REFLECTION 19

TH
OF MAY, 2014
YEAR 9 HISTORY LESSON SOURCE ANALYSIS
The task of this lesson was to teach students the skill of source analysis, and it was one of the most
unsatisfactory lessons that I had delivered so far. In order for students to learn about propaganda techniques, I
defined propaganda, explained different propaganda techniques (and listed them on the board), then
demonstrated to students how to conduct a source analysis. Two propaganda images from World War I were
tacked onto the whiteboard and students completed them in large groups before discussing their answers as a
whole class.
In this lesson, the students werent engaged at all. My mentor teacher noted that the lesson needed to be
broken up more and stated that I lost their attention because the students were passively receiving
information for too long. I should have provided more activities for students to actively work on. Another piece
of advice that my mentor gave me to was that I shouldnt be afraid to change the lesson plan and go with the
flow, especially if the students didnt understand why they needed to learn this skill. In hindsight, I should have
wrapped up the lesson more successfully by stopping a few minutes before the bell to summarise the lesson
and giving instructions for homework or revision.
REFLECTION 21
ST
OF MAY, 2014
YEAR 9 HISTORY LESSON QUESTIONS AND ANALYSIS
This class, we covered how to read and answer exam questions. We looked at another propaganda poster, on
conscription. It was a difficult lesson because I had to teach students the skill of source analysis and the
content at the same time, with very little time to spare. I gave the students some background information on
the concept of conscription and the two referendums that were held during World War I. This information
would have been better received if the students were given a handout on the subject, rather than just being
verbally received. In this lesson, students worked on a source analysis of their own and after walking around
the class, I could see that they did quite well and even the weaker students did not struggle as much as they
did last lesson. Overall, this lesson progressed more successfully than the previous lesson. I was very pleased
that some of the students even asked for extra homework.
REFLECTION 22
ND
OF MAY, 2014
YEAR 9 HISTORY LESSON PREPARATION FOR THE EXAM
This lesson was the final class before the students examination for history. In this seventy-five minute lesson, I
had students explain how to answer different types of exam questions, then students created an
interconnecting mind map of everything that they had learnt in this unit on the board. Each and every student
in the class was required to participate in this class by coming up to the front of the classroom and adding a
fact that they had learnt to the mind map. Students then completed a think-pair-share of different ways that
they can prepare for their upcoming exams, which I also listed on the board. Prior to the lesson, I created a
workbook on trenches and weapons for students to complete. This booklet included activities such as cutting,
matching and pasting pictures of weapons with their names and descriptions, reading about trenches,
complete a matching task and filling in a crossword.
The students behaved really well in this lesson as they were engaged and receptive to learning. Student
participation and the quality of the provided answers indicated that this lesson was one of my most successful
ones to date with this set of students.
After the failure of the lesson on the 19
th
, I reflected upon the improvements that needed to be made and
tried to incorporate my mentors feedback into subsequent lessons. In the history lesson on the 21
st
, I decided
to revisit the skills and content that I was trying to teach in the previous lesson, by including more practical
activities for the students to complete and by limiting the amount of time I spent addressing the class. I
continued these teaching strategies in the final lesson of the unit, and also included different tasks that
required varied skills and approaches, and had the students getting up and moving while providing answers to
questions.
3

