HISTORY

Planning
Document
Primary & Secondary
University of

Notre Dame

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/5-8

YEAR LEVEL: 9

LEARNING AREA/TOPIC: History

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy
X

Numeracy

ICT
X

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

AUSTRALIAN CURRICULUM
LINKS

Critical and creative thinking

X
Asia and Australias engagement with Asia

Lesson 1
ACDSEH021
World War 1


















Lesson 2
ACDSEH095

1. Research.
2. Critical
thinking.
3. Process
Information.
4. Using
digital
technology.













1.Historical
interpretation
and analysis.
2. Finding
evidence.
3. Using
digital
technology.

Personal and social

Competence X

Intercultural Understanding
X

Sustainability

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

Students can explain

the causes of WWI and
the reasons why men
enlisted to fight in the
war.
















Students can list the
places where
Australians fought in
WWI and the nature of
warfare, including the
Gallipoli campaign.

1. Make a 2min
movie to
demonstrate why
men chose to go to
war using i-movie.
















1. Gallipoli journal
activity at item
3(a).

1. Causes of WWI Show a video

(https://www.youtube.com/watch?v=htyue8xRS7M) of how
WWI evolved and students will write a journal entry in the
blog on what they understand the key points were that
started WWI. The journal must include why Australia joined
the war (using EduBlog).

2. Why men went to war:
a) Assess propaganda forms at the time of radio and printed
materials via research on the Australian War Memorial Site.
b) Assess the influence the propaganda had on the local
culture in Australia.
c) Activity develop an i-movie that shows why men chose
to go to war via a role play. One half of the class will produce
a propaganda video, the other half will produce a video
showing the effects of the propaganda on prospective
soldiers. Videos will be shown in class to guide
discussion/reflection.



1. Places and dates of where Australians fought in WWI.
a) Brainstorm countries using Text2Map with the class.
b) Activity: students will be allocated groups and assigned
both a country and a date relevant to the war to research in
their groups. They need to identify their country on an
interactive map, and place their date chronologically on an
interactive timeline with a short snippet of information using
Explain Everything App.

Refer to
TEACHING AND
LEARNING
EXPERIENCES

Historical Historical Skills

Knowledge &
Understanding

11jh
g1h5
1nhu
iti7t

Ethical Behaviour
X

2. The nature of warfare

RESOURCES

iPads
IWB
Internet
YouTube
EduBlog

iPads
IWB
Internet
Text2Map
























Lesson 3
ACDSEH096

1. Process
and evaluate
information.
2. Develop a
discussion.
3. Identify
sources of
information.
4. Using
digital
technology.

Students can describe
the impact of WWI on
Australian culture,
looking at the role of
propaganda, women
and the conscription
debate.

1. Journal entry of
300 words on the
conscription debate
using EduBlog.

a) Whole-class brainstorm on the nature of warfare.

b) Jigsaw activity: students broken into groups to research
the nature of warfare during WWI with primary focus areas
based on Australian soldiers and war tactics, war technology,
and soldier clothing/food. Students will develop a collage on
Pic Collage to share on Weebly to facilitate comparison with
the modern world.
3. Gallipoli
a) Activity: Students choose a soldier (from the Australian
Memorial website), research and reflect upon the individual
they have chosen in response to 5 questions:

- Give a brief summary of the soldiers war experiences.
- How do you imagine the soldier felt about being at war?
- What kind of impact would the war have had upon his/her
family back home in Australia?
- What are your personal thoughts about the Gallipoli
campaign?
- What could have been done differently?

1. The types and role of propaganda used during WWI.
- Students can use Google advanced search to identify one
piece of media of WWI propaganda either in print or audio
and share on Google Docs for the class to review and
critique.
- What was the effect on women? What happened?
- What was the conscription debate about?
a) Brainstorm the questions above using SpiderScribe.

Activity Students can choose to use Explain Everything to
create an audio recording of propaganda to convince people
today to go to war. OR, create a poster on how the role of
women changed during WWI again using Explain Everything.

2. Discuss the conscription debate, pros, cons and personal
views. This can then be summarised for homework as a
journal entry.

Google Docs
SpiderScribe
Google
Glogster
PicCollage


















iPads
IWB
Internet
EduBlog
GoogleDocs
SpiderScribe
Explain
Everything


Lesson 4
ACDSEH097

1. Synthesis
of
information.
2. Discussion
development.
3. Critical
thinking.
4. Using
digital
technology.

Students can
accurately discuss why
there are regular
commemorations of
WWI, including why
there are debates
about the nature and
significance of the
ANZAC Legend.

1. 10 min class
presentation on
War
Commemoration
services and the
Anzac Legend using
Animoto.com
Kizoa.com

1. How do Australians commemorate WWI? Conduct a
brainstorming exercise using Wordle. Answers will hopefully
include:
- ANZAC Day
- Remembrance Day
- Specific Battle memorials
- Town war memorials

2. What happens at commemorations?
- Why is it important?
- Why is it important to Australian culture?
- What is the ANZAC Legend? Why is it so significant? Is this
right?

These questions will be answered by separating the class into
2 groups, one doing the first 3 questions, the second focusing
on the ANZAC Legend. The activity will require students to
come up with a 10 minute presentation to the class, to be
presented at the end of the week. Tools may include:

Animoto.com
Kizoa.com

iPads
IWB
Internet
Animoto.com
Kizoa.com
Wordle