UNIT OUTLINE
Subject​:​ History
Unit title: Core Study
–Depth Study 3 –
Australians at War (World
War 1)
Key Concepts/ Big Ideas
Homefront, conscription, censorship, propaganda,
Australian Imperial Force, internment camps, enemy This learning is important as it gives students and understanding of the importance of World War
aliens, bias, dug out, poisonous gas, no man’s land,
lice, trench foot, rations, gas mask, over the top,
infantrymen, artillery, cavalry, shells, ally, machine
guns, enlist, dig in, stalemate, ANZAC, ANZAC Cove,
Gallipoli, Lone Pine, The Nek, Western Front, Eastern
Front, shellshock, total war, industrialisation,
creeping barrage, surrender, treaty of Versailles
Unit context within Scope and Sequence/Purpose
This unit is the third unit within the scope and
sequence, and is completed in term three.
​ Course: Number of Weeks
Stage 5 –The Making of the Modern 10
World
The importance of this learning
1 to Australian individuals and the Australian nation. This unit helps students understand the
significance of ANZAC day and of the price paid by Australian soldiers in service to the British
Empires army.
Syllabus Outcomes
HT5-1 explains and assesses the historical forces and factors that shaped the modern world and
Australia
HT5-2 sequences and explains the significant patterns of continuity and change in the
development of the modern world and Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the
historical contexts that shaped the modern world and Australia
HT5-4 explains and analyses the causes and effects of events and developments in the modern
world and Australia
HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and
analyses of the modern world and Australia
HT5-7 explains different contexts, perspectives and interpretations of the modern world and
 Australia

HT5-9 applies a range of relevant historical terms and concepts when communicating an
understanding of the past
HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences
Literacy Focus Numeracy Focus ICT Focus
Differentiation
As a history subject this unit This unit focuses on dates This unit features several research tasks 15/20 lessons provide details for
has explicit literacy skills, and statistics, both that focus on the use of a computer, and differentiation through assigned work or
through the use of glossaries increasing student’s much of the reading in this unit is online. student expectations. The differentiation
and vocabulary, as well as numeracy skills. Students There is a Kahoot for students to provided is for students of lower ability,
multiple reading comprehension of the death complete, as well as several interactive students of higher ability, and students who
comprehension activities. toll and injury rates are games and websites. Most of the sources complete their work early.
important to the unit, and students are to investigate are found in
hone the numeracy focus. online collections. Every single lesson use
ICT in some capacity.

Week/ Syllabus Content Teaching and Learning Strategies including assessment for learning. Resources
Sequence
Introduction to Teacher introduces students to WW1 with a History Bomb music video on YouTube that https://www.youtube.com/
Lesson 1 WW1 and Total summarises WW1, to give students a brief overview of what they will learn this semester. watch?v=Nj43X-VBEPE​ –
War. History Bomb – History of
(Each Students complete a glossary task where they are given a list of key terms and definitions WW1
lesson is 80 and must match them correctly.
minutes) Student laptops
Class checks answers for glossary task and discusses the concept of Total War.
Differentiated glossary task
Differentiation:​ Students of lower abilities are given the glossary and asked to find the (Attached Resource 1)
definitions through online research instead of matching unfamiliar terms. Students of
 higher abilities are given the glossary with several definitions that are not applicable and
must determine which definitions do not match any vocabulary words.
Causes of the war, Lesson starts with teacher asking students if they know why WW1 started. Teacher fields https://www.youtube.com/
Lesson 2 short term responses and corrects anything that is wrong. Teacher admits that there were a lot of watch?v=DpuOa6u6HX0​ –
causes of WW1, some of them short term and things that happened right before the war Horrible Histories causes of
started, and some of them things that had been developing for several years if not WW1
decades. This lesson will be about the short-term causes.
https://www.youtube.com/
Teacher introduces the Horrible histories YouTube video and students watch. Quick watch?v=5LPPIDqfDjc​ –
classroom discussion on how convoluted the agreements and treaties made WW1 short term causes of ww1
membership. Teacher properly explains the Triple Entente and the Triple Alliance and
who was in each.
3 levels of differentiated
Teacher refers back to the History Bomb from the previous lesson, with the shooting of worksheet
Franz Ferdinand, and how this is widely accepted to be the last straw of short term
causes, and the event that started the war. Student laptops

Students watch a video on the short-term causes of WW1 and then complete a
worksheet on the short-term causes. Teacher goes through answers with the class.

Differentiation​: Low ability students are given a scaffolded worksheet and website links
to help them answer questions. Higher ability students are given several extra questions
that probe deeper into the short-term causes. Middle ability students get the standard
worksheet.
Causes of the war, Quick recap of previous lesson content on short term causes of the war. Students to https://www.youtube.com/
long term answer teacher questions, and teacher to go over any short-term causes students do not watch?v=XRcg_t2oJkc​ –
Lesson 3 remember. Teacher to then introduce this lesson as the long-term causes of the war, the causes of WW1
sneakier and more hidden causes than shooting someone.
Causes of WW1 worksheet
Students watch a video and complete a worksheet on the causes of WW1 video,
answering questions like ‘Who were the members of the Triple Entente?’ ‘What is http://www.bbc.co.uk/schoo
imperialism?’ ‘Who created the Schlieffen plan?’ Students watch the video twice so they ls/gcsebitesize/history/
can answer all the questions. Class then goes through the answers. mwh/ir1/causes_war1act.sh
 tml​ - Causes of WW1
Class discussion on how these long term causes alone set the stage for a war, and how interactive activity
the short term causes really ignited the desire for war. Discussion continues into how
things might have been different if the UK had not protected Belgium, or if Germany had Student laptops
not had the Schlieffen plan. Students ability to consider alternatives to the facts
demonstrates their knowledge of the facts. Teacher concludes discussion by saying that
the combination of long term causes meant that war was almost inevitable, and that
changing the short-term causes or removing them would have delayed war, but not
indefinitely.