YEAR 9 HUMANITIES LESSON PLAN
TOPIC: Source Analysis of WWI Propaganda
Lesson Length: 75 minute period
Aims for the Lesson:
For students to gain the skill of source analysis and introduce students to the concepts of conscription and
propaganda.
Learning Outcomes:
- ACHHS165 Use historical terms and concepts.
- ACHHS169 Identify the origin, purpose and context of primary and secondary sources.
- ACHHS171 Evaluate the reliability ad usefulness of primary and secondary sources.
- ACHHS172 Identify and analyse different historical interpretations (including their own).
Resources Used/Attached:
Samples of propaganda posters.
Lesson Content:
Take the roll 5 minutes.
Ask students what they know about propaganda. Provide them with a definition:
Propaganda is media that uses carefully-crafted messages to manipulate and influence peoples actions and
beliefs. It has one purpose: to persuade you. Write this definition on the board for students to copy into their
books (5 minutes).
There are a variety of techniques. They use bias to appeal to peoples emotions instead of their judgment and
reasoning.
Can anyone think of the ways in which propaganda is used to persuade people? Discuss for 10 minutes. How
are these techniques used in modern day advertising?
TESTIMONIALS respected individuals endorsing/supporting a product or idea.
BANDWAGON creates the impression that there is widespread support for a thing or idea. Peer
pressure to join in.
NAME-CALLING using negative words and bad names to create fear and dislike for people, ideas or
institutions.
GLITTERING GENERALISATIONS use simple, clever programs that appeal to peoples emotions.
CARD STACKING uses facts and figures to show one side as positive and one side as negative.
PLAIN FOLKS sends the message that a product or person is just like you.
TRANSFER uses your feelings about one thing to get you to feel the same way about something else.
Place an image on the board and conduct a source analysis with the whole class; (10 minutes) Provide the
following questions for them to consider when they are confronted with a new source to analyse.
o Have students think about the content of the image. Provide them with the content to the image if
they are not aware about a certain aspect of WWI. E.g. conscription/white feather/jail are akin to the
Athletics Carnival. What is the key message?
o What do you already know about whats happening in this image?
o What questions do you have about this image?
o What information might you need to find out about this image?
4

Aspects for students to consider;
Context what was happening at the time the source was create? What do you know about that time
period? How is it reflected in this source?
Author who created this source? What do you know about them? Where did they live and what did
they believe?
Bias are there any voices from the period which you know about that are omitted from the source?
Message what is the key message that the source is trying to convey? Why?
Audience who was the intended audience of the source? How can you tell?
Purpose what is the author of the source hoping that the audience will feel, think or do?
Significance is the source important? Is this source an accurate representation of the period? How
do it fit with other sources of this time? What does this source reveal about the past and is this
important?
Ask students to volunteer what they can see happening in the image and why they think that it is happening?
Write these on the board (10 minutes).
Place three images on the whiteboard. Break the students into three groups. Give each group a whiteboard
marker and have students collectively conduct a source analysis on the image (15 minutes).
Discuss students interpretations of each of the images. Add in anything that they may have missed. Get them
to consider the image from another perspective. Discuss the use of the different propaganda techniques in
creating these posters (10 minutes).
If time permits, place an image on the board for students to individually conduct a source analysis.
5





6





7






8

USE OF PROPAGANDA IN WORLD WAR I
Propaganda is media that uses carefully-crafted messages to manipulate and influence
peoples actions and beliefs. It has one purpose: to persuade you.
TECHNIQUES USED TO PERSUADE PEOPLE;
TESTIMONIALS respected individuals endorsing/supporting a product or idea.
BANDWAGON creates the impression that there is widespread support for a thing or idea. Peer
pressure to join in.
NAME-CALLING using negative words and bad names to create fear and dislike for people, ideas or
institutions.
GLITTERING GENERALISATIONS use simple, clever programs that appeal to peoples emotions.
CARD STACKING uses facts and figures to show one side as positive and one side as negative.
PLAIN FOLKS sends the message that a product or person is just like you.
TRANSFER uses your feelings about one thing to get you to feel the same way about something else.
WHEN INITIALLY EXAMINING A PIECE OF PROPAGANDA CONSIDER;
o What can you see happening in the image?
o What questions do you have about the image?
o What information might you need to find out about this image?
WHEN CONDUCTING A SOURCE ANALYSIS CONSIDER;
Context what was happening at the time the source was create? What do you know about that time
period? How is it reflected in this source?
Author who created this source? What do you know about them? Where did they live and what did
they believe?
Bias are there any voices from the period which you know about that are omitted from the source?
Message what is the key message that the source is trying to convey? Why?
Audience who was the intended audience of the source? How can you tell?
Purpose what is the author of the source hoping that the audience will feel, think or do?
Significance is the source important? Is this source an accurate representation of the period? How
do it fit with other sources of this time? What does this source reveal about the past and is this
important?







