UNIT OUTLINE

Subject: History Course: History Number of Weeks -

10
Unit title: Depth Study 3:
Australians at War: World War I
(1914-1918)
Key Concepts/ Big Ideas The importance of this learning
The following historical concepts are integrated into the Students gain knowledge about important watershed moments from the past
lesson sequences: that built nations today. Australian history is presented and analysed in regard
to why Australians fought in the First World War in 1914 alongside Britain
 Continuity and Change and what this did to the Australian identity.
 Cause and Effect
Students build their knowledge on how to critically analyse Australian history
 Perspectives via sources and why these moments in history have shaped Australia as a
 Empathetic Understanding nation. Students will identify the importance of how this war built the political
bridge in which Australia stands on.
 Significance
History and political thought it emphasized. Students learn the understanding
 Contestability
about how Australia has become one of the leading nations in politics around
the world.

Building important knowledge integration when students move into further

Unit Context within Scope and Sequence/Purpose
Previous classroom study within the History scope and
sequences provides knowledge about making a modern world.
study (e.g. World War 2) and how war can be continuous in its outcomes both
in the past and now in the present.
Syllabus Outcomes
HT5 -1: explains and assesses the historical forces and factors that shaped the
modern world and Australia.

Students learn about the importance of the growing

HT5-2: sequences and explains the significant patterns of continuity and
technological aspects of life, world changing interventions or change in the development of the modern world and Australia.
schemes and the changing way of life. Depth Study 3 provides
an intake on the worlds relationships within the politics of war. HT5-4: explains and analyses the causes and effects of events and
Student’s progress from following perspectives of lifestyle
developments in the modern world and Australia.
during the Industrial Revolution, towards understanding
empathetic visual aspects of warfare, militarism, capitalism and
nationalism within the mid 1900’s. HT5-5: identifies and evaluates the usefulness of sources in the historical
inquiry process.

HT5-7: explains different contexts, perspectives and interpretation 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

Related Life Skills outcomes:

HTLS-5: recognises the significance of people and events in the past.

HTLS-6: explores the significance of changes and developments in the past.

HTLS-8: uses sources to understand the past.

HTLS-9: recognises different perspectives of people, events and issues

HTLS-11: uses historical terms to describe the past.

 HTLS-13: selects and uses a variety of strategies to organise and
communicate information about the past.

Literacy Focus Numeracy Focus ICT Focus Differentiation

 Comprehension  Timelines  Weebly Webpage  Scaffolding lessons
 Reading  Statistics  Prezi presentation  Engaging activities in teams.
 Oral presentations  Kahoot Game  Excursion to Australian War Museum to
 Dictation  YouTube videos aid visual learning.
 Online website  Outdoor learning experiences.
activities  Treasure hunt style activities.

Week/ Syllabus Teaching and Resources/Activities

Sequence Content/Outcome Learning Strategies
s including assessment
for learning.
An overview of A summary of - Teacher introduces Weebly website link that will be used in the first two classes
Term 1 the causes of the World War I and and during the course of studying WW1 – Students will be given weebly link -
Week 1 wars, why men outlining the main http://msanwerww1.weebly.com.
Lesson1 enlisted and causes of this war.
where Australians Identifying - Teacher will begin a classroom brainstorm activity to see student’s prior
fought. important aspects of knowledge about WWI – teacher will use this activity to understand what students
political schemes already know and what they need to learn throughout the topic.
HT5-4 which contributed to
HT5-10 the beginning of - Teacher opens weebly link, from there, opens a YouTube link/video that students
 HT5-9 World War will watch that speaks about WW1 and its significance.
HTLS-13 https://www.youtube.com/watch?v=_XPZQ0LAlR4
Brainstorming
- Teacher, using weebly dot points, provides brief explanation on the significance of
Timeline Activity World War I according to the YouTube video. Teacher uses images in the power
point for visual learners. Using website http://www.historylearningsite.co.uk/world-
Visual Learning war-one/causes-of-world-war-one/the-schlieffen-plan/ - teacher explains briefly
Devices about the Schlieffen plan.

Teacher then opens final power point of the day stating what will students will be
learning in next class and what they can prepare for. Asks students to visit link
https://www.britannica.com/event/World-War-I and have notes prepared for recap of
important points in World War 1.

Teacher hands out parent consent forms for the Australian War Museum excursion
that will take place next week.
Term 1 HT5-10 Outlining keys Teacher opens weebly via link http://msanwerww1.weebly.com
Week 1 HTLS-5 events in the
Lesson 2 HT5-2 outbreak of WWI Teacher asks students to take out notes on homework assignment given last lesson
HT5-4 and their and opens link https://www.britannica.com/event/World-War-I. Students will
significance to future participate in classroom debate on what the key events were that sparked WW1, a
outcomes. student driven activity. Students split into two groups and must rebut oppositions
statement with information from website link.
Debate
Teacher opens YouTube link https://www.youtube.com/watch?v=YXqppJ-L88U on
Group projector/computer - students are handed a worksheet with important points about
work/collaborative WWI and are asked to fill in details about what these statements mean or what they
learning are whilst watching video in class in groups.

Assignment Teacher opens a National Geographic website via link

discussion. https://www.natgeokids.com/au/discover/history/general-history/first-world-war/
and has students read out. Each student will read a sentence and go around the room.
 Scaffolded learning
Teacher addresses the terms of the upcoming assignment and provides detailed
scaffold sheet to understand assignment task.