Students are then given the remaining class time to explore the BBC interactive activity
on the causes of WW1.
Reasons why men Teacher starts the lesson with a quick definition on
Lesson 4 enlisted in Australia ‘enlist’ and ‘conscript’ and how they were different, and strategies used by different http://theconversation.com/
and other countries countries. your-country-needs-
and Conscription you-why-did-so-many-volunt
Jigsaw activity: Students split into six groups for the jigsaw, and given the topic of eer-in-1914-30443​ - UK
‘Australia, UK, France, Russia, Germany, and the Ottoman Empire/Turkey’ Students enlistment
advised that some groups would be looking at reasons for enlistment, and some at
conscription. Students are given a link to their topic as a starting point, but further
research is required. http://ergo.slv.vic.gov.au/ex
plore-history/australia
In jigsaws students are to complete their section of the enlistment worksheet, finding out -wwi/home-wwi/rush-enlist
3 reasons why a man might enlist, and criteria he had to meet, as well as popularity of - Australian enlistment
enlistment. For countries with mandatory conscription, students should find out how
long the conscription lasted, minimum requirements to be met, and how long http://www.webmatters.net
conscription had been the way of the nation. /txtpat/?id=376​ – French
and German enlistment
Students reform into their original jigsaw groups, and share answers. Each student in the
class should now be an ‘expert’ on one countries enlistment /conscription ideas. https://encyclopedia.1914-1
918-online.net/article/civil-
military_relations_during_w
 Teacher concludes class by getting students to share some key ideas about each country, orld_war_i_russian_empire​ -
and by discussing how Australia tried twice to employ conscription, but was knocked Russian enlistment
back each time.

Differentiation:​ Groups of lower ability students are given several website links for https://nzhistory.govt.nz/wa
further research, and are given scaffolds for their responses. Higher ability groups are r/ottoman-empire/
asked to also find out their countries opinion on the other form of service. turkish-soldier-experience​ -
Turkish enlistment

Differentiated list of
websites

Differentiated worksheet
questions and scaffold

Student laptops
Trench warfare Individual research task: Students are assigned 1 of 22 strategies or tactics deployed as a http://spartacus-educational
(trench warfare result of trench warfare on the Spartacus Educational website. Students complete .com/FWWtactics.htm​ -
Lesson 5 tactics) preliminary research from the Spartacus website, then complete further research on Spartacus website
other websites.
Student laptops
Students are reminded to use reputable websites only.
Google document ‘Strategies
Students find their assigned tactic on the class google document ‘Strategies and Tactics of and Tactics of WW1’
WW1’ and write a paragraph under their heading about their tactic. Students who do not
complete the work are easily identifiable for the teacher to then find out why the student https://www.youtube.com/
is not contributing. watch?v=HfKUd8bvQfc​ –
trench warfare tactics video
After the teacher sees that the majority of headings have work completed, the teacher
asks students to contribute to the class one or two interesting things they learnt about
their tactic. Students who have slacked off have until the teacher calls them to finish their
contribution. All students have access to this document, and now all students have notes
on 22 different tactics used with trench warfare.
 Teacher ends with a discussion about how each of these tactics was designed to work
with the new reality of trench warfare and not previously employed in war to the extent
that it was in WW1.

Differentiation:​ Students who complete their topic watch the trench warfare tactics
YouTube video with their headphones to get a further perspective on the tactics used in
trench warfare. Students of lower ability are given a list of further websites to research
their tactic. Students of higher ability are given more complex tactics, or tactics with less
readily available information on them.
Lesson 6 Trench warfare Students are introduced to the idea of life in a trench through the video on YouTube. https://www.youtube.com/
(life in a trench) Students are then asked how they feel life would have been like. Teacher leads a watch?v=_G4ZY66BG38​ -Life
discussion on how life in the trenches would have been. (e.g.: Do you think food would in a trench video
have been in short supply, or bountiful? Why? Do you think trenches would have smelled
bad? Why?) http://www.warmuseum.ca/
overthetop/ - Trench
Students are given time to explore the interactive trench warfare game. (15 minutes) warfare interactive game

Students complete a jigsaw in groups of five on the ideas of Food, Hygiene, Boredom, Differentiated website list
Sleep and Construction of trenches in the trenches. Last 10 minutes of class time (Attached Resource 2)
dedicated to summarising the jigsaw and teacher teasing out any important points
students have missed (e.g.: declining standard of food, why boredom was so prevalent, Student laptops
etc).

Teacher wraps the lesson up with a quick report from the head of each jigsaw on their
topic.