9

YEAR 9 HUMANITIES LESSON PLAN
TOPIC: Practicing Answering Exam Questions Focusing on Conscription
Lesson Length: 50 minutes.
Aims for the Lesson:
To refresh students minds as to how to correctly read and answer exam questions. We will be doing this while
teaching students about conscription. Students will also be attempting a source analysis.
Learning Outcomes:
- ACHHS166 Identify and select different kinds of questions about the past to inform historical inquiry.
- ACHHS167 Evaluate and enhance these questions.
- ACHHS170 Process and synthesise information from a range of sources for use as evidence in a historical
argument.
- ACHHS174 Develop texts, descriptions and discussions that use evidence from a range of sources that
are referenced.
Resources Used/Attached:
Pro-conscription poster and anti-conscription poster.
Lesson Content:
Take the roll. Today we will be learning how to read and questions properly, as your exam will be occurring in
the next few weeks (5 minutes).
How do you read a question? (10 minutes).
A. Take your time in reading the question and have students highlight the key components of the
following question:
Who were the Allies and who were the Central Powers? (2 marks).
Have students provide an answer to this question considering;
- What will get you full marks
- What is Ms. Thompson looking for in an answer
- What would a good answer to this question look like?

A. The Allies were comprised of the alliance between Russia, Britain and France. The Central Powers, also
known as the Triple Alliance, consisted of the countries of Germany, Austria-Hungary and Italy.

Write up a bad answer to this question (10 minutes)
Britain was on one side of the war and Germany was on the other.
Have students work in pairs to improve upon the above answer and share.
Students to conduct a source analysis (15 minutes).
Students will be provided with one of two possible sources a pro-conscription poster and an anti-
conscription poster.
Look at one on the board initially to provide students with background information.
- Is this a primary or secondary source? Why? How can you tell?
- Define conscription compulsory enlistment.
- Explain that they tried to enforce conscription in Australia.
- Two referendums were held a ballot in which the voters decide on a political question.
28
th
October, 1916 failed 1, 037, 557 votes versus 1, 160, 033 votes.
20
th
December, 2917 failed 1, 015, 159 votes versus 1, 181, 747 votes.
Emphasise that we have considered initial information such as;
10

- What do you know about whats happening in this image?
- What questions do you have about this image?
- What information might you need to find out about this image?
Have the students analyse the image considering its;
- Context what was happening at the time the source was created?
- Author who created this source and is this information important?
- Bias is this source biased?
- Message/Content what is the source trying to convey?
- Audience who is this source intended for and how can you tell?
- Purpose what is the author hoping that the audience will think, feel, or do?
- Significance/Accuracy is this source important and accurate?
Discuss the phrasing of questions and what is being asked of them (10 minutes).
- Define militarism.
Militarism is...
- Why did World War I begin? List four reasons.
World War I occurred because.... (assassination). Four factors that contributed to this
were... (MAIN).
- Explain four reasons why WWI happened.
Name each M, A, I, N and define them,
- What is the purpose of propaganda?
Propaganda is... (define). It is used to... (purpose).
- Identify two techniques that were used in WWI propaganda posters and describe them.
One technique that was used to persuade people in propaganda was.... (name). It works
by.... (describe).
- Why wasnt conscription introduced in Australia?
Conscription was not introduced in Australia because... (two referendums were held
and the people voted against them).
Conclusion
Today, we have focused on how to correctly answer exam questions. You have also conducted a source
analysis. For homework, find a WWI propaganda poster (type into Google images WWI propaganda poster
Australia), and conduct a source analysis on it. I will check these in tomorrows class.
11































When conducting a Source Analysis consider the following:
- Context what was happening at the time the source was created?
- Author who created this source and is this information important?
- Bias is this source biased?
- Message/Content what is the source trying to convey?
- Audience who is this source intended for and how can you tell?
- Purpose what is the author hoping that the audience will think, feel, or do?
- Significance/Accuracy is this source important and accurate?

12








When conducting a Source Analysis consider the following:
- Context what was happening at the time the source was created?
- Author who created this source and is this information important?
- Bias is this source biased?
- Message/Content what is the source trying to convey?
- Audience who is this source intended for and how can you tell?
- Purpose what is the author hoping that the audience will think, feel, or do?
- Significance/Accuracy is this source important and accurate?