Teacher finished assignment homework assignment – each student given a country

to research and how that country who participated in the war was effected during the
war e.g. economy/food/agriculture. Will present this in the next class so must be
prepared.

Term 1 HT5-5 Explain the outbreak Teacher will book a library computer classroom for this specific lesson. Students are
Week 1 HT5-10 of war and nations asked to sit at a computer and teacher has the projector opened to a Kahoot link.
Lesson 3 HTLS-8 reactions to a World
HTLS-13 War. Students will all participate in Kahoot quiz about prior lessons understanding of
main causes of WW1. Prize for student who answers the most correct answers.
Analysing and
identifying the Teacher will first ask students if they know what a primary source is and what a
importance of secondary source is. Teacher will introduce these terms to the students via power
primary and point presentation.
secondary sources in
historical study and Teacher then plays video about what these terms mean. This will help visual
research. learners. https://www.youtube.com/watch?v=eMD4FE7a0pw

Kahoot Quiz Classroom discussion: Students will be asked to give their own answers as to what
can be a primary source and what can be a secondary source. Teacher will write this
Classroom discussion on the board and students are instructed to write this down in their world books.

Short quiz/Group Teacher opens projector and a power point will exist of 10 examples of different
activity sources. Students are split into 2 teams. Teacher will open slide and team to put their
hand up first will answer the correct question receive a point. Winning team wins
Inquiry based learning small prizes.

Students must find a primary source related to WW1 that is in the views of an
 Australian as homework task. They must research its relevance in history and write a
page of what the meaning of that primary source is.
HT5-4 Analysing primary Teacher begins lesson by instructing students to walk up to front, once name is
Term 1 HT5-5 sources and called out on the roll, and hand in homework task which teacher will mark and hand
Week 2 HT5-1 discussing their back before next lesson.
Lesson 1 HTLS-8 significance in
historian’s research Students must bring back consent forms for Australia War Museum excursion in this
when interpreting lesson.
history.
Teacher opens topic with introduction to Australia’s involvement in WWI using
Teacher based lecture power point presentation. Important aspects are discussed such as why did
Australia want to help Britain? What did this do to Australians national
Class Discussion identity? What was the initial impression of world war? Why did men enlist in
the war? Who were the ANZACS? What was the Gallipoli campaign? Teacher
Primary Source will provide the basics of Australian entry.
analyses.
YouTube clip is then played via link
Flipped learning https://www.youtube.com/watch?v=6NhCdLE3eTg with a small overview.

Using the projector, teacher will open a primary source image via link
https://i.pinimg.com/736x/21/8a/c2/218ac24c776ca23df59eedd0c4450ac7--
australian-homes-primary-sources.jpg

Analysing primary source: Teacher will ask students how they feel about this
image. What does it symbolise. What is their first impression on this image? What is
this piece of work actually called? Discussing the use of propaganda and how it
displayed WWI in Australia. How does this primary source allow us to see in the
eyes of the people during this time period?

Students are to pair up into teams. Teacher will hand out various propaganda images
during WW1, not necessarily Australian based.
 Students will present their findings in front of the class and teach students about
their piece (flipped learning) Teacher finishes lesson by explaining why there was
so much importance in hyping up the war and the symbolism behind it.

Term 1 HT5-10 Outline the reasons Class discussion: Teacher will hand students work back with comments on student
Week 2 HTLS-5 behind Australians work. Short discussion about teacher feedback on homework task and what can be
Lesson 2 HT5-9 contribution to the improved.
HTLS-11 war effort. Discuss
Australian alliance Teacher will play a YouTube documentary via link
with Britain. Engage https://www.youtube.com/watch?v=T02jCA4Zxgc. Students will watch this during
in documentary the whole lesson and be handed a work sheet that has important terms and
describing the nature definitions.
of war for Australian
and the attitude of Students will be asked to answer short simple questions that teacher will write on the
Australian people in board whilst students are watching the documentary. It will be about Australia’s
enlisting for the war. reaction to war and the fighting in Gallipoli and bring this back into the next class
Analyse terms. for classroom discussion.

Class discussion

Comprehension
worksheets

Term 1 HT5-10 Discuss the attitudes Students will participate in classroom discussion and teacher will ask the question
Week 2 HT5-9 towards the war “Why did men enlist in the army?” Teacher will choose students to answer this
Lesson 3 HTLS-8 from the Australian question.
HT5-1 perspective. Analyse
statistics of deaths in Teacher will open Prezi presentation depicting the locations in which the Australian
WW1. army fought via link https://prezi.com/vqxps269kmj8/places-australia-fought-in-
wwi/.
 Classroom discussion
Students will analyse a source on the internet via link
ICT https://anzacday.org.au/selected-WW1-statistics. Discuss the type of source it is and
views at the statistics of Australian present/dying in the war and discuss the
Source Analysis differences in numbers between how many Australians went to war and how many
survived. Connect this information to present day.
Numeracy
focus/statistics

