TERM/WEEKS: Term 1 YEAR LEVEL: 9 LEARNING AREA/TOPIC: History: Investigating WW1 (1914-1918)

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: It is assumed that students will have access to either their own apple smartphone or iPad device, or be provided access to apple
laptops or tablets for one-to-one ICT lessons. The ICT utilised within this forward planning document is designed to integrate with Apple devices, and as such is not suitable for
Samsung or windows devices.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The causes of - Students will outline and -Students will be Introduction: -WW1 In 60 seconds:
World War I and - ‘Hook activity”:Students to watch introduction to WW1 in 60 retrieved from https://
5, the reasons that
identify the key events and diagnostically seconds youtube video to gain quick insight into the events of www.youtube.com/watch?
Lesson men enlisted to reasons, that sparked WW1 assessed on WW1. v=-HumfABbFms
1 fight in the war through the use of a QR their ability to - Students are to discuss preconceived notions about the major roles -Teacher to create series
of men and women and their involvement in the war of QR codes consisting of
(ACDSEH021), code reader. comprehend the
Compare evidence - Students to discuss their own preconceived notions about attitudes information surrounding
- Students will organise and introduction towards war key events, people and
to substantiate
judgements (e.g. construct a timeline of from the Body: countries involved in
use information events by creating an youtube video. - Desks will be prearranged in groups of 5, each group will have a QR WW1, placed around the
and/or data from code that has been printed out. QR codes will contain different classroom in out of order
interactive timeline. -Students will
different places or historical facts about WW1. sequence
times; use tables, - Students will describe their then be - Working in groups of 5, students are to utilise their smart devices -tablets or a smartphone
graphs, models, values and attitudes formatively with a QR code reader on it and take notes, focusing on the notion must be available to all
theories) towards the role of gender assessed based of time continuity. Each student should rotate their role (eg. scribe, students with QR Reader
(WAHASS95) QR reader) after each rotation for iPhone and RWT
in terms of war. on an accurate - Students will rotate groups after several minutes to the next table, interactive timeline
construction of repeating the process. downloaded
an interactive - Once all tables have accessed the resources, students to return to http://
their desks. Utilising a tablet, students will access interactive www.readwritethink.org/
timeline from the
timeline creator application, and attempt to the best of their ability classroom-resources/
QR codes place the information into chronological sequence. student-interactives/
provided. Conclusion: timeline-30007.html,
- Students will present their timelines to the class via projector. https://itunes.apple.com/
Students will compare and justify their reasoning for allocating facts au/app/qr-reader-for-
in the order that they decided on. iphone/id368494609?
- Teacher will present the correct timeline. mt=8
- Students will be asked to discuss how or if their preconceived
notions of men, women and their attitudes towards war had
changed or been challenged.
Week The impact of - Students will criticise the - Student Introduction: - Famous Propaganda
World War I, understanding about - Students will be provided famous propaganda posters from the posters from Australia
5, values and attitudes of the
with a particular the values and WW1 period that Australia used to conscript/enlist soldiers. https://
Lesson early 1900’s by analysing attitudes towards - Students will be asked to critique these posters; emphasis on the www.pinterest.com.au/
emphasis on
2 famous propaganda posters the role of men and key messages, the attitudes towards war and the positions of Men pin/
Australia, such
from that era women will be and women. 408420259929329685/
as the use of formatively assessed ?lp=true
propaganda to - Students will recognise through the creation Body: - Tablets or smart phones
influence the shifts in societal values of propaganda - Separated into pairs, students will consolidate their understanding with poster maker
civilian through the construction of posters reflecting and conduct additional research (utilising Big Ideas textbook if application for creating
population, the those ideals required) on the notion of conscription and the role of women. propaganda posters
their own propaganda using
changing role of - In addition - Students will explore the utilisation of propaganda to propagate downloaded
“1 minute poster maker” students will be war mongering https://itunes.apple.com/
women and the
conscription application formatively assessed - Students will create a propaganda poster using 1 minute poster us/app/1-minute-poster-
debate - Students will demonstrate on their ability to maker application; with each pair being allocated either reasons for maker-pinso/
relay contextually or against conscription or the shift in the role of women within id1386620073?mt=8
(ACDSEH096), their understanding of the
relevant and Australian society. - Teacher to provide
Select a range influence that nationalism factually accurate - Students are encouraged to focus on creativeness; combining simple probs for news
of appropriate has on conscription media sources, and facts with attitudes. Students can utilise graphics, insert reading - ties, jacket,
formats based on how they critique photographs and utilise different design templates. military attire for
through the use of iMovie.