YEAR 9 HUMANITIES LESSON PLAN
TOPIC: Exam Revision and Study Tips
Lesson Length: 75 minutes.
Aims for the Lesson:
Students will learn tips for revising for exams, how to answer exam questions properly and will create a
summary of all the information that we have learned about WWI.
Resources Used/Attached:
WWI weapons information sheet.
Trenches crossword.
Lesson Content:
Discuss the phrasing of questions and what is being asked of them (15 minutes).
- Define militarism.
Militarism is...
- Why did World War I begin? List four reasons.
World War I occurred because.... (assassination). Four factors that contributed to this
were... (MAIN).
- Explain four reasons why WWI happened.
Name each M, A, I, N and define them,
- What is the purpose of propaganda?
Propaganda is... (define). It is used to... (purpose).
- Identify two techniques that were used in WWI propaganda posters and describe them.
One technique that was used to persuade people in propaganda was.... (name). It works
by.... (describe).
- Why wasnt conscription introduced in Australia?
Conscription was not introduced in Australia because... (two referendums were held
and the people voted against them).
On the whiteboard, we will be creating a mind map with interconnections (as a whole class) of everything
that we have covered in the unit on WWI (25 minutes).
Begin with the classifications that we started with at the beginning of the unit; locations, dates of key events,
impacts of war and countries involved.
Once students have exhausted these categories, have them come up with information under other categories
including; causes of WWI (as well as the catalyst), propaganda (source analysis), conscription, and trench
warfare/equipment.
Ask students, what are effective ways to study? What should you be doing in preparation for the exam?
How should you be studying? (15 minutes).
Make lots of summaries and diagrams use your own words and examples for these.
Study in ways that suit you. I. e. Verbal or visual. Etc.
Make a revision timetable.
Find and answer questions. E.g. From your textbook.
Do not study whilst watching the T. V. or listening to music.
Study over several short sessions. Do not study for long periods of time.
Do not wait until the day before the exam to study. Do not cram on the day of the exam. If you dont
know it by then, then you wont learn it in time for the exam.
Keep calm dont panic.


Teach someone else the content a parent, sibling, dog or friend. Makes things clearer in your mind
and helps you to practice explaining things.
Make links between different topics.
Students are to read the information on the different kinds of weapons used in WWI, and match them to the
correct picture before gluing them in their workbooks (20 minutes).
Students are to use the included information on trenches to complete the crossword and the matching pairs
task.






























.: FIRST WORLD WAR WEAPONS :.
Cut out the following pictures and descriptions of WWI weapons, match them up, then glue them in your
workbooks.







ARTILLERY is the word used to describe
large-calibre mounted field guns. (The word
calibre refers to the diameter of the barrel of
the gun. These were used in the trenches as a
long-range weapon to deliver devastating
blows to the enemy. They required 12 men to
work them, and their shells could weigh up to
410 kilograms!

THE BOLT ACTION RIFLE allowed soldiers to
fire 15 rounds a minute and could kill
someone up to 1,400 metres away. Bayonets
could be attached to the end.

TANKS started to be used in warfare because
armoured cars could not cope with the
terrain. It had a small engine, caterpillar tracks
and needed 3 men to work it. It maximum
speed was 5 kilometres per hour! The more
modern (and successful tank) was not
developed until the end of the war.

MACHINE GUNS required 4-6 men to man
them and had to be positions on a flat
surface. They could fire up to 400 round per
minute, with the fire power of 100 guns!

TORPEDOES were used by submarines. The
Germans used torpedoes to blow up shops
carrying supplies from America to Britain.

THE ZEPPELIN was an airship used in
bombing raids. They weighed over 12 tonnes,
and were propelled by two engines. They
usually carried machines guns and around
2,000 kilograms of bombs. They were very
easy targets for artillery.

PLANES for the first time in war, planes
were used to deliver bombs. Planes become
fight aircraft armed with machine guns,
bombs, and cannons. They were used for
reconnaissance work, and fight the enemy
aircraft in the air (dogfights) to protect
soldiers on the ground.

CHLORINE GAS was first used by the
German army in 1915. At first, soldiers
thought that it was a smoke screen. It has a
very distinctive smell. It causes suffocation
through chest pains and a burning sensation
in your throat. MUSTARD GAS was a deadly,
odourless weapon that took 12 hours to take
effect! It was very powerful, only small
amounts were required, and it remained
active for weeks when it landed in the soil. It
caused skin to blister, vomiting, sore eyes,
internal and external bleeding. It could take
up to 5 weeks to die!