Term 1 The scope and Explain the Teacher starts class by introducing the topic of warfare in WW1. Teacher plays x2
Week 3 nature of warfare situations soldiers introductory video about warfare during WW1 via links
Lesson1 faced in war. Discuss https://www.youtube.com/watch?v=_G4ZY66BG38 and
HT5-10 the attitudes before https://www.youtube.com/watch?v=6NhCdLE3eTg
HT5-4 entering the war and
HT5-2 the attitude once Teacher hands out worksheet that asks students to analyse primary
HT5-5 there. source/propaganda poster. Teacher instructs students to go into their assignment
HTLS-8 groups and discuss this image. After watching the video, how have Australian
Empathy Task governments changed the views of war from what it might be like to what it is
actually like.
Source analysis.
Teacher will then hand out plain paper. Students are to write a letter to a loved one
as if from the trenches. Empathy Task: This will be a creative writing/imaginative
task. They must discuss their emotion, if they would change their decision to stay
and fight for their country or come back home. Teacher will put letters in the wall of
classroom under ‘Letters from the Trenches’ heading. Students will help further
creative this wall with cut out images and materials.
Term 1 HT5-1 Explain the Teacher will open Power Point all about the Gallipoli campaign and why Australians arrived
Week 3 HT5-4 significance of the in Gallipoli.
Lesson 2 HT5-7 Gallipoli campaign
and modern day Teacher opens link to
https://www.evernote.com/pub/jholloway127/diaryofananzac#st=p&n=d34fa007-2c41-
meaning/commemor
4178-8d3d-a3782fc1536d via the Australia War Memorial site to study primary sources of
ation of the Australian writings during the Gallipoli campaign.
campaign.
Students analyse this primary source via sheets teacher has printed that is a copy of
Think-Pair-Share what is on the website. Students will find/pinpoint the most interesting aspect of this
activity primary source, pair up with a fellow class member and each student will present
their findings in the front of the classroom as a full classroom debate. This will take
Primary source up much of the lesson and through to the end. Each student/pair group must present
analysis their findings and work.
Collaborative learning Students are advised to take a look at the following website
https://www.awm.gov.au/visit/exhibitions/1918/battles/trenchwarfare before
attending the excursion to the Australian War Museum.
Term 1 HT5-10 Use visuals at site Students go on site study excursion to the Australian War Memorial. Leave early
Week 3 HTLS – 13 study to morning and arrive later afternoon.
Lesson 3 HT5-9 understanding the
involvement of Teacher has organised worksheets that are made up as treasure maps style activity.
Australia in WW1 Students will start at the beginning of the exhibition and students will have to find
and identify the answers to the questions on the work sheets by ready signs about Australians in
importance of the WW1 at the museum.
Gallipoli campaign.
Teacher will organise a curator to take students around to important exhibits about
Site study Australians during WW1. They will explain the history of the Gallipoli campaign
and understand its importance.
Outdoor educational
experience.

Collaborative
 Learning

Term 1 HT5-4 Discuss the outcome Lesson will begin with a class discussion on the outcome of the Gallipoli campaign.
Week 4 HT5-10 of war in Gallipoli Students will all read a line from the projector via link
Lesson 1 HTLS-9 and the Western http://sthistorygallipoli.weebly.com/consequences-of-the-campaign.html
Front (what did this This outlines the outcome of the Gallipoli campaign and its consequences.
do to the morale of
countries involved). Students will then begin to watch the film Gallipoli by Peter Weir which outlines
the Australian viewpoint of WW1. Teacher will hand out worksheet with questions
Film study from website
https://www.tumwater.k12.wa.us/cms/lib/WA01001561/Centricity/Domain/605/Gall
Class discussion ipoli%20Film%20Questions.pdf - throughout film lessons, teacher will pause film to
discuss the questions related and engage in classroom discussion.
Worksheets
Film will take up majority of classroom time. Teacher will end will homework
assignment. This will be to write one page about the film Gallipoli, what the film is
about and what it is trying to display to its audience. This will be discussed in the
last lesson about the film.

Term 1 HT5-4 Explain the soldiers Students will continue to answer question via worksheet given in previous lesson
Week 4 HT5-10 reasoning for going with the teacher. Teacher will play the film Gallipoli throughout whole lesson.
Lesson 2 HTLS - 9 to Gallipoli and the Students will be asked to participate in an empathy task and write emotive
service they provided descriptions of how soldiers felt during their enlistment.
to Britain.
This will be the final lesson in which the film is watched.
ICT

Empathy task

Film Study
 Worksheets

Term 1 HT5-1 Outline the veterans Teacher organises computer lab for students. Students will use their google log in to
Week 4 HT5-7 outlook on the first log into google classroom before class begins.
Lesson 3 HT5-10 world war. Identify
the values of Teacher asks three students to volunteer to read their homework material about the
comradeship that movie Gallipoli and what it was about. They will read their material in front of the
have been seen class.
during the Gallipoli
Campaign and how Teacher opens link https://www.youtube.com/watch?v=5HEKJ4a2z0I that displays
this created the war veterans outlook on war. Teacher will write 3 questions on the board that
Australian identity students will have to answer themselves on google classroom.
of ‘mateship’.
Students asked to move into their assessment groups and work on the assignment
ICT tool while teacher oversees what questions students have chosen and their current
progression on the assignment. Teacher will offer resources for students to use and
Collaborative learning answer questions.