Differentiation:​ Groups with lower ability students are given a list of websites to search
for their topic to assist them in getting reliable answers.
Lesson 7 The landing at The Gallipoli campaign is introduced to students through a YouTube video and teacher https://www.youtube.com/
Gallipoli and the led discussion about how the war was progressing in 1915. Teacher reiterates the watch?v=8dJH_2SzVK8​ –
nature of warfare expectations of the campaign – why it was happening and what this would achieve. Gallipoli video
 during the Gallipoli Students then complete the ABC interactive Gallipoli the first 24 hours website and http://www.abc.net.au/inno
campaign matching worksheet. vation/gallipoli/gallipoli2.ht
m​ - ABC interactive website
Teacher finishes the lesson with a discussion on how students think the first 24 hours of
the Gallipoli campaign went, and how they think this might predict the future for the Worksheet on ABC website
campaign. Teacher points out to students who have not noticed that ANZAC day is the
day of the Gallipoli landing, and this is why. https://www.awm.gov.au/ar
ticles/blog/the-gallipoli-landi
Differentiation:​ Lower ability students have a worksheet with chapter references for the ng-and-the-first-anzac-day
answers, while higher ability students are required to provide time details in their -Australian War Memorial
worksheet. website

Extension:​ Students who finish the ABC website early are to view the Australian War Student laptops
Memorial website on the Gallipoli landing.
Lesson 8 Major battles Individual research task: Students are assigned Lone Pine or The Nek, and given Source sheet for battle of
during the Gallipoli corresponding source sheets. Students are to use the sources and their own research to The Nek
campaign – Lone answer the question “How did your battle impact the soldiers present, and how, if at all,
Pine, The Nek using did it further allied goals in the Gallipoli campaign.” Students are to use at least one other Source sheet for battle of
sources primary and one other secondary source in their answer. Lone Pine

The last ten minutes of class are dedicated to each student sharing one interesting fact or Student laptops
piece of information they learnt about their battle.
Website list for lower ability
Students submit their answers to the teacher at the end of the lesson for formative students
assessment. Students who do not complete the task have until the next lesson to submit
it.

Differentiation:​ Students of lower ability are given a list of websites to find information
from, and their response is scaffolded for them. Students of higher ability are required to
use two additional primary and secondary sources in their answer.
Lesson 9 The outcome of the Class discussion initially led by teacher on outcome of Gallipoli campaign, students https://www.youtube.com/
Gallipoli campaign encouraged to speculate and voice their guesses as to the outcome using their previous watch?v=OhQ-scixu2w​ –
knowledge.
 and Gallipoli’s 7:30 report video on drip
evacuation Teacher explains eventual outcome of Gallipoli, and how the evacuation processes rifle
worked. Teacher to stress that two soldiers were wounded in the evacuation, none killed,
when military personnel had expected tens of thousands to be killed while evacuating. https://play.kahoot.it/#/k/a9
e16b85-e940-4f1d-ad24-9d6
Students watch a video on the drip rifle, and participate in class discussion about how 5790dfd1b​ - Kahoot
this was an effective tactic during the evacuation. (Attached Resource 3)

Class discussion on the idea that Turkish troops knew ANZAC forces were leaving the Student laptops
cove, but let them go to prevent further bloodshed on a retreating army when both sides
were sick of fighting.

Final activity is a class wide Kahoot, designed to be formative assessment about half way
through the unit on WW1. Teacher can take the results and tailor teaching as needed.
Students will also be aware of any gaps in their knowledge. Students are to record their
score for future use.
Lesson 10 The change in Teacher starts the lesson with a question, ‘Why haven’t we seen proper widescale
warfare between instances of trench warfare before this point in history?’ Students answer and teacher
previous wars and teases out the correct reason, ‘Because technology had never been this advanced, before https://www.gizmodo.com.a
soldier’s now trench warfare never made sense.’ u/2016/06/
experiences at trench-warfare-in-world-war
Gallipoli Students read through the warfare article on Gizmodo and complete the worksheet with -i-was-a-smarter
it. Teacher then goes through the answers with the class so students can get any answers -strategy-than-you-realize/​ -
they missed. Gizmodo warfare article

Students watch the animated map on their own devices and see how the stalemate Differentiated worksheet on
developed across the Western Front during the war. Class discussion on the development Gizmodo article
of the stalemate and how this affected ANZAC soldier’s experiences at Gallipoli as well as
troops on the Western Front.
http://www.bbc.co.uk/histor
Students finish the lesson by watching a video on the statistics of WW1, to appreciate the y/interactive/
scale of the war. animations/
western_front/index_embed
 Differentiation:​ Lower ability students are given a worksheet with paragraph references .shtml​ - Animated map of
to help them find information more readily. Higher ability students are given questions stalemate
that ask for more detail in the medium and long response sections.
https://www.youtube.com/
watch?v=QxuOxdbK-BI​ –
Statistics of WW1

Student laptops
Lesson 11 The experiences of Teacher starts lesson with class discussion about the concept of a ‘prisoner of war’ and
prisoners of war what that means for the individual. https://grandeguerre.icrc.or
g/Content/help/
Students view the International Committee of the Red Cross website and have a short Introduction_en.pdf​ -
class discussion on why this agency and the International Prisoners of War Agency was so International Committee of
important to POW’s. the Red Cross

