of background
historical knowledge to this task.
Source 4
“The time is not far distant when I shall be able to say that one doctor, with, perhaps, ten
assistants, can probably effect several hundred if not one thousand sterilizations in a single
day.” - Physician Carl Clauberg to SS chief Heinrich Himmler, June 7, 1943 (United States
Holocaust Memorial Museum, n.d.)

9. What representation can be drawn from Clauberg and the Nazis’ apparent
emphasis on ‘sterilizing’ as many people as possible while only relying on a
doctor and a few ‘assistants?’
This represents the Final Solution, in that, it acknowledges the Nazis’ focused,
planned and structure goal to eliminate, or ‘sterilize,’ Jewdom from Europe at a
governmental level with many personnel.
Commented [JG13]: Reference to source material/quote
is very effective, could have extended upon this with a
dedicated, additional sentence though to support your
hypothesis here.
Commented [JG14]: Very good, although you could have
acknowledged the systematic role/construction of
concentration camps here as well.
 10. Considering the historical period of the quote, why is Clauberg emphasizing to
Himmler his apparent ‘sterilizing’ of so many people so very quickly?
Because the war was nearing its end/was already turning bad for the Nazis and the
Final Solution, for Clauberg, Himmler and others, needed to have been completed
for Hitler and the Nazis to be truly ‘successful’ in building their Third Reich/defeating
the Allies. Commented [JG15]: Can all of this be 100% reinforced by
evidence from this quote here? Try expanding upon this
Summative Task using evidence with another sentence or two.

Internal Assessment Task 3: Historical Research Essay on the Holocaust

Task Distributed: 20/09/2020
Task Due Date: 16/10/2020
Throughout this unit of work, you, as a senior student of Modern History, have both
historically explored the events of the Nazi party’s Holocaust or
genocide/persecution, of the Jewish people (and other groups) from 1933 to 1945.
Drawing upon both the knowledge you have gained over this unit and beyond, this
assessment task asks you to write, in the written form/genre of a historical essay, a
historical response that is both supported by peer-reviewed research/evidence
and offers a sustained historical argument about the Nazi’s Final Solution. The
entirety of this historical essay needs to not only support your own self-developed
hypothesis (the main argument of your essay) but also ensure that your said
hypothesis addresses, in turn, a key inquiry question that you, yourself, will be
creating individually on your own (Queensland Curriculum & Assessment
Authority, 2017).
However, in doing so, your inquiry question needs to address and explore ONE of
the following historical areas of the Holocaust:
1. The Nuremberg Laws
2. Adolf Hitler/the Nazi’s use of anti-Semitism to rise and continue to hold power
3. The construction and impact of the Jewish Ghettos
4. Nazi concentration camps throughout Nazi-controlled Europe
5. The mass transport projects that made the ‘Final Solution’ possible
6. Your own area of interest about the events of the Nazi Holocaust, so long as it
is approved in discussion with your teacher
Conditions:

 You have 3 weeks and 5 days’ notice to complete this task

 It is expected that you will use both time in class and at home to complete this
assessment
 Your essay will be 1500 – 2000 words in length
 You are encouraged to use ICT technology (laptop, desktop computer, iPad,
etc.) to conduct research for peer-reviewed primary and secondary sources,
to be used in your response
 Use of APA referencing and a reference list in your response, as plagiarism is
forbidden.
 (Queensland Curriculum & Assessment Authority, 2017).

Marking Rubric: Historical Research Essay

Criteria/Learning Excellent Good Achievement Developing Rudimentary
Goals Achievement Achievement Achievement
Comprehend terms, Thorough and mostly Appropriate use of Partial, fragmented or Displays none of these
concepts and issues accurate use of historical terms related mostly inaccurate use learning
linked to the Nazi’s historical terms related to the Holocaust; of historical terms outcomes/content
Holocaust to the Holocaust; adequate explanation related to the descriptors
detailed explanation of of historical issues Holocaust; (0 marks)
historical issues related related to the key rudimentary
to the key inquiry inquiry question; explanation of historical
question; informed reasonable issues/issues that are
understanding of the understanding of the not directly related to
relationship between relationship between the key inquiry
historical concepts and historical concepts and question; superficial
a variety of ideas the key inquiry question understanding of the
developed in response (Queensland link between a historical
to the key inquiry Curriculum & concept or concepts
question (Queensland Assessment Authority, and the key inquiry
Curriculum & 2017). question or the
Assessment Authority, (2 marks) Holocaust (Queensland
2017). Curriculum &
(3-4 marks) Assessment Authority,
2017).
(1 mark)
Devise historical Discerning use of Appropriate use of Partial or fragmented Displays none of these
questions and historical questions by historical questions by use of historical learning
conduct research creating a nuanced key creating a key inquiry questions by creating a outcomes/content
linked to the Nazi’s inquiry question; question; adequate use key inquiry question descriptors
detailed use of of historical research by about the Holocaust (0 marks)
Holocaust
historical research by using evidence from that is
using evidence from primary or secondary irrelevant, non-
primary and secondary sources that historical or vague;
sources demonstrate application rudimentary use of
that demonstrate of the key inquiry historical research by
application of the key question or hypothesis; using evidence from a
inquiry question and selection of evidence source that relates to
hypothesis; selection of from primary or the key inquiry question
evidence from primary secondary sources that or non-historical
and secondary sources offer perspectives statements; selection
that offer different (Queensland of a source or sources
perspectives Curriculum & that offer a perspective
(Queensland Assessment Authority, (Queensland
Curriculum & 2017). Curriculum &
Assessment Authority, (2 marks) Assessment Authority,
2017). 2017).
(3 marks) (1 mark)
Analyse evidence Discerning use of Appropriate use of Partial or fragmented Displays none of these
from historical evidence from primary evidence from sources; use of evidence from learning
sources to show and secondary sources; adequate examination sources; rudimentary outcomes/content
understanding about detailed examination of of historical evidence; examination of descriptors
historical evidence; reasonable explanation historical evidence; (0 marks)
the Holocaust
informed explanation about how evidence superficial explanation
about how evidence from sources forms the about how evidence
from sources forms the key inquiry question from sources forms the
key inquiry question and hypothesis key inquiry question
 and hypothesis (Queensland and hypothesis
(Queensland Curriculum & (Queensland
Curriculum & Assessment Authority, Curriculum &
Assessment Authority, 2017). Assessment Authority,
2017). (2 marks) 2017).
(3-4 marks) (1 mark)
Synthesise evidence Combined information Combined information Combined information Displays none of these
from historical from sources to justify from sources to justify from a source/sources learning
sources to form a insightful decisions; reasonable decisions; to justify a partial or outcomes/content
historical argument combined information combined information fragmented decision; descriptors
from sources to support from sources to support combined information (0 marks)
about the Holocaust
a sophisticated a basic historical from source/sources
historical argument; argument; these to support a superficial
these combinations use combinations use or rudimentary
evidence from primary evidence from primary historical/non-
and secondary sources or secondary sources historical argument;
(Queensland (Queensland these combinations use
Curriculum & Curriculum & evidence from a source
Assessment Authority, Assessment Authority, (Queensland
2017). 2017). Curriculum &
(3-4 marks) (2 marks) Assessment Authority,
2017).
(1 mark)
Evaluate evidence Discerning judgements Adequate judgments Partial or fragmented Displays none of these
from historical about usefulness and about usefulness statement/s about learning
sources to make reliability; judgements and/or reliability; usefulness and/or outcomes/content
judgments about the use primary and judgements use reliability; statements descriptors
secondary source evidence from sources use evidence from a (0 marks)
Holocaust
evidence and/or refer and/or refer to source and/or refer to a
to different perspectives; perspective; statements
perspectives; judgements are are inconsistent,
judgements are well- appropriate and superficial or vague
reasoned and collaborated (Queensland
collaborated (Queensland Curriculum &
(Queensland Curriculum & Assessment Authority,
Curriculum & Assessment Authority, 2017).
Assessment Authority, 2017). (1-2 marks)
2017). (3-4 marks)
(5-6 marks)
Create a historical Succinct, with ideas Conveys ideas related Conveyed ideas are Displays none of these
essay based on related to the key to the key inquiry unrelated to the key learning
research that inquiry question and question and/or inquiry question; outcomes/content
communicates hypothesis conveyed hypothesis; features of features of a historical descriptors
logically; features of a a historical essay based essay based on (0 marks)
meaning to suit
historical essay based on research and ethical research are
purpose on research and scholarship are inconsistently
ethical scholarship demonstrated; some demonstrated; frequent
are consistently errors in spelling, errors in spelling,
demonstrated; minimal grammar and grammar, punctuation
errors in spelling, punctuation and communication of
grammar and (Queensland ideas (Queensland
punctuation Curriculum & Curriculum &
(Queensland Assessment Authority, Assessment Authority,
Curriculum & 2017). 2017).
Assessment Authority, (2 marks). (1 mark)
2017).
(3-4 marks)
Total Marks /25 Mark Percentage %
Essay
This folio is pedagogically dedicated to providing not only a formal, summative
assessment task but also an informal, formative assessment task, to help a student
displaying an average level of learning achievement, in senior Modern History, to
further improve towards a higher level of achievement; towards excelling in
demonstrating the learning outcomes of this Holocaust unit, that are stipulated in the
very same said summative task’s rubric. In this way, the formative task, in particular,
is an assessment for learning, in that, it has been developed not to directly assess
students’ achievement (like the summative task), but instead asks these students to
respond to short answer questions, about historical evidence/sources relating to the
Holocaust, that help them to both build/assist their own actual, developing historical
skills/knowledge for themselves (Brady & Kennedy, 2019, p. 16). In effect, this
formative assessment for learning, “works to support learning- it is not an end in itself
but is focused on taking learning forward” (Readman & Allen, 2013, p. 81).
The student data/historical analytical responses gathered from this formative
assessment approach also allows the teacher to seek feedback on exactly where
their students’ learning/historical skills are at the time of this said assessment task,
(Brady & Kennedy, 2019, p. 16), which can allow exact targeted teaching by a
teacher, in the future, of what their students are actually ready to learn next, in order
to help them both meet and reach greater demonstration of the learning outcomes
involved later in the summative research essay task (Goss & Hunter, 2015). Such
targeting of the assessment literacy/learning needs of a student with average
learning achievement in this way, across the folio, addresses the educational reality
that, “If the material is too easy, students can become bored and disengage…If it is
too hard, students will flounder and may choose to misbehave or give up… but if
teaching is targeted at what students are ready to learn,” true learning can happen
(Goss & Hunter, 2015). Commented [JG16]: This is exemplative of how using
formative and summative assessment data can help to
This is especially true, when one considers all the practice of key learning outcomes inform all teachers on what each student’s learning needs
that come with students responding to the historical sources in the Holocaust are, going into future learning programs. In effect, teachers
use data in this way to also evaluate if their learning
formative task, such as a student being asked throughout to use historical evidence program was at all effective in improving students’ learning.
in a historical argument, evaluate evidence from primary and secondary sources,
develop a hypothesis for use in a historical argument, determine the reliability of
sources, write in a historical essay form, and many other historical skills/knowledges
in relation to the Holocaust. As, all of these, for a student displaying average levels
of learning achievement (which this assessment folio targets), will be a positive
learning challenge for them to display again both in greater detail and independently
of any teacher scaffolding/support later in the summative research task (and its
accompanying rubric). The role of feedback, as is exemplified above in the formative
assessment, is the best tool a teacher can use to enhance their students’ learning
forward/create new, higher learning goals, especially when it comes to improving
these historical analysis skills for the upcoming summative task, also above
(Readman & Allen, 2013, p. 102). This high-quality feedback above is effective to the
student, as it enables them to not only self-correct any historical misunderstandings
in each of their ten formative response’s, but it is also high quality descriptive
feedback that offers, clearly encouragingly/positively, illustrative/questioning
suggestions of improvement from the point of view of the reader/teacher in a
contextualized, interpersonal way with the student; who is then responsible for the
responsibility to use this feedback to improve (Readman & Allen, 2013, p. 103). This
develops a growth mindset in the student, which is academically known to have
improved students’ ability to further learn and improve later livelihoods (Goss &
Hunter, 2015). All these things put together ensure many of the assessment
capabilities and general capabilities of the unit are met; with numeracy skills being
represented in the sheer numerical people scale of the Holocaust being studied, as
well.
Moderation in the marking of student learning outcomes, especially when it comes to
the outcomes of the summative task is also a critical aspect of this folio. Of course,
the standards/learning outcomes, detailed in the summative rubric, in which students
will be judged, must first all be agreed upon, in consultation, with all the teachers
teaching the unit, if effective moderation is to concur (Beutel, Adie, & Lloyd, 2017,
p. 3). Once this is done, one strategy of moderation, that is recommended here,
would be to:
1. split the teacher-base into groups of two teachers each;
2. each pair of teachers then swaps their class’ summative
responses/assessment tasks with each other for their partner to mark first;
3. Once this first marking has been done the pair of teachers come back
together to look at/cross-mark their own class’ marked work that they received
back from their partner
4. Two teachers then get together to collaboratively discuss about if the marking
offers reasonable judgements of students’ work/final equitable changes to
students’ work, together, as a team
A paper-swapping, collaborative moderation marking approach, such as this one, is
very equitable for all these students learning, especially in a topic as confronting as
the Holocaust in this assessment folio/unit of work, as it, “is seen as an effective way
to improve inter-rater reliability and reduce the variances between markers,” by
seeking to address challenges such as, “social interactions between markers;”
teacher biases towards particular students; teacher historical disagreements;
“differentials in power relationships between junior and senior [teachers];” and so
forth (Beutel, Adie, & Lloyd, 2017, p. 4).
Interpreting students results, especially in the marking of student outcomes in the
summative task, also requires a similarly professional, equitable method. The
summative assessment rubric, included in this folio, offers a great
scaffolding/guideline to effectively determine a student’s grade/achievement result
from their submitted assessment. In that, it is judged on a numerical rating scale
(overall, out of 25), adhering to the QCAA syllabus, with each learning goal, which is
described in each row of rubric, having clear content descriptors of each different
achievement level attached to a numerical grade below said descriptors. If the
student’s work has a content descriptor or characteristics of an achievement level,
the student is given the numerical grade attached to it. Adding up all the decided
numerical marks/levels of achievement from each learning outcome will add to a
student’s result out of 25 marks (or 25% of a student’s final grade in Modern History
according to the syllabus), which can also be converted to a percentage of those 25
marks, for a schools’ use of the ABCDE scale in reporting this student’s work.
This folio has already partially alluded to how assessment data/results/file (both
formative and summative) can be used to improve student’s outcomes when
recorded/filed in a secure way. Indeed, in this sense, the secure retention of
assessment result/assessment works of students is critical for many reasons for
student assessment equity, including for: transparency with stakeholders/reporting
purposes, especially with parents; ensuring all assessment tasks are equitable;
making sure students have a varying range of assessment tasks so they have
opportunity to show all their skills; ensuring assessments are valid and reliable;
mapping student results alongside perceived standards; and also for professional
reflecting for teachers on the assessment/assessment results of the students (Brady
& Kennedy, 2019, p. 88). Effective practice/ethical strategies to store all this data
from assessment, in this folio, is equally as professionally important in practice.
Some data gathering strategies, for example, can include a teacher writing down an
anecdotal record, in which a teacher writes down on paper an observation of a
student in class instantly and files it for evaluation of the student’s progress later; or
by collecting samples of student work and putting it in a portfolio of works for secure
review later; a rating scale; a online secure database; etc. (Brady & Kennedy, 2019,
p. 90-91).
Above all else, the accurate and secure reporting of this assessment data is a very
effective practice for educators in enhancing student learning as it, “is more effective
when there is an active partnership between families[/stakeholders] and schools,
[where parents/stakeholders] have a great understanding of their children’s
accomplishments,” that help the school learn from parents/stakeholders their
student’s, “social strengths and weaknesses, learning style, ability to relate,” and so
forth (Brady & Kennedy, 2019, p. 98). Conversely, reporting is also useful to the
stakeholders of students, as it informs/exposes them to their student’s attitude to
learning, graded scores, positive comments/observations on their students learning
from the teacher and so forth (Brady & Kennedy, 2019, p. 91-98). The
methods/modes and accountability of schools to conduct reporting that responds to
stakeholder needs in a timely, accessible manner has also increased in importance
over recent years. As, “the continuing and simultaneous [educational/governmental]
trend towards centralisation…and decentralisation…extends the responsibility of
schools and teachers to system and community,” meaning that teachers are required
to do more accountable, professional reporting to stakeholders of students, outside
of the traditional bi-yearly interviews and student report cards that are sent home;
such as constant back-and-forth emails and attendance/conversations with
stakeholders at regular school community events (Brady & Kennedy, 2019, p. 98).
The role of ICT, in both providing more opportunity for students to use/research
historical primary/secondary evidence in the summative historical research task, and
the greater accessibility of physical and secondary sources to form/assess inside the
formative task, has been a prime example of 21st century, technically literate,
learning in action. After all, in these ways, the role of ICT technology has truly
enacted modification upon both assessment tasks that would have not been possible
without this same technology; in that, the task has been modified so much that the
assessments have been truly transforming the learning of students three levels
above what it would have been, according to the SAMR model (Redecker &
Johannessen, 2013, p. 81). The summative assessment relies heavily on student
use of ICT technology in writing/researching their historical analytical response to the
said assessment, which studies show are resulting in positive outcomes like:
efficiency gains; paperless marking; paperless, diverse and accessible feedback (as
can be exemplified above); noticeably improved student motivation/concentration;
etc. (Redecker & Johannessen, 2013, p. 83). In effect, ICT technologies are
changing assessment practices in many schools to focus more on technical literacy,
in which assessment, “pedagogy must reflect on concrete learning and assessment
needs and enter into a dialogue with technology developers to ensure that newly
emerging learning environments and [assessment] tools adequately support [this]
21st century learning” (Redecker & Johannessen, 2013, p. 89).
References
BBC. (2019, March 20). [photograph of Auschwitz entrance]. Retrieved from
https://www.bbc.com/news/world-europe-47644553
Beutel, D., Adie, L., & Lloyd, M. (2017). Assessment moderation in an Australian context:
processes, practices, and challenges. Teaching in Higher Education, 22(1), 1-14.
doi:10.1080/13562517.2016.1213232
Brady, L., & Kennedy, K. (2019). Assessment and Reporting: Celebrating Student
Achievement (5th ed.). Melbourne, Australia: Pearson Australia.
Cambridge University Press. (2019). HYPOTHESIS | meaning in the Cambridge English
Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/hypothesis
Goss, P., & Hunter, J. (2015, July). Targeted teaching: How better use of data can improve
student learning. Retrieved from https://grattan.edu.au/wp-content/uploads/2015/07/827-
Targeted-Teaching.pdf
Hans Stalüter. (1937). The Eternal Jew [anti-Semetic propaganda film poster]. Retrieved
from http://sammlungen-archive.zhdk.ch/view/objects/asitem/People$004073356/0
Institute of Contemporary History Paris. (1945). [photograph taken by a Red Army film unit].
Retrieved from https://collections.ushmm.org/search/catalog/pa1056579
Queensland Curriculum & Assessment Authority. (2017). Modern History General Senior
Syllabus 2019. Retrieved April 24, 2019, from https://www.qcaa.qld.edu.au/senior/senior-
subjects/humanities-social-sciences/modern-history/syllabus
Readman, K., & Allen, B. (2013). Practical Planning and Assessment. Melbourne, Australia:
Oxford University Press.
Redecker, C., & Johannessen, Ø. (2013). Changing Assessment - Towards a New
Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79-96.
doi:10.1111/ejed.12018
United States Holocaust Memorial Museum. (n.d.). Historical Quotes — United States
Holocaust Memorial Museum. Retrieved April 25, 2019, from
https://www.ushmm.org/information/press/press-kits/traveling-exhibitions/deadly-
medicine/quotes-from-the-2004-exhibition