Class discussion
Term 1 Significant events Explaining Students will focus on analyse sources of propaganda during WW1 during first part
Week 5 and the Australians as of lesson. Teacher has prepared a source based resource that will present sources
Lesson 1 experiences of prisoners of war that students will have to analyse as a group.
Australians at war amongst the German
army. Students will analyse these sources in their assignment groups. Teacher will prepare
HT5-5 butchers paper and students will stick propaganda image that is presented on the
HT5-9 Mind mapping power point, on paper and write around it. This will be presented in class. Students
HTLS-8 will use this mind mapping activity to further their learning on source analysis.
Source analysis
Gives students print outs from website
Empathy task https://www.awm.gov.au/visit/exhibitions/stolenyears/ww1/germany . Students have
10 minutes of independent reading of the pages. Teacher writes activity on the
Teacher based/lecture board. Students to participate in empathy task – student to write a diary entry
 style learning using the primary sources on work sheet given as if they were prisoners
themselves. Once finished, they will pass this letter to a fellow student to read aloud
Inquiry based learning to the class.

Teacher opens power point to depict the nature of Australians soldiers as prisoners
of war – the treatment they endured. Students asked to question, is war really
necessary? High order thinking is evaluated by teacher.

Teacher assigns all students to watch YouTube clip

https://www.youtube.com/watch?v=qMowBTmHBng about the Western Front
campaign. Teacher will assess this in next class.
Term 1 HT5-1 Overview on the Teachers will assess students on homework assignment with questions. This will be
Week 5 HT5-7 Christmas Truce in the form of classroom discussion/brainstorm. Teacher then discusses briefly
Lesson 2 HT5-10 during the Western about WW1 and the Christmas Truce – teacher engages in empathy task. Teacher
HTLS-9 Front Campaign. then instructs students to leave all possessions in classroom and head out onto the
HTLS-5 Explain why this is playing field/oval.
such a significant
moment during the Teacher divides students into two teams. The students will be timed and play a 10
war. minutes soccer game. Students will then be told to stop and sit down. Teacher will
ask how students felt, did they forget about what was around them and only focus on
Brainstorm the game? Teacher explains importance of the Christmas Truce and how this
allowed soldiers to leave a world of war and chaos and just be happy. Students are
Inquiry based learning asked to discuss this with a friend.

Empathy task

Outdoor educational
experience.
Term 1 HT5-7 Explain why the Teacher hands out worksheet with information from link http://www.skwirk.com/p-
Week 5 HT5-1 Western Front c_s-14_u-42_t-45_c-132/the-western-front/nsw/the-western-front/australia-and-
Lesson 3 HT5-7 Campaign occurred world-war-i/why-did-australia-become-involved-in-the-war- . Teacher will create
and the events that four teams in the classroom. Each team will read, in their groups, the hands outs
 followed. What did given by the teacher. Teacher then goes back to link on projector students participate
Australia do to help in a game/quiz on the website. Team with the most correct answer wins.
Britain with the
campaign? Teacher would like to assess students’ knowledge on the topic so far. Lesson will
continue with students participating in a writing task. They are to write a journal
ICT entry style piece speaking about what they have learnt in the unit so far. Teacher will
also ask students what they want to understand further, or what they will need
Individual learning further guidance /information on.
progression
Teacher reminds students that assessment task is due next week. All students MUST
Writing task present next lesson and have everything prepared.

Term 1 HT5-7 Summarise First half of lesson will use time for students to present assignment work to class
Week 6 HT5-9 important factors in teacher. Students will be teaching the class what topic they have chosen and what
Lesson 1 HT5-10 WW1 and the main they have found most intriguing. Teacher will be marking this and providing the
HTLS-6 reasons for World necessary feedback.
HTLS-5 War 1 as oral/visual
presentation. Second hand of the lesson will ask students to analyse themselves and their
presentation. They will be given a marking criteria. Teacher will direct students to
Summative mark their own work so teacher is able to see where they believe they are confident
assessment task and where they may lack confidence.

Self-feedback task

Aural/visual learning

Collaborative
discussion/learning
Term 1 HT5-1 Discuss the role of Teacher will ask students what a women role during WW1 would have been. Class
Week 6 HT5-2 women during WW1 will do this as a brain storm activity which teacher will write on the board
Lesson 2 HT5-3 and the challenging
HT5-7 stereotypes women Teacher encourages students to go on the classroom weebly page as this will have
faced as war some interesting website and videos that students may go and watch in their spare
progressed. time to further their study of gender roles in WW1.

Brainstorm Students will read one by one going around the room, a website the teacher has up
on the projector via website http://www.striking-women.org/module/women-and-
ICT work/world-war-i-1914-1918 - Teacher will go through and explain the significance
of women in WW1 – classroom together will finish the quiz on the same website
Class Discussion and begin classroom discussion.

Quiz Teacher will open link https://prezi.com/_ebhdv9oyulr/the-changing-role-of-women-

Propaganda poster during-ww1/ to a Prezi presentation that will depict the role of women and the
design changing effects. Students will need to write important parts in their workbooks.