Students then watch the YouTube POW video. https://www.youtube.com/

watch?v=hzklz7drbgg​ – POW
Teacher led class discussion on how the treatment of POW’s was regulated and video
monitored by the International Prisoners of War Agency, and how reports of POW
conditions influenced how other POWs were treated. Teacher highlights the use of POWs https://ww1.sl.nsw.gov.au/s
in inappropriate ways (being forced to work in enemy trenches against their own army) tories/george-bell-pow​ -
and the rights of each POW (to be treated humanely, to have adequate food, medical State library website
attention, clothing, housing, to be given care packages and letters from home, and to be
given medical aide if wounded). Student laptops

Students to spend remaining class time reading George Bells account of being a POW on
the state library website.
Lesson 12 The role of women Students are to research women’s roles during the war and how women’s roles in society
during the war and changed during the war through the provided websites.
women’s changing
roles Students complete a worksheet on the changing role of women and use these websites http://www.skwirk.com/p-c
to complete the worksheet. _s-14_u-42_t-48_
 Students then watch a video on the changing roles women occupied in society and the c-142/the-roles-of-women-in
workforce, and then have a class wide discussion on these changes and how they helped -the-war/nsw/the-roles
the home front and war effort. -of-women-in-the-war/austr
alia-and-world-war
Students spend remaining lesson time working their way through the interactive sources -i/women-and-the-war​ - role
of women’s experiences during the war from the state library website. of Australian women in war
website
Differentiation:​ Students of higher ability are given worksheets that require further
research and require statistics not given in the provided websites. Students of lower http://www.bbc.co.uk/schoo
ability are given worksheets that scaffold their responses. ls/0/ww1/26439020​ - the
role of British women in the
war

http://guides.slv.vic.gov.au/
wwone_soldiers/women​ -
Women’s war work

Differentiated worksheet on
changing roles of women

Student laptops

https://www.youtube.com/
watch?v=7cVSjzuvThE​ –
video on women’s work
during the war

https://ww1.sl.nsw.gov.au/l
earning/activity/women-and
-war​ - State library sources
Lesson 13 Participation of Teacher introduces the lesson with a question ‘Does anyone know when Aboriginal and
Aboriginal and Torres Strait Islander peoples were viewed as citizens of Australia?’ (1967). Students are http://www.abc.net.au/radi
Torres Strait then asked when WW1 started (1914). Students are finally asked if they think any onational/programs/
 Islander peoples Aboriginal or Torres Straight Islanders would have fought for Australia in WW1? Teacher awaye/we-will-remember-th
during the war encourages this discussion, then says that about 800 Aboriginal men served in WW1, em/3671082#transcript​ –
across all fronts. Teacher encourages discussion around why these men would have ABC broadcast
served, and how their experiences would have been different to those of European
Australians. Worksheet on Aboriginal and
Torres Strait Islander
Students now listen to clips from a radio broadcast from the ABC about Aboriginal and people’s efforts during the
Torres Strait Islander peoples from WW1. Students are to complete a worksheet while war
they listen to the excerpts.
http://aiatsis.gov.au/collecti
For the remainder of the lesson students are to work through the government source ons/collections-online/digitis
website dedicated to Aboriginal and Torres Strait Islander peoples. ed-collections/indigenous-au
stralians-war​ - government
Differentiation:​ Students of lower abilities or who have hearing difficulties are given a source website
transcript of the ABC broadcast so they can read along. Middle and higher ability
students are not, so they can practice their aural comprehension skills. ABC broadcast transcript

Student laptops
Lesson 14 Use of government Lesson starts with teacher asking students what they understand by the term https://www.youtube.com/
propaganda ‘propaganda’. Teacher finesses the definition throughout the discussion to arrive at watch?v=3t_Gwo3M-uc​ –
something like ‘Information, ideas or rumours deliberately spread to help or harm a propaganda video
person, group, nation, or movement’. Students to note this definition.
Class google doc
Teacher asks for students to give examples of propaganda. Quick discussion on how this ‘Propaganda’
propaganda can be positive or negative. Students then watch the video on propaganda
use during WW1. Student laptops

Propaganda discussion leads into discussion on conscription and how propaganda was Differentiated scaffolds and
used before conscription to get men to enlist, and was used during debates about website lists
conscription to get people to vote ‘yes’ to conscription.
 Students are split into jigsaws to research propaganda from ‘UK, Australia, America,
Germany, France, Russia, Italy.’ Students complete worksheets on their countries
propaganda use.

Jigsaw reforms and shares notes, then teacher spends the last 10 minutes of class calling
on groups to contribute their most interesting fact or two to the class for discussion.

Differentiation​: Lower ability groups are given scaffolds for their response and a list of
websites appropriate to their topic.
Lesson 15 Enemy ‘aliens’ and Teacher starts lesson with a question, ‘Would you trust people from an enemy nation in
wartime your country while you were at war with them?’ and students respond. Teacher reframes http://www.migrationherita
controls/censorshi the question ‘Would you ban or imprison people from a nation or religion you think is ge.nsw.gov.au/exhibition
p threatening, in your country?’ students respond. Teacher makes the link between current /enemyathome/the-enemy-
events and those of the past by talking about how some Americans want to ban outright at-home/index.html​ - The
citizens of some Muslim nations from entering their country, and some people in enemy at home website
Australia believe that people from countries with terrorist groups shouldn’t be allowed
into Australia, and that peoples association with these groups means they should be http://www.emelbourne.net
imprisoned, even though they haven’t done anything wrong yet. .au/biogs/EM01578b.htm​ -
University of Melbourne
Teacher explains that this relates back to ideas present during WW1, when German and censorship page
Italian Australians were interred and removed from public life for the ‘safety’ of all
peoples. Differentiated worksheets

Class reads through the government website on the enemy at home and discusses the Student laptops
realities of internment.