on their the effectiveness of - Students will design a script for a short news report. Students students to get into
effectiveness to the posters of their conceptually envisage themselves within the time and place of character
suit audience classmates. Australia. - Tablets or smart
and purpose, - Utilising props provided by the teacher the students will create devices with iMovie
using relevant using iMovie a 2 minute news report, emphasising their downloaded on them to
digital propaganda, and providing arguments for or against conscription record and create video
technologies as or highlighting the empowerment of women in this time. news report https://
itunes.apple.com/au/
appropriate
Conclusion: app/imovie/
(WAHASS92),
- Students will present their videos to the class, demonstrating their id377298193?mt=8
Identify current understanding of nationalism and war mongering. - Textbook - Oxford: Big
personal - Consolidation: what were the overarching attitudes towards war Ideas humanities and
knowledge, from the Australian point of view? social sciences year 9
gaps, - Are these attitudes reflected in modern day society? (pages 324 - 328)
misconceptions,
currency of
information,
personal
perspective and
possible
perspectives of
others
(WAHASS79)
Week The places - Students will illustrate and Formative Introduction: - Gallipoli campaign:
where assessment: - Students are shown a short video that highlights the brutality of reality of Gallipoli
6, explain the journey of the
Australians Students will the stalemate of Australia against the Turkish landing https://
Lesson ANZAC soldiers during demonstrate their - Students are to reflect on how propaganda posters glorified war; www.youtube.com/
fought and the
1 WW1 by constructing an ability to locate free trip to Europe, glory etc. watch?
nature of
interactive map using specific historical - Students will discover the length of the soldiers trips, and the v=_G4ZY66BG38
warfare during areas and landmarks destinations - Mapping out an
World War I, Scribblemaps on an interactive Australian’s destination
including the - Students will be able to map, whilst gaining Body: to Gallipoli, https://
Gallipoli discuss and generalise the insight into the - Utilising the text books, students will determine the destinations of www.scribblemaps.com
campaign gruelling journey the Australian troops within WW1; where they departed from, where they - Textbook - Oxford: Big
influence propaganda had
(ACDSEH095), Australians took to returned Ideas humanities and
on persuading soldiers to support nationalism - Students will utilise scribblemaps to interactively map out where social sciences year 9
Use a range of
methods to go to war by designing a soldiers landed and battled with the opposition; allowing for (pages 309 - 319)
collect, select, voice recorded interactive Using the result of students to understand the duration and conditions that they - Draw and describe the
the Kahoot quiz, experienced whilst engaging in warfare. nature of warfare on an
record and whiteboard
student aptitude is - Students to utilise Explain everything whiteboard application to interactive whiteboard
organise - Students will indicate and measure in terms of explore the conditions and nature of warfare on the Gallipoli battle https://itunes.apple.com/
relevant and demonstrate their their ability to front as described by the ANZAC’s. Students to draw and record au/app/explain-
reliable answer the their voices depicting the events and conditions everything-whiteboard/
understanding of previously
information and/ questions; does id1020339980?mt=8
or data from learnt knowledge through further teaching Conclusion: - Kahoot: Students
multiple sources the use of Kahoot quizzes. need to occur prior - Students consolidate their learning using Kahoot; of the facts and participate in a Kahoot
that reflects the to next weeks events leading up to and causing WW1, the influence and affect of online quiz to formatively
type of analysis summative propaganda in the changes to the notion of gender and the assess for understanding
of information assessment? conscription debate, as well as the geographical and historical and knowledge: https://
that is needed locations of war that occurred. kahoot.it
- Students are given a reminder of summative assessment that is to
(e.g.
occur in week 7, and to focus on bolstering areas where Kahoot
questionnaires,
provides feedback indicating a deficit in understanding
surveys, emails,
discussion lists,
tables, field
sketches,
annotated
diagrams), with
and without the
use of digital
and spatial
technologies
(WAHASS82)