Students are given a blank piece of paper, teacher will have numerous magazines,
newspaper, scissors and glue. Students will make a modern-day piece of propaganda
on the changing role of women from back in the old days to the present day. Teacher
will hand these up on the walls of the classroom.
Term 1 HT5-2 Investigate sources Teacher will recap on students understanding of the role of women. Students will
Week 6 HT5-7 to find outcomes and watch short you tube clip https://www.youtube.com/watch?v=_YFQnFoe1mM on
Lesson 3 HTLS-8 reasoning to have the conditions of working women.
HTLS-5 women participate in
war. Reverse and put Students will then participate in a case study in groups. Using the following link -
this into modern day http://www.nationalarchives.gov.uk/pathways/firstworldwar/document_packs/wome
context. n.htm - teacher will help students understand the primary sources and analyse the
imagery and identify important points. Students will present their work to the class.
Case study
Teacher depicts the roles of Australian women – look at website http://anzacs-
Collaborative work roleofwoman-ww1.weebly.com/role-of-nurses.html and have a comprehension sheet
 to complete using information from the website.
Analysing primary
sources

Comprehension

Bloom’s questioning
Term 1 HT5-4 Discuss the Teacher presents topic of Aboriginal and Torres Strait Islanders participation in the
Week 7 HT5-7 participation of first world war with a power point. Students write important points in their books.
Lesson 1 HT5-10 Aboriginal and
HTLS-9 Torres Strait Teacher dictates a short survey (hand up or down) e.g. who knew Aboriginal and
Islanders in the first Torres Strait Islanders participated as soldiers in the first world war? Students will
world war. What be asked if they heard about the Indigenous Aboriginals of Australia fighting during
were there rights war.
then and now in the
military. Teacher opens YouTube link https://www.youtube.com/watch?v=xSH4gcBvsSI -
students are handed a worksheet and instructed to FILL IN THE BLANKS whilst
Dictation watching the video. They are given 5 minutes to read the sheet amongst themselves
before watching the video.
Comprehension
worksheet Students read article from UTS website
http://newsroom.uts.edu.au/news/2014/08/forgotten-anzacs-black-diggers-wwi and
Flipped classroom asked to present their opinions about what they believe this article is conveying to
the audience. FLIPPED CLASSROOM ACTIVITY – teacher will listen to
students present their findings to classroom – teacher will listen and not provide
insight until end- will allow students to lead classroom.
Term 1 HT5-4 Provide and Teacher will have classroom meet in library reading area. First, students handed
Week 7 HT5-7 understand feedback back feedback about recent assessment task. Students are encouraged to ask
Lesson 2 HT5-9 from previous questions when mark is handed back – teacher also provides verbal feedback.
HT5-10 assessment task and
HTLS-9 organise tasks that Teacher presents visitor of Indigenous Aboriginal decent who have ancestors that
provide outcomes to fought during the first world war. Visitor explains history of the Indigenous people –
improve. students encouraged to ask questions about war (teacher will advise class to be
respectful and courteous when they are asking questions).
Teachers assessment
feedback Students must be writing notes in their workbooks. Lecture style session.

Lecture style session

Oral presentation
Term 1 HT5-1 Summarise the Teacher will present the Battle of Hamel via presentation on website link
Week 7 HT5-2 events of the Battle https://prezi.com/ec8tl0tww1ej/battle-of-hamel/ - teacher will assign special needs
Lesson 3 HT5-4 of Hamel and student to change the slides and teacher will stand at the back of the classroom
Australians success. instructing each student to read a line off the slides.
Identify why
Australians Teacher will instruct students to leave things in class and go the to the library.
succeeded in the Teacher will then instruct students to finds 10 facts about the Battle of Hamel and
Battle of Hamel. the Australians significance during this battle. Students will be split into areas –
some students will have to research via websites and others by books in the library.
Research task
Teacher will ask students what is the preferred method of researching for history.
Individual research Where can information be found more easily and more suitable to use in some as
reliable sources.
Collaborative learning

Inquiry based learning

Term 1 Impact of the Outline the Students will meet in library classroom. Teacher will define then do a mind
Week 8 wars on Australia Australian mapping activity about conscription – students will engage in questions asked by
Lesson 1 government’s role in teacher and discuss their own prior knowledge.
HT5-5 running the nation
HTLS-8 and the outcomes Students will work together in groups in the library via the website
HT5-9 that caused http://ergo.slv.vic.gov.au/teachers/source-analysis-conscription - teacher will also be
HT5-10 government officials overseeing this – students will discuss the questions as a team and each team will
to send troops to present their answers.
Gallipoli and WW1.
Teacher will ask each group to write a speech in the perspective a politician during
Source Analysis WW1 in Australia and stating this news to the general public. One student from each
group will be the politician and the others will be the general public responding –
Mind mapping students will have to research questions provided by teachers via computers and
create statements in the speech as to why conscription was necessary.
Collaborative learning
Teacher will take students to hall where they will each present their role plays.
Empathy Task Teacher uses the hall to make a more realistic environment for students to do role
play activity.
Individual research

Role play
Term 1 HT5-1 Analyse the Teacher will present power point about Australian propaganda about WW1, wartime
Week 8 HT5-5 significance of controls and censorship. Students will write information in their work books.
Lesson 2 HT5-7 propaganda and
HTLS-9 censorship in Students will watch YouTube clips https://www.youtube.com/watch?v=3t_Gwo3M-
HTLS-8 Australia. Evaluate uc and asked to write important points that will be spoken about in classroom
the realities when discussion.
promoting war and
the actual Teacher will engage in classroom discussion and ask if this can be seen in the media
experiences of today? Teacher will hand out newspapers old and new and ask students to analyse
troops. these newspaper, find something similar in the newspapers and compare and contrast
between what is seen in the video and how there is still propaganda seen in today’s
 Secondary source society.
analysis

Critical thinking

Individual research
Term 1 HT5-4 Compare and Students will be in a library computer classroom. Teacher will go back to weebly
Week 8 HT5-9 contrast war efforts page in regard to the roles of women in Australia. Teacher will have classroom brain
Lesson 3 HT5-7 during WW1 and storm to recap changes in women’s role during and by the end of the WW1 – how
HTLS-9 now. The changing the government had control of what a women’s role should be.
attitudes of soldiers,
women and Students will have to go onto teachers weebly page http://msanwerww1.weebly.com
Australia’s ‘enemy’ – watch the YouTube videos and use the link provided to answer questions on sheet
threats. teacher has provided.