Teacher introduces the idea of ‘censorship’ to the class and how that might affect what
an individual knows and believes, and how propaganda might also influence this.

Class reads through the University of Melbourne’s history of censorship page and
completes a worksheet.
 Class answers and corrects the worksheet, then teacher closes the class with a discussion
around how censorship affected reporting of the war and everyday individuals lives, and
how it allowed the internment of enemy aliens to happen quietly.

Differentiation:​ Lower ability students are given a worksheet with paragraph references
for the questions and scaffolds for answers. Higher ability students are asked for specific
dates and a more nuanced understanding of censorship in their worksheets.
Lesson 16 The impact of the Teacher starts the lesson by handing out and explaining the assessment task. Assessment https://www.youtube.com/
war on returned task is an essay. The question is: ‘Explain the contribution of Australian soldiers in one of watch?v=kvTRJZGWqF8​ –
soldier’s/civilians the following Battles: shellshock video
● Battle of Lone Pine
● Battle of Fromelles https://www.youtube.com/
● Battle of Beersheba (Charge of the light horse brigade) watch?v=Hl5OqQVaD9Y​ –
civilian life video
Task length is a minimum of 800 and maximum of 1000 words’.
http://ergo.slv.vic.gov.au/ex
Students then begin the lesson proper by watch a video on shellshock and its effects on plore-history/australia-wwi/
soldiers during the war and in their later civilian lives. Class has a discussion on shellshock abroad-wwi/returning-soldie
and physical injuries that affected the lives of soldiers after the war. Teacher should rs​ - Returning soldiers
eventually lead the discussion towards lives of all soldiers after the war, not just injured
soldiers. https://theconversation.com
/how-the-great-war-shaped-
Students then watch a video on civilian life after the war, and how it was different to the-foundations-of-australia
pre-war life. Class then discusses this video and the ramifications it had on society as a s-future-38860​ - How
whole. Australia changed article

Students read through the Returning soldiers website and then the How Australia Differentiated worksheet
changed article, then answer worksheet questions on both websites. These worksheets
are submitted to the teacher at the end of the lesson for formative feedback. Students Student laptops
who do not complete the task must do so before the next lesson.
https://www.purposegames.
com/game/44fd1c9b80​ -
game website
 Differentiation:​ Lower ability students have a worksheet with website and paragraph
references for the answers. Higher ability students are required to provide longer
answers in the medium and long answer questions.

Extension:​ Students who complete their worksheets early can test their knowledge of the
countries involved in the war on the Purpose game website
Lesson 17 Changing Teacher collects homework from students then starts by asking the class ‘How do you http://www.sbs.com.au/new
relationship of think the totality of the war might have changed Australia? How do you think it s/article/2014/03/25/effects
Australia and other influenced relationships with other countries?’ and students are to respond. Teacher is -wwi-lingered-long-australia
countries after the then to discuss different ways the war changed Australia as a nation, and the impacts of - Effects in Australia
war. these changes.
https://encyclopedia.1914-1
Students then to read the SBS article of the effects in Australia, as well as the Post War 918-online.net/article/post-
Societies article on the International Encyclopedia and complete the associated war_societies_australia​ -
worksheet. post war societies
international encyclopedia
Teacher to provide answers to the worksheet and lead a discussion on what students
have just learnt. Students are to contribute their new understanding of the changing Differentiated SBS effects in
relationships of Australia and other countries. Australia and Post War
societies worksheet
Differentiation​: Students of lower ability are given paragraph references and told which
website it was on, to better answer questions, and a glossary of unfamiliar terms. Higher Student laptops
ability students are asked to provide further evidence through external research to back
up their answers. Middle ability students complete the base worksheet.
Lesson 18 How and why Teacher introduces the idea of commemoration as ANZAC day, the national holiday http://www.skwirk.com/p-c
Australians have where we remember soldiers, both those who fell and those who survived. Directs _s-14_u-42_t-46_c-138/the-
commemorated students to How the ANZACS are commemorated website and students read through commemoration/nsw/the-co
the war this. mmemoration/australia-and
-world-war-i/gallipoli-and-th
Class discussion on why ANZACS and other soldiers are commemorated, and how they e-anzacs​ - How the ANZACS
have been commemorated since 1916, during the war, with parades and ceremonies. are commemorated
The teacher summarises the discussion and finesses any vague points students have
contributed.
 https://www.awm.gov.au/co
Students are split into jigsaw groups for researching commemorations of the first world mmemoration/anzac-day​ -
war. Groups are given the topic of ‘ANZAC day’ ‘Remembrance Day’ ‘Last post ANZAC day
ceremonies’ ‘The Australian War Memorial’ ‘Australia’s Unknown Soldier’ and ‘Sydney commemorations
Cenotaph’ and worksheet to be completed with their group. Groups research their
commemoration style through the provided website and further research, and answer https://www.awm.gov.au/co
the questions on the worksheet. mmemoration/remembranc
e-day​ - Remembrance day
The jigsaws reform and share information. Teacher calls on individuals to share commemorations
interesting facts about their commemoration style with the class. Each student now has a
competed worksheet on different forms of commemoration for ANZAC troops. Teacher https://www.awm.gov.au/co
summarises the lesson, reminds students about the assessment that is due soon, and mmemoration/last-post-cere
dismisses the class. mony​ - Last Post ceremony
commemorations
Differentiation​: Lower ability groups are given the URLs for further websites to aide their
research, and are given scaffolds for their answers. Higher ability groups are given https://www.awm.gov.au/​ -
questions that ask them to research different aspects of their commemorative strategy. The Australian War
Memorial