TRENCH WARFARE
What is a Trench?
A trench is a long, narrow ditch. Trench warfare characterised much of the fighting during World
War I, particularly along the Western Front. Trench systems were complicated with many
interlinking lines of trenches. Below is a diagram of a trench system.



















LIFE IN THE TRENCHES
The trench, when we reached it, was half full of mud and water. We set to work to try and drain it. Our efforts
were hampered by the facts that the French, who had first occupied it, had buried their dead at the bottom
and sides. Every stroke of the pick encountered a body. The smell was awful.
Private Pollard

No washing or shaving here, and the demands of nature are answered as quickly as possible in the handiest
and deepest shell-hole. Guy Chapman

The other soldiers in the hut took their shirts off after tea. They were catching lice. We had never seen a louse
before, but they were here in droves. The men were killing them between their nails.
Henry Gregory

All we lived on was tea and dog biscuits. If we got meat once a week we were lucky, but imagine trying to eat
standing in a trench full of water with the smell of dead bodies nearby.
Richard Beasley
KEY
1. Communication
Trench
2. Machine Gun
Nest
3. Underground
Bunker
4. Traverse
5. Wire Break
6. Listening Post +
Trench Block



This is a cross-section of a front line trench:
LIFE IN THE TRENCHES
All we lived on was tea and dog biscuits. If we got meat once a week we were lucky, but imagine trying to eat
standing in a trench full of water with the smell of dead bodies nearby.
Richard Beasley

If you have never had trench feet described to you. I will tell you. Your feet swell to two or three times their
normal size and go completely dead. You could stick a bayonet into them and not feel a thing. If you are
fortunate enough not to lose your feet and the swelling begins to go down. It is then that the intolerable,
indescribable agony begins. I have heard men cry and even scream with the pain and many had to have their
feet and legs amputated.
Sergeant Harry Roberts

The other one said to me Chas, I am going home to my wife and kids. Ill be of some use to them as a cripple,
but none at all dead! I am starving here, and so are they at home, we may as well starve together. With that
he fired a shot through his boot. When the medics got his boot off, two of his toes and a lot of his foot had
gone. But the injuring of oneself to get out of it was quite common.
Charles Young




Match the words on the left with the correct definitions on the right:
COMMUNICATIONS TRENCH




A block of barbed wire and wooden obstacles to stop
any enemy soldier from advancing through the trench
system.
NO MANS LAND




A break in the barbed wire to allow soldiers out into No
Mans Land.
TRENCH BLOCK




An underground shelter often used for storage.
WIRE BREAK





A channel at the bottom of the trench to allow water to
drain away.
SANDBAG





Trenches between the front line trenches and the
support trenches used by messenger to relay messages
to the front line and back.
SUMP





The area between the opposing sides front lines.
BUNKER





A bag filled with sand to protect the trench from
flooding and the men from bullets.















- CONSCRIPTION DURING WWI, IN AUSTRALIA -
At the outbreak of WWI, the number of people
volunteering to enlist in the Australian Imperial
Force (AIF) was so high that recruitment
officers were forced to turn people away. But
as the war progressed the number of
volunteers declined. Prime Minister Billy
Hughes decided to take the issue to the people
in a referendum. A REFERENDUM is a ballot in
which the voters decide on a political question.
The nation was asked to grant the government
the power to compel citizens to serve overseas
during the current war - CONSCRIPTION.
The referendum provoked furious debate. The
referendum was held on 28
th
October, 1916, and
the proposal for conscription was narrowly
defeated. After this, there was an ensuing political
fall-out, the Labor Party split, and the Nationalist
Party was formed.




Enlistment continued to decline. In 1917, Hughes
called for another referendum on the conscription
issue. On 20
th
of December, 1917, the nation voted
no to conscription, this time with a slightly larger
majority. Australia and South Africa were the only
participating countries not to introduce
conscription during the First World War.



If you were asked to vote in this referendum
would you vote YES for conscription, or would you
vote NO? Why?

28
TH
OCTOBER, 1916:
1, 037, 557 votes versus 1, 160, 033 votes.

20
TH
DECEMBER, 1917:
1, 015, 159 votes versus 1, 181, 747 votes.