ICT Students will research about WW1 enemies/aliens via webpage

http://www.migrationheritage.nsw.gov.au/exhibition/enemyathome/the-enemy-at-
Brainstorm home/index.html - once they complete the reading of this website teaching will
organise Kahoot online and students will participate in a short quiz about WW1
Comprehension work aliens/enemies.

Matching terms and Students will be asked to write down information dictated by teacher in workbooks.
definitions task
Lesson ends with short activity in which students must match words they have learnt
throughout the term e.g. conscription, to their definition.
Term 1 Significance of the Recapping the First Teacher will instruct students to put their input in in regard to what they have
Week 9 wars to Australia World war – learned about the horrors of war and its effects on Australia soldiers. Teacher will
Lesson 1 summarising the have a class discussion session, students will input their perspectives about what
HT5-1 horrors both Australian’s felt like.
HT5-2 political and physical
HT5-4 and the endurance of Teacher will go through a mind map activity with students about what things could
HT5-5 the ANZACS. cause soldiers who came back from war to struggle to fit back into reality of
 HT5-7 everyday life.
HT5-10 Class Discussion
HTLS-9 Students will watch a YouTube clip about returning soldiers from war via link
HTLS-6 Mind Mapping https://www.youtube.com/watch?v=stDaQsfg2A0.

Case Study Students will analyse sources – letters from soldiers who fought in WW1 – they will
analyse the context within the letters, meaning, emotion and perspective. Students
Empathy task will then have to place themselves in the situations from the perspective of the
respondent and write a response to the solider.

Term 1 HT5-1 Summarise war Students will analyse a post-war poem via link
Week 9 HT5-4 poems and identify https://www.awm.gov.au/visit/exhibitions/1918/victory/returnhome - teacher will
Lesson2 HT5-10 poet techniques that hand the poem out and will read it to the students.
emphasize the
understanding of the Teacher hands out activity – each student will analyse a line from the poem, pair up
struggle for soldiers with students, stand in front of the classroom and share the overall meaning of the
to merge back into poem and the emotion in the line they were handed.
reality after WW1.
Teacher will hand out worksheet recapping on previous lesson about returning
Think – Pair – Share soldiers of war and collect information from
learning http://www.livingmemorials.com.au/when-the-boys-came-home/.

Classroom discussion Teacher will explain the importance of understand war and its aftermath as a serious
situation for returning solider. Teacher will lead rest of class in power point
Historical thinking presentation/class discussion about what the war did to a soldier, their home life and
and analyse. their mentality.
Term 1 Commemorations Explain why Students will be handed a fill in the gap worksheet that they will fill out whilst
Week 9 and the nature of ANZAC day is of watching the YouTube video. Students given 5 minutes reading time before they
Lesson 3 the Anzac legend great importance in watch the video
Australia. How does
HT5-4 commemorating Students will watch a video about commemorating the ANZAC soldiers via link
HT5-7 their memory https://www.youtube.com/watch?v=AxmDQi5Vt50
HT5-10 emphasize the
HTLS-9 creation Australian Last minutes of class – teacher will ask students to discuss something they have
identity? learning about the ANZACS – allow their input about why we celebrate ANZAC
day. Why do we celebrate ANZAC day?
Sequential learning.

Empathetic
perspectives
Term 1 HT5-1 Recapping the First Teacher will use this week to recap important points about Australians during WW1.
Week 10 HT5-7 World war –
Lesson 1 summarising the Teacher will open link on projector https://newsroom.unsw.edu.au/anzac-battle-
horrors both perspectives and discuss ANZAC legend perspectives and the politics around it –
political and physical students asked to analyse this information and create an argument and find resources
and the endurance of (resources provided by the teacher e.g. newspaper articles – website sheets) to
the ANZACS. support as to why they see this perspective as the most important. Students can
debate their finding in groups.
Student research task

Collaborative
Learning

Term 1 HT5-1 Summarise Students will enter the gym – teacher has placed benches/tables around the gym –
Week 10 HT5-2 important factors in students will participate in a treasure hunt style activity with a prize to be given to
Lesson 2 HT5-4 Australians the first winning team – tables will be filled with information/pamphlets/newspaper
HT5-5 contributions to the articles etc. about specific things students have learned about the war during the
HT5-9 First World War term.
 HT5-10 and main reasons for
HTLS-13 the outcome of Students must answer questions on a clipboard the teacher has given them using the
WW1. sources given on the table – the teacher will check the answers before student’s
progress to the next bench – if they are correct, they go through, if not they must find
Collaborative learning the correct information/answer using the sources and information.

Comprehension Teacher will oversee students in activity – allow students to work amongst their
groups and analyse information.
Outside classroom
learning/experience.

Term 1 HT5-10 Compare and Teacher will go back to the weebly page and go through the points about what will
Week 10 HT5-9 contrast WW1 antics be learnt this semester and recap information that is given on a power point.
Lesson 3 HTLS-11 and how the present
HTLS-13 may react to a World Students will be asked – what would have happened if war was declared today?
HT5-1 War if it was to What would be advantages and disadvantages? Technology? Politics? Propaganda
HT5-2 become present. via Facebook? Mind mapping activity.