http://www.abc.net.au/new
s/2013-11-11/what-do-we-k
now-about-australias-unkno
wn-soldier/5081574​ -
Unknown Soldier

http://rslnsw.org.au/comme
moration/memorials/the-ce
notaph​ - Sydney Cenotaph

Differentiated worksheet on
commemoration

Student laptops
Lesson 19 Different Teacher begins lesson by asking ‘What is a legend?’ and students respond. Eventually the https://newsroom.unsw.edu
perspectives on the definition of ‘traditional story sometimes popularly regarded as historical truth by not .au/news/social-affairs/busti
ANZAC legend proven so’ will emerge. This is where the conversation around defining legend will stop. ng-anzac-myth​ - Busting the
Teacher should then ask students what they understand by the phrase ‘Legend of the myth
ANZACS’ with regard to this definition.
https://newsroom.unsw.edu
Teacher should find a natural break in the discussion to divide the room into three. One .au/news/social-affairs/battl
group of students is to read the Busting the myth article. The next to read the Battle of e-anzac-legends​ - Battle of
the legends article, and the last to read the National identity article. Students to take the legends
notes on their article for future discussion.
http://www.smh.com.au/co
Teacher should facilitate the discussion between the three sides, with students able to mment/is-the-anzac-legend-
supplement their article with previous knowledge about the ANZAC legend. This still-the-core-of-australias-na
discussion should take most of the lesson. tional-identity-20150420-1m
oxfc.html​ National identity
Teacher should end the lesson by summarising the three arguments as well as the legend
that students had been exposed to during the previous lessons, and argue that there is Student laptops
no correct interpretation of the ANZAC legend, but that because the events happened
100 years ago perhaps there are ‘legendary’ elements to it.
Lesson 20 Summary and wrap Teacher collects assessment tasks for marking. https://www.youtube.com/
up of unit so far. watch?v=RfMY1j4wXak​ –
Next term WW2 Students are given the option of which two YouTube videos to watch as a class, either: Fight for air supremacy
begins as second Fight for air supremacy, Burial and identification of the dead, A fate worse than death -
half of this unit. disfigured veterans, or, Companions in the trenches – animals. https://www.youtube.com/
watch?v=HMO7P1trSbI​ –
Students then watch two videos on the Treaty of Versailles and have a class discussion Burial and identification of
about how ‘fair’ the treaty was. Teacher to make clear that the treaty was not designed the dead
to be ‘fair’ as much as it was designed to be punitive and put Germany in a weak position.
https://www.youtube.com/
Students then replay the Kahoot from half way through the topic, to see if their score has watch?v=bYPtmFZqKC0​ -A
improved. fate worse than death –
disfigured veterans
 If there is class time left, an additional video from the list may be viewed, or students https://www.youtube.com/
may play the Warfare 1917 game. watch?v=wRN45tje2X0​ –
Companions in the trenches
-animals

https://www.youtube.com/
watch?v=vrYhLNQMRro​ –
Treaty of Versailles 1

https://www.youtube.com/
watch?v=0jycVFL8CNM​ –
Treaty of Versailles 2

https://play.kahoot.it/#/k/a9
e16b85-e940-4f1d-ad24-9d6
5790dfd1b​ - Kahoot

http://armorgames.com/pla
y/2267/warfare-1917​ -
Game

Assessment Details
This unit features several instances of informal formative assessment,
through structured Kahoots and less structured classroom discussions and
checking of worksheet completion and understanding. The teacher will also
be checking in with students throughout the lessons to gauge and correct
understanding on a day to day basis.
This unit also allows for an essay research task to be completed by students.
The task is set in during the 16​th​ lesson and due two weeks later in the 20th
lesson.
Student laptops
Outcomes
Outcomes assessed in the essay:
HT5-1 explains and assesses the historical forces and factors that shaped the
modern world and
Australia
HT5-3 explains and analyses the motives and actions of past individuals and
groups in the historical contexts that shaped the modern world and Australia
HT5-6 uses relevant evidence from sources to support historical narratives,
explanations and analyses of the modern world and Australia
The question is: ‘Explain the contribution of Australian soldiers in one of the
following Battles:
Battle of Lone Pine
Battle of Fromelles
Battle of Beersheba (Charge of the light horse brigade)
Task length is a minimum of 800 and maximum of 1000 words’.
Evaluation of the Learning and Teaching
I hope this unit works well for students, there are plenty of opportunities for
students to showcase their research abilities, and for them to engage in
debate and conversation with other members of the class.
HT5-10 selects and uses appropriate oral, written, visual and digital forms to
communicate
effectively about the past for different audiences
Indicators of learning
Students complete one Kahoot twice throughout this unit, which allows
students to see their understanding of the topic grow from half way through
the topic to the end of it. This formative assessment initially helps the teacher
tailor their teaching as well as letting the student know about any gaps in their
understanding. The second try of the Kahoot is for students to understand any
lingering gaps in their knowledge, and for the teacher to see if there is
anything that has been forgotten and needs to be retaught.
Classroom discussions throughout the unit provide ample opportunities for
students to showcase their learning and understanding of core concepts in the
unit. There will be enough opportunities for whole class discussion that even
quiet students will be encouraged to speak up. These discussions allow the
teacher to also informally assess the learning requirements of the classroom
and see if any content needs to be revised or honed.
Peer sharing activities allow students to work as groups to facilitate social
learning. Students are able to assess their knowledge against that of their
peers, and would see where they were in relation to the rest of the class.
Students who understand the content more fully are able to pass that
knowledge onto their peers of lower ability.
The largest indicator of learning in this unit would be the summative
assessment task at the end of the unit.
Resource 1:

WW1 Key Terms

Activity 1: Glossary
Instructions: Match the Key terms below with the correct meaning by writing the term next to the correct meaning on the next page.

1. Homefront
2. Conscription
3. Censorship
4. Propaganda
5. A.I.F
6. Internment Camps
7. Enemy Aliens
8. Bias
9. ‘Dug Out’
10. Poisonous Gas
11. ‘No Man’s Land’
12. lice
13. Trench Foot
14. rations
15. gas mask
16. ‘Over the Top’
17. infantrymen
18. artillery
19. cavalry
20. shells
21. Ally
22. machine guns
23. enlist
24. ‘Dig In’
25. stalemate
 26. Anzac Cove

Ter Meaning
m

When neither side in a battle can make progress the fighting as developed into a ...

To sign or join up to the army is to …

The name given to the Beach that the Australian New Zealand Army Corps (A.N.Z.A.C) landed at.

A larger bomb or projectile shot from a cannon containing explosives is called a ...

An automatic gun that fires bullets in rapid succession for as long as the trigger is pressed is called a …

To establish a defensive position.

Poisonous vapours that are designed to kill enemy soldiers usefully released from shells or grenades.

Blood sucking insects that bit and infected troops in the trenches of Gallipoli and the Western Front.

Large calibre guns that were used as a part for trench warfare in WW1.

When soldiers were ordered to charge at the enemy line of trenches on foot from their own trenches they were order to go …

A protective mask used to cover a person’s face as a defensive against a poisonous gas.

A nation that has decided to be your friend in war, to fight on your nations side; that nation is called an …

When a person gives a one-sided or prejudiced perspective on an event they are showing their …

In Australia from 1914 to 1918 any Australians of German descent were defined by the Government as … ...
A painful, swollen condition caused by feet remaining wet for too long; if gangrene set in, the feet would have to be amputated. This condition was known as …
…

A fixed amount of a commodity officially allowed to each person during a time of war or shortage is called a …

The front of the war where the civilians of a country are involved indirectly in supporting the soldiers who are fighting is called the ...

Restriction or control of what people can say, hear, or read during a war is called …

Camps set up in remote places designed to keep ‘enemy aliens’ under close surveillance were call …

Information, ideas or argument used to further a cause or damage an opponent's cause is called …

The acronym for the Australian Imperial Force

Soldiers who fight on horseback are called the …

The area of land between the front line of trenches is called …

A trench that is dug and roofed over to provide shelter for the soldiers is called a …

A foot soldier or troop can also be called a ...

Compulsory military enlistment is called …

Resource 2:
These are a list of websites you may use to assist your research.
Boredom:
● http://inthefootsteps.org.uk/articles/1914-18greatwar/lifeinthetrenches.htm
● http://trenches.jynx.ca/?page=routine

Food:
● http://trenches.jynx.ca/?page=routine
● http://spartacus-educational.com/FWWtrenchfood.htm

Hygiene:
● http://www.iwm.org.uk/history/how-to-keep-clean-and-healthy-in-the-trenches
● http://www.bbc.co.uk/schools/0/ww1/25403864

Sleep:
● ​https://www.quora.com/What-was-it-like-to-sleep-during-trench-warfare-in-World-War-I
● https://www.awm.gov.au/visit/exhibitions/anzac-voices/life-trenches

Trench construction:
● http://spartacus-educational.com/FWWtrenchsystem.htm
● http://www.abc.net.au/radionational/programs/bydesign/the-architecture-of-wwi-trenches/5783132

Resource 3

Digital artefact: Kahoot

https://play.kahoot.it/#/k/a9e16b85-e940-4f1d-ad24-9d65790dfd1b
Rationale:

This unit was developed for Stage 5 History’s core study Depth study 3: Australians at War: World War 1 (1914-1918), and the subsequent term would
continue this unit into World War 2 (1929-1945), though this has not been programmed (BOSTES, 2013). Each lesson within the unit outline contributes to
students understanding of the topic of Australians in WW1, hopefully in an engaging way. These lessons have been designed to encourage historical
thinking and inquiry learning, and to raise an awareness in students of Australia’s place on the world stage during WW1. These lessons have been structured
to allow students to meet and exceed the syllabus outcomes. The use of multiple theories and several teaching strategies should mean that no student is
left out of the learning process, and that each student should be engaged with the content in a meaningful way. As a core study, this unit is crucial for
students continued understanding of Australian history, as the impacts of WW1 are felt in subsequent wars and in today’s Australian ideals of ‘hard work
and mateship’ (Department of the Prime Minister and Cabinet, 2016).

