Year 12 History lesson plans

- Write a clear, contestable thesis in response to a question. - Structure analytical paragraphs that integrate evidence. - Reach a sustained, supported judgement. Success criteria: - I can unpack the key terms and directive verb in an essay question. - I can write a thesis that answers the question and can be argued. - I can write a paragraph that makes a point, supports it with evidence and explains its significance. - I can address a counter-argument.

- Notebook or computer - Sources or notes on a chosen topic - Highlighters

Introduce today's words: - thesis: The central argument of an essay, stated clearly in the introduction. - directive verb: The instruction word in a question, such as assess, evaluate, explain or analyse. - topic sentence: The opening sentence of a paragraph that states its main point. - counter-argument: An opposing view that the essay acknowledges and responds to. - judgement: A reasoned conclusion about the extent, significance or validity of something. Ask your child what they already know about constructing a historical argument.

A strong history essay is an argument, not a narrative. It answers the question directly and proves its case with evidence. Start by unpacking the question. Identify the directive verb (for example, 'assess' asks you to weigh up and judge; 'explain' asks for reasons and how; 'evaluate' asks for a judgement about value or significance). Identify key terms, the time frame and any assumptions in the question. Write a thesis: a clear, contestable answer. For example: 'Although economic hardship created the conditions for unrest, the decisions of political leaders were the most significant cause of…' Each body paragraph should follow a pattern such as Point–Evidence–Explanation–Link. The topic sentence makes a point linked to the thesis; specific evidence (dates, statistics, quotes from sources or historians) supports it; explanation shows how the evidence proves the point; the final sentence links back to the question. Strong essays address a counter-argument and explain why the thesis still holds. They also use historians' interpretations where relevant, showing awareness of debate. The conclusion restates the thesis in light of the evidence and gives a final judgement, without introducing new evidence. Different authorities expect slightly different essay structures and terms. Check the marking guidelines for your course.

Unpacking a question Unpack: 'Assess the extent to which the Great Depression caused the rise of Nazism.' Step 1: Directive verb: 'assess the extent' means make a judgement about how much. Step 2: Key terms: Great Depression, rise of Nazism. Step 3: Implied comparison: weigh the Depression against other causes (Versailles, weakness of the Weimar Republic, Nazi propaganda, decisions of conservative elites). Step 4: Required output: a judgement such as 'to a large extent', supported by evidence. Answer: The question requires weighing the Depression against other causes and judging its relative importance. Improving a paragraph Improve: 'The Depression was bad. Lots of people lost jobs. This helped the Nazis.' Step 1: Write a topic sentence linked to the question: 'The Depression was a significant cause because mass unemployment eroded faith in the Weimar Republic.' Step 2: Add specific evidence: German unemployment rose to around six million by early 1932; the Nazi vote rose from 2.6% in 1928 to 37.3% in July 1932. Step 3: Explain: desperate voters turned to extremist parties promising action. Step 4: Link: 'Thus, the Depression created the conditions in which the Nazis could gain mass support.' Answer: A paragraph with a clear point, specific evidence, explanation and link to the question.

1. What is a thesis? (a) A list of sources (b) The central argument of an essay (c) A summary of events (d) The final paragraph only 2. The directive verb 'assess' asks you to… (a) describe events in order (b) list facts (c) make a judgement about value or extent (d) copy a source 3. Which is the strongest thesis for 'Was the Depression the main cause of the rise of Nazism?' (a) The Depression was in 1929. (b) Hitler was a Nazi. (c) This essay will talk about causes. (d) The Depression was the most significant cause because it turned the Nazis into a mass party, though it built on existing weaknesses. 4. What should a conclusion avoid? (a) Introducing new evidence (b) Restating the thesis (c) Giving a judgement (d) Linking to the question

5. Why address a counter-argument? (a) To make the essay longer (b) To show you have considered other views and strengthen your judgement (c) Because you agree with it (d) To avoid using evidence 6. The opening sentence of a paragraph that states its main point is the ____ sentence. 7. The instruction word in a question, such as 'evaluate', is called the ____ verb. 8. An opposing view acknowledged in an essay is a ____.

- Can you unpack the key terms and directive verb in an essay question? - Can you write a thesis that answers the question and can be argued? - Can you write a paragraph that makes a point, supports it with evidence and explains its significance? - Can you address a counter-argument? - What was the trickiest part today?

1. The central argument of an essay — The thesis is the essay's main argument. 2. make a judgement about value or extent — Assess means weigh up and make a judgement. 3. The Depression was the most significant cause because it turned the Nazis into a mass party, though it built on existing weaknesses. — A strong thesis directly answers the question and is arguable. 4. Introducing new evidence — Conclusions should not introduce new evidence. 5. To show you have considered other views and strengthen your judgement — Engaging with counter-arguments shows depth of analysis. 6. topic — The topic sentence introduces the paragraph's point. 7. directive — Directive verbs tell you what to do. 8. counter-argument — Strong essays acknowledge and respond to counter-arguments.

Recap the success criteria together. Watch for these common misconceptions: - Students often retell events instead of arguing. Every paragraph should advance the thesis. - Quoting many historians is not the same as analysis. Explain how each view relates to your argument. - A 'balanced' essay still needs a clear judgement; sitting on the fence is not a conclusion.

- Write a thesis for five different essay questions, then choose one to develop fully. - Swap essays with a study partner and give feedback using the marking criteria. - Read a historian's journal article and map its argument structure.

- Revisit constructing a historical argument tomorrow with two or three quick questions from memory. - Try the online practice check for this topic and look at any questions that need another go.

- Ask your learner to explain their thesis to you in one sentence before they write. - Use past exam questions and marking guidelines published by your state or territory authority for practice. - Encourage timed writing practice, gradually building to exam conditions.