Collaborative work Lesson will finish with teacher handing Facebook template – students will have to
make a Facebook page presenting WW1 – using information they have and answer
Mind Mapping headings such as “What will the role of women be?” “How can you help our
country?” create modern day propaganda. How would WW1 be interpreted in
Creative thinking task today’s society.
Assessment Details Outcomes
Week 1: Kahoot Quiz HT5-1 – Explains and assesses the historical forces and factors that shaped the modern world and Australia.

Week 2: Homework research
task and primary source
analysis.
Week 3: Creative writing
essay/empathy task
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 – 7 – Explains different contexts, perspectives and interpretations of the modern world and Australia.

Week 5: Assess YouTube HT5-9 – applies a range of relevant historical terms and concepts when communication an understanding of
clip/homework task. the past.

Week 6: Power Point
presentation (summative
assessment task)
Week 6: Students mark their
own work and create a collage.
HT5-10 – Selects and uses appropriate oral, written, visual and digital forms to communicate effectively
about the pas for different audiences.
HTLS-8: uses sources to understand the past.
HTLS-9: recognises different perspectives of people, events and issues

Week 7: Article
analyse/creating an argument HTLS-11: uses historical terms to describe the past.
using research from variety of
sources. HTLS-13: selects and uses a variety of strategies to organise and communicate information about the past.
Week 10: Overall assessment
on unit of work (informal
assessment).
Evaluation of the Learning
and Teaching
 Asking students throughout
the lessons information
 was informative and
effective.
 Students fill out survey that
teacher provides.
 One on one discussions
with students.
 Justification
My proposed outline follows the scope and sequence of stage five and presents an

outlook on the core unit of work, Depth Study 3: Australians at War (1914-1918). I have

emphasized on a variety teaching strategies that attempt to engage students whilst also

acknowledging key content points and syllabus outcomes. The key focus of my program is to

integrate student’s prior knowledge with new content taught, therefore, they are able to

creatively and critically analyse a range of different sources in order to make an argument

and interpret historical evidence in a variety of ways. I have also provided, within the

program, a number of resources including a digital resource, that encourages students to

further their own independent study both in the classroom and at home. The overall focus is

to implement the syllabus objectives in stage five history which is making sure students

develop knowledge and understanding in the significance of history, recognising important

ideas, events and people, develop skills to undertake the process of historical inquiry and

develop skills to communicate their understanding of important moments in history (NESA,

2017).

Historical inquiry is defined as:

the understanding of the broad picture of the past. This understanding is a cyclical
process that begins with the asking of historical questions. These questions are then
investigated by locating and analysing relevant historical sources. This process of
analysing historical sources results in historical evidence. This historical evidence is
then used to construct an historical interpretation relevant to the guiding historical
questions (Hicks, Doolittle and Ewing, 2017, p.1)

Using this approach, I have provided learning tasks that ask to critically engage in content

and allow students to make assumptions on the events of World War I. In week 6, I have

provided a group task which instructs students to develop a power point whilst also

enhancing their collaborative and oral speaking abilities. I have provided students with the
information to understand the difference between primary and secondary sources in week 3

of this program. Student are handed a scaffold for the task, therefore, they are aware of the

specific details this assignment will expect. This task allows students to analyse sources and

present their findings to their fellow students and teachers with enough prior knowledge to

create an argument. Class discussion is an overall important factor in my program as students

feed off of knowledge that is informed during class discussion by their peers and teacher.

Murphy, Wilkinson, Soter, Hennessey and Alexander (2009) state “authors found several

factors they believe contributed to increased student engagement: the classroom climate, the

use of interpretive tools, and use of textual evidence to clarify and verify issues” (p. 743).

This emphasizes that students are highly likely to learn more in a classroom through

discussion where students are able to be in comfort to speak openly about their own findings

and opinions. The approach of conducting classroom discussions allow students to critically

think and reason around important texts whilst also pushing for increase in student talk and

decrease in teacher talk (Murphy et al., 2009, p.759). This will then move forward into

conducting a flipped classroom style environment. To further engage students in the

important aspects of ICT related education, I have organised library computer classrooms

whilst also creating a digital resource. This resource is a Weebly website page that students

are encouraged to visit throughout their learning of depth study 3. Week 8 instructs students

to visit this website, follow the links and use these websites to complete the task for the day.

This also allows for further inquiry based learning where students research skills are analysed

by the teacher. Specifically, I focused on encouraging students to think creatively by

implementing empathy tasks. Empathy tasks allows for emotional intelligence to transform

opinions in history. Kellet, Humphrey, and Sleeth (2006) stated “recent research has

demonstrated that leaders’ influence on group members’ emotions can substantially affect

attitudes and performance in the classroom” (p.147). I have also provided adequate
reinforcements that focus on specific learning capabilities including historical inquiry

elements in order for students to reach certain capabilities in the quality teaching model

including high order thinking and substantive communication. Throughout this program,

students are required to use techniques from Bloom’s Taxonomy triangle as this provides a

framework that consists of six major categories, knowledge, comprehension, application,

synthesis and evaluation (Armstrong, n.d).

Neill and Richards (1998) conducted research to understand the outcome of outdoor

educational activities and its effectiveness amongst students. Both researchers had concluded

that the outcomes of student participation during outdoor educational experiences have been

successful (Neill and Richards, 1998). Using this information, I have implemented in my

program, various out of classroom activities that will allow students to move forward from

the typical classroom situation towards a more engaging outlook in educational

environments. Students also participate in a site study excursion which will allow students to

study the topic indirectly and benefits students who rely on visual aid to understand history.

Miller (as cited by Educating Adventures, n.d.) states:

Embarking on educational tours, and submerging students into cultural experiences

have been found to be invaluable for their development and understanding. It allows

them to open their eyes to new environments, positively shapes their perspective on an

international level and trigger ideas and solutions, that may not stem from their familiar

comforts and habits” (p.1).

Limitations can exist when the program is put forward in a realistic approach as time

consumption within the classroom may allow much of the content to take more time to teach,

however with proper classroom order, teaching strategies and engaging activities, students

will be able to focus on the content of the study. The history syllabus requires specific
information that must be presented in classroom study, therefore, it is important that these

points are displayed in my classroom activities. Overall, the syllabus outcomes are

recognised in the unit of work and emphasized in the way the lessons are planned, both in

content and activities.

Furthermore, I believe that the program that I have provided has followed a variety of

historical inquiry spectrums that will allow historical content to be taught and reiterated in the

best of its ability using different forms of teaching strategies that strive to keep students

engaged in the history of the First World War, in classroom discussion and most importantly

the content displayed in the syllabus.

 Sources

Digital Resource:

Weebly Link: http://msanwerww1.weebly.com

Source Based Resource:

 WORLD WAR ONE RESEARCH TASK

Students will be formed into groups of four and must present work in the form of a power
point presentation.
Your group is to choose one question only from the options below to discuss in your
presentation.

Instructions
 Your presentation must be strictly 5 minutes and nothing over this.
 All groups members must present at least slide and speak for 1 minute.
 Power Point presentation must include a minimum of 5 slides (one person each slide)
and at least 100 words per slide.
 Students will be marked and provided feedback within one week of presentation.

Questions
Question 1: What role did the Australians play during the First World War?
Who were they supporting and why?

Question 2: What did the nature of Trench Warfare do to a solider. What were
soldiers like when they returned home from war? Explain this from an
Australians point of view.

Question 3: Did the web of alliances spark WW1? Explain how it did and why.
Did this effect Australia heavily?
 Reference List

Armstrong, P. Bloom’s Taxonomy. Vanderbilt University. Retrieved 9 September 2017, from

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Green, J (2012, September 27) Crash Course: Archdukes, Cynicism, and World War I: Crash

Course World History #36 [Video file]. Retrieved from:

https://www.youtube.com/watch?v=_XPZQ0LAlR4.

Hicks, D., Doolittle, P., & Ewing, T. (2017). Virginia Tech | Historical Inquiry | SCIM-C.

Historicalinquiry.com. Retrieved 6 September 2017, from

http://historicalinquiry.com/#part3

Influenza in World War One [Image]

Retrieved on August 20 2017 from

https://spark.adobe.com/page/tmeZ02DnxWPxX/images/97AC0603-4BCC-4D54

B09E-F12C5B2C4A5C.jpg?asset_id=D056C6F2-2AD7-49C6-987A

537CF696D3CA&size=1024

Kellett, J., Humphrey, R., & Sleeth, R. (2006). Empathy and the emergence of task and

relations leaders. The Leadership Quarterly, 17(2), 146-162.

http://dx.doi.org/10.1016/j.leaqua.2005.12.003

Memorial, T. Sources: the conscription debate | The Australian War Memorial. Awm.gov.au.
Retrieved 15 September 2017, from
https://www.awm.gov.au/learn/schools/resources/sources/conscription

Miller. J. (2013). 5 Benefits of Educational Travel. Retrieved from

http://theyoungleader.experiencegla.com/5-benefits-of-educational-travel/.
Murphy, P., Wilkinson, I., Soter, A., Hennessey, M., & Alexander, J. (2009). Examining the

effects of classroom discussion on students’ comprehension of text: A meta-analysis.

Journal Of Educational Psychology, 101(3), 740-764.

http://dx.doi.org/10.1037/a0015576

Neill, J., & Richards, G. (1998). Does Outdoor Education Really Work? A Summary of

Recent Meta-Analyses. Australian Journal of Outdoor Education -, 3(1), 1-9.

NESA. (2017) . History Year 7-10 Syllabus. Educationalstandards.nsw.edu.au Retrieved 20

September 2017, from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/objectives/

Our top 4 educational benefits of school trips » Educating Adventures - World Class School

Group Tours. Easchooltours.com. Retrieved 9 September 2017, from

https://www.easchooltours.com/blog/the-educational-benefits-of-school-field-tripsfor

student-learning/

Trench Warfare [Image] (n.d).

Retrieved on August 20 2017 from https://gottmituns.net/tag/germany/.

Trueman, C. (2015). The Schlieffen Plan - History Learning Site. History Learning Site.

Retrieved 20 September 2017, from http://www.historylearningsite.co.uk/world-war

one/causes-of-world-war-one/the-schlieffen-plan/.

World War 1 facts for kids | National Geographic Kids. National Geographic Kids. Retrieved

20 September 2017, from https://www.natgeokids.com/au/discover/history/general

history/first-world-war/

World War 1 Summary (2009, November, 21) [Video File].

Retrieved from https://www.youtube.com/watch?v=YXqppJ-L88U.