The inclusion of ICT and digital resources was key in this unit outline, and every lesson features ICT in some way. Some lessons use ICT as a research tool,
others as a way of viewing videos, and others still as a way to learn collaboratively with a student’s peers. Each instance of cooperative and collaborative
learning, Marsh, Clark and Pittaway (2014) believe, increases student’s outcomes and their engagement with a topic. This engagement is crucial for
students, and can only be benefited by ICT use in the classroom as Hall and Kimmons state (2016, p. 59), as ICT learning supports the occurrence of deep
and meaningful learning which is a goal of the Understanding by Design framework (McTighe and Wiggins, 2012). The use of ICT in each lesson was a
deliberate choice, as students are increasingly familiar with the technology and are most often engaged when they have the ability to use it. Further
developed ICT skills will only benefit student’s success with future technology in their education and in the world beyond schooling. The use of ICT content
collaboratively also allows students to share ideas with their peers in a nonconfrontational manner as they do not have to speak up in class, only type it in
the shared document.

The inclusion of tasks revolving around source understanding was a key decision in creating this unit outline. Some of the sources are contemporary (videos
produced often for the centennial of the ANZAC landing), while others were primary sources created by soldiers or photographs taken of them in the
trenches. These source activities give students the space to hone their source analysis skills in the classroom, a key skill for further historical study. Students
are encouraged to work with basic tasks before moving on to harder source analysis questions, in line with Lévesque’s’ (2008) theory of historical source
based inquiry. Students abilities to successfully complete a source analysis would help them complete the assessment task, and so source analysis and
comprehension features throughout the unit.
There are multiple opportunities throughout the unit for the teacher to gauge student understanding and their likelihood of success in the summative
assessment task as well as their overall concept understanding. The inclusion of these opportunities and the time for feedback to be given after them was a
requirement during the unit outlining, as Hattie and Timperley (2007) argue that this feedback is crucial not only to student’s success, but to teachers
understanding of where their students are in relation to achieving their outcomes. As each lesson starts with a summary of the last lesson, Hattie and
Timperleys (2007) ‘feed up’ ‘feed forward’ approach to teaching is employed to ground a student’s understanding in the work from the previous lesson. The
assessments take place throughout the unit in the form of collected and marked homework, a Kahoot, and informal discussions and contributions to class
conversations. Quieter students are encouraged to participate in the conversations, and the teacher is able to see which students understand the topic
completely, and is then able to pair them in group work with students who are less successful with the current topic to help them understand (Harland,
2003).

The variety of teaching strategies evident in this unit outline caters for all student’s needs, allowing each student the opportunity and the support needed
to succeed. Some lessons feature group work heavily, others source analysis, some independent research, some debate and discussion, some explicit
instruction, others self-regulation and self-direction. The combination of each of these strategies, Edward-Groves and Kemmis (2016) believe, creates a
classroom environment where every student is cared for and encouraged to succeed to the best of their abilities. The inclusion of Jigsaw activities (Aronson,
Blaney, Stephan and Snapp, 1975) encourages students to grow and learn with their peers, and encourages them to become experts on their topic area and
then share their expertise with the class. Harland (2003) believes that this group effort between students allows each student to excel in their own zone of
proximal development. In this way, higher achieving students solidify their knowledge as they explain it to a peer, and lower achieving students benefit
from the explanation and are more likely to understand it from the peers. As a teacher I hope that each of my students are supported however they can be
to the best of my abilities, and the inclusion of multiple teaching strategies is a reflection of this desire.
References:

Aronson, E., Sikes, J., Stephan, C., and Snapp, M. (1975). Busing and racial tension: The jigsaw route to learning and liking. ​Psychology Today. 8, pp. 43-59.

Retrieved October 2, 2017, from ​https://www.jigsaw.org/

Board of Studies (2013, February) NSW History K-10 Syllabus. Retrieved September 28, 2017, from

http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

Department of the Prime Minister and Cabinet. (2016, September 28). Mateship, diggers and wartime. Retrieved October 02, 2017, from

http://www.australia.gov.au/about-australia/australian-story/mateship-diggers-and-wartime

Edwards-Groves, C., & Kemmis, S. (2016). Pedagogy, Education and Praxis: understanding new forms of intersubjectivity through action research and

practice theory. Educational Action Research, 24(1), 77-96. doi:10.1080/09650792.2015.1076730

Hall, C., Kimmons, R. (2016). Emerging Technology Integration Models. In G. Velesianos (Ed.), ​Emergence and Innovation in Digital Learning. Alberta:

Athabasca University Press.

Harland, T. (2003) Vygotsky’s zone of proximal development and problem-based learning: Linking a theoretical concept with practise through action

research. ​Teaching in Higher Education, 8, 263-272.

Hattie, J. and Timperley, H. (2007). The Power of Feedback. ​Review of Educational Research. 77(1), pp 81-112.

Lévesque, S. (2008). Thinking Historically: Educating students for the twenty-first century. Toronto: University of Toronto Press.

Marsh, C.J., Clarke, M., & Pittaway S. (2014) ​Marsh’s becoming a teacher. Frenchs Forest, Australia: Pearson Australia.

McTighe, J., Wiggins, G., (2012) Understanding by Design Framework. Accessed October 2, 2017, at
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf