UNIT OUTLINE

Subject: Course: Number of Weeks

Unit title: Australians at Stage 5: WWI 10 weeks
War
Key Concepts/Big Ideas The importance of this learning
Concepts This learning is important in the context of the Stage 5 curriculum as it provides a
Perspectives study of the history of the making of the modern world. In particular, this learning
Empathetic understanding focuses on the rapid change in the ways people lived, worked and thought, through an
Continuity and change era of nationalism, imperialism, colonisation and expansion of European power. World
Cause and effect War I (1914-1918) stands paramount in analysing this critical period, notably through
Significance social discontent as a result of the Industrial Revolution, and evolving support for
Contestability diverse political ideas and agendas. As such, this learning allows students to analyse
the tensions, agendas and ideas between European powers contributing to the outbreak
Skills and, experiences and effects of World War I.
Comprehension: chronology, terms and
concepts
Analysis and use of sources
Perspectives and interpretations
Empathetic understanding
Research
Explanation and communication

Unit context within Scope and Syllabus Outcomes

Sequence/Purpose
Unit to be undertaken in Term 3. A student:
This is the third unit of learning within 6 units › explains and assesses the historical forces and factors that shaped the modern world and
for Stage 5. Australia HT5-1
› sequences and explains the significant patterns of continuity and change in the
development of the modern world and Australia HT5-2
Unit is studied chronologically. Unit explains
and assesses the historical force of World War
One and the subsequent factors that shaped
the modern world and Australia.
› explains and analyses the causes and effects of events and developments in the modern
world and Australia HT5-4
› identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-5
› explains different contexts, perspectives and interpretations of the modern world and
Australia HT5-7
› applies a range of relevant historical terms and concepts when communicating an
understanding of the past HT5-9
› selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences HT5-10

Literacy Focus Numeracy Focus ICT Focus Differentiation

Critical analysis through Sequencing events Bring your own device Providing a variety of stimulus materials in a range of
constructing essays (BYOD) mediums:
Visual literacy through Research on sites: - Gallipoli visual/auditory learning stimulus
Gallipoli movie and Australian War Memorial - Visual stimulus through source work in
understanding Use of digital artefact understanding experience and perspectives
perspectives Prezi for source analysis. - Internet research sites for ICT learning rather
Vocabulary worksheets Student presentation using than literary
Analysis of sources digital artefacts Weekly key vocabulary worksheets for comprehension
through Bloom’s Google Classroom Scaffolded tasks for students of a lower ability with
Taxonomy questions
Comprehension Alternative tasks of a lower ability whilst addressing
worksheets the same concept
DART activities through
mind-mapping
SWOT activities
Week/ Syllabus Content Teaching and Learning Strategies including Resources
Sequen assessment for learning.
ce
Term 3 An overview of the Focus on overview and causes of the wars and Vocabulary worksheet
Week 1 causes of the wars, why individuals enlisted.
why men enlisted Interactive whiteboard
Approx and where Differentiation: Vocabulary worksheet is
.3 Australians fought handed out each week of key terms with Sequencing task reference (p:
Lesson (ACDSEH021, definitions to those who need extra assistance. https://www.oup.com.au/__data/assets/pdf_file/00
s ACDSEH095, Those of a higher level have words and can 26/58049/Oxford-Insight-History-9-ch6-Australians-at-
ACDSEH024) write and research their own definitions and war.pdf
add it to worksheet.
Students: Student devices
• outline the main Weekly historical inquiry question:
causes of both wars What were the causes and location of World
• locate and War One? Why did Australians enlist to fight
sequence the places in World War One?
where Australians
fought in both wars Class brainstorming through mind-mapping
• explain why for formative assessment on their knowledge
Australians enlisted of the causes and events of World War One.
to fight in both wars
Analysis on causes:
- Industrial revolution
Historical Concepts - Social discontent
and Skills: - Nationalism
Perspectives - Assassination of Archduke Franz
Cause and effect Ferdinand
Contestability - Alliance system
Students then answer questions:
Comprehension: 1. List the three countries of the Triple
chronology, terms Entente.
and concepts 2. List the three countries of the Triple
Perspectives and Alliance.
interpretations 3. Explain the ‘July Crisis’ and how did it
Research contribute to the outbreak of war?
Explanation and
communication Students complete a sequencing task of major
events in World War One. Students are given
different dates or certain battles and have to
sequence these together as a class.

Differentiation: Students of a lower level will

have both dates and battles supplied and a
scaffold of years.

Discussion on why Australians were enlisted

to fight in World War One:
- British empire
- Nationalism
- Loyalty

Hold class debate of interpretation on

following question and previous research on if
WWI was an accident:
Was the outbreak of World War One an
accident or was intention involved?

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.
Term 3 The scope and nature Focus on scope and nature of warfare through Vocabulary worksheet
Week 2 of warfare the Gallipoli campaign and outcome of the
(ACDSEH095, campaign. Interactive whiteboard
Approx ACDSEH107)
.3 Differentiation: Vocabulary worksheet is Projector
Lesson Students: handed out each week of key terms with
s • describe the nature definitions to those who need extra assistance. Gallipoli (1981 film) – to play for class through 1.5 lessons
of warfare during the
Gallipoli campaign Teacher will write nine key words, used the Gallipoli comprehension questions
• explain the previous lesson, in boxes on the board.
outcome of the Students are then challenged students to make Student devices
Gallipoli campaign a (historically accurate) sentence of at least
three words, or a short paragraph using them
Historical Concepts: all.
Perspectives
Empathetic OR
understanding
Contestability Those of a higher level have words and can
write and research their own definitions and
Skills: add it to worksheet. They then have to use key
Comprehension: words from their own worksheet that the
chronology, terms teacher has NOT written on the board to write
and concepts a sentence.
Analysis and use of
sources Weekly historical inquiry question:
Perspectives and What was the effect of the Gallipoli campaign
interpretations on the viewpoint of World War One?
Explanation and
communication Watch Gallipoli movie in class for aural/visual
learning, leading to collaborative class
discussion on perspectives shown in film.
Students answer question on perspectives as
formative assessment.

1. Pick two scenes from the film that portray

propaganda. Explain each scene in detail and
explain why each is a good example of
propaganda.
2. What do you think of the behaviour of the
Australian troops in Egypt?
3. What was the attitude of the Australian and
British soldiers? Compare and contrast them.
4. How is war in Gallipoli portrayed in the film?

Class discussion on interpretation and

perspective question:

Is historical accuracy important in a historical

film? Is Gallipoli an accurate historical
representation?

Students are to write a contestability task on

whether the Gallipoli campaign 'gave birth to
our nation' using their knowledge from the
film and knowledge of perspectives. Inquiry
based learning.

Ending Gallipoli topic with collaborative

discussion/debate on students viewpoints.

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.
Term 3 The scope and nature Students outline and sequence scope of World Vocabulary worksheet
Week 3 of warfare War One and focus on nature of warfare.
(ACDSEH095, Interactive whiteboard
Approx ACDSEH107) Differentiation: Vocabulary worksheet is
.3 handed out each week of key terms with Projector
Lesson • outline and definitions to those who need extra assistance.
s sequence the Prezi original digital artefact:
changing scope and Teacher will write nine key words, used the http://prezi.com/6sp7snojthd9/?utm_campaign=sh
nature of warfare previous lesson, in boxes on the board. are&utm_medium=copy&rc=ex0share
from trenches in Students are then challenged students to make
World War I to the a (historically accurate) sentence of at least Letters from the Trenches:
Holocaust and the three words, or a short paragraph using them (1) Private H. F. Leppard of East Grinstead wrote a letter to his
use of the atomic all. mother on 19th December, 1914. The letter was not censored.
bombs to end World
War II OR (2) Private Stanley Terry of 15 North End, East Grinstead, wrote
a letter to his family in November, 1915. The letter was not
Those of a higher level have words and can censored.
Historical Concepts: write and research their own definitions and
Perspectives add it to worksheet. They then have to use key Link to research activity on types of weaponry used in
Empathetic words from their own worksheet that the World War One:
understanding teacher has NOT written on the board to write http://www.bbc.co.uk/guides/zs666sg
Continuity and a sentence.
change Student devices
Cause and effect Weekly historical inquiry question:
What was the effect of warfare on the lives of Kahoot digital artefact link:
Skills: the soldiers before, during and after the war? https://play.kahoot.it/#/k/5a5b358d-3696-4332-8669-
Comprehension: 26e46996263d
chronology, terms Lesson on trench warfare. Focus questions:
and concepts - What was trench warfare?
Perspectives and - Analyse the effect of trench warfare?
interpretations
Empathetic Introduction to trench warfare and source
understanding pictures of trench warfare through Prezi
Research original digital artefact.
Explanation and
communication Analysing Letters from the Trenches source.
Blooms Taxonomy activity:
- Discuss the different perspectives
offered in these letters and whether
they align with common conceptions of
the war.
- Evaluate the effectiveness of this
source in conveying perspectives of the
war.

OR

Differentiation: Students of a lower ability

may fill out a scaffolded table of lower ability
questions.

Students navigate and address the variety of

experiences soldiers were having in trenches.

Focus on types of weaponry within the war.

Students are to get into groups of 5 and
navigate and research the website provided on
the types of weaponry used within the war.
Each student in a group is to pick a type of
weaponry from:
- Tanks
- Planes
- Battleships
 - Guns (rifle, pistol, machine gun)
- Poisonous gas

Students then have to explain the effects of

this weaponry on the warfare in battles during
WWI their group.

OR

Differentiation: Students of a lower level may

pair up with someone of a higher ability to co-
operatively work in the group on a type of
weapon together.

Kahoot original digitial artefact on

weaponry in World War One completed in
class: https://play.kahoot.it/#/k/5a5b358d-
3696-4332-8669-26e46996263d

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.

Term 3 Significant events
Week 4 and the experiences
of Australians at war
Approx (ACDSEH108)
.3
Lesson • using sources,
s students investigate
the following
features of each war:
Students focus on specific campaign of the
Western Front 1916.
Class brainstorming through mind-mapping
for formative assessment on their knowledge
of the Western Front and battles involved.
Vocabulary worksheet
Interactive whiteboard
Projector
Websites for source analysis:
https://www.theatlantic.com/photo/2014/04/world-war-i-
in-photos-the-western-front-part-i/507197/
 – a specific Differentiation: Vocabulary worksheet is
campaign, handed out each week of key terms with https://ww1.sl.nsw.gov.au/learning/activity/world-war-i-
e.g. the definitions to those who need extra assistance. %E2%80%93-western-front
Western
Front 1916 Teacher will write nine key words, used the Chart for Source Analysis Activity with questions
previous lesson, in boxes on the board.
Historical Concepts: Students are then challenged students to make Student devices
Perspectives a (historically accurate) sentence of at least
Empathetic three words, or a short paragraph using them PERMS table
understanding all.
Continuity and
change OR
Cause and effect
Those of a higher level have words and can
Skills: write and research their own definitions and
Comprehension: add it to worksheet. They then have to use key
chronology, terms words from their own worksheet that the
and concepts teacher has NOT written on the board to write
Analysis and use of a sentence.
sources
Empathetic Weekly historical inquiry question:
understanding What was the effect of the Western Front on
Research the status of World War One?
Explanation and
communication Explain to students the Western Front and it’s
importance to World War One. Show source
images of the Western Front for analysis.

Source Analysis Activity:

Photograph Analysis using Bloom’s
Taxonomy.
Filling out a chart:

Identify Who and what do you see?

What are they doing? What
can you see in the foreground
or background?

Describe Tell us about their gestures,

expressions?
Explain What do you think is
happening?

Analyse Using the origin and the

information about this
scene/photograph what do
you think may be happening
in the scene?

Apply How do you imagine these

people are feeling? What is
omitted from the source?

Synthesis/create What do you think is the

perspective of the source?
How useful and reliable is the
source? What is the source
evidence of?

SWOT Activity to examine the Western Front

1916.
Students examine how the Western Front
created opportunities or resolved weaknesses
or threats.
- Strengths
 - Weaknesses
- Opportunities
- Threats

Students utilise Think, Pair, Share framework.

Individually consider the SWOT analysis, then
pair up to analyse each others work and share
ideas to the class.

Have students fill out PERMS table on the

effects of the Western Front.
PERMS framework:

Political
effects
government
legal codes
and systems -
- empire

Economic
effects
trade routes
and items --
forms of
currency --
subsistence -
- farming --
seafaring --
tribute
structures --
taxes

Religious
effects
polytheisms -
- animism --
monotheism -
philosophical
systems –
temples and
religious
architecture
-- religious
symbols

Militia
effects
military --
defensive
structures --
wars --
Social
effects
social
structures --
pyramids --
systems of
inequality --
slavery --
serfs --
gender issues
-- caste
system –
demographic
change –
class systems
 Students who complete work on their device
may upload it to Google classroom in a weekly
folder.

Term 3 Significant events Students focus on specific event/incident of Vocabulary worksheet

Week 5 and the experiences the Battle of Somme 1916.
of Australians at war Interactive whiteboard
Approx (ACDSEH108) Differentiation: Vocabulary worksheet is
.3 handed out each week of key terms with Chart for Source Analysis Activity with questions
Lesson • using sources, definitions to those who need extra assistance.
s students investigate Source work from website:
the following Teacher will write nine key words, used the https://nationalarchives.gov.uk/education/greatwar/g4/cs3/
features of each war: previous lesson, in boxes on the board.
– a specific Students are then challenged students to make Showing different perspectives on Battle of Somme:
event/inciden a (historically accurate) sentence of at least 1. General Haig's letter to newspapers, May 1916
t, eg the three words, or a short paragraph using them 2. Orders to British commanders, June 1916
Battle of all. 3. Experiences of army units, July 1916
Hamel 1918 4. Telegram from Haig after the 1st day of battle
OR 5. Haig's summary of the battle, August 1916
Historical Concepts: 6. Map showing land captured at the Somme
Perspectives Those of a higher level have words and can 7. British film 'The Battle of the Somme', 1916
Empathetic write and research their own definitions and 8. Diagram of German forces on the western front
understanding add it to worksheet. They then have to use key
Continuity and words from their own worksheet that the
change teacher has NOT written on the board to write Student devices
Cause and effect a sentence.
PERMS table
Skills: Weekly historical inquiry question:
Comprehension: What was the effect of the Battle of Somme on
chronology, terms the outcome of the World War One?
and concepts
Analysis and use of Discuss and teach students the impact and
sources importance of the Battle of Somme, and it’s
Empathetic causes and effects.
understanding
Explanation and Source Analysis Activity – changing
communication perspectives on the battle:
https://nationalarchives.gov.uk/education/great
war/g4/cs3/

Source activity to develop the students’ ability

to communicate using different texts, interpret
sources and develop tests for reliability.
Students are to Think, Pair, Share and answer
questions provided on website collaboratively.
Will be discussed in class.

Filling out source chart:

Identify Who and what do you see?

What are they doing? What can
you see in the foreground or
background?

Describe Tell us about their gestures,

expressions?
Explain What do you think is
happening?

Analyse Using the origin and the

information about this
scene/photograph what do you
think may be happening in the
scene?
 Apply How do you imagine these
people are feeling? What is
omitted from the source?

Synthesis/create What do you think is the

perspective of the source? How
useful and reliable is the
source? What is the source
evidence of?

Analysing details of the battle through SWOT

activity.

Students examine how the campaign created

opportunities or resolved weaknesses or
threats.
- Strengths
- Weaknesses
- Opportunities
- Threats

Students utilise Think, Pair, Share framework.

Individually consider the SWOT analysis, then
pair up to analyse each others work and share
ideas to the class.

Consolidating the previous two weeks:

Students are then to complete an essay on the
Battle of Somme and the Western Front
answering the following question:
 To what extent can the Battle of the Somme
and the Western Front be described as
important to the outcome of World War One?

OR

Differentiation: Students of a lower ability

may utilse what applies of the PERMS
framework and fill out the table where relevant
answering the effect of the battle and Western
Front.

PERMS framework:

Political
effects
government
legal codes
and systems -
- empire

Economic
effects
trade routes
and items --
forms of
currency --
subsistence -
- farming --
seafaring --
tribute
structures --
taxes

Religious
effects
polytheisms -
- animism --
monotheism -
philosophical
systems –
temples and
religious
architecture
-- religious
symbols

Militia
effects
military --
defensive
structures --
wars

Social
effects
social
structures --
pyramids --
systems of
inequality --
slavery --
serfs --
gender issues
-- caste
system –
demographic
change –
class systems
 Students who complete work on their device
may upload it to Google classroom in a weekly
folder.

Term 3 Impact of the wars Students outline the impact of the war on Vocabulary worksheet
Week 6 on Australia Australia, focusing on government control of
(ACDSEH096, wars. Interactive whiteboard
Approx ACDSEH109)
.3 Differentiation: Vocabulary worksheet is Projector
Lesson Students: handed out each week of key terms with
s • outline the definitions to those who need extra assistance. Student devices
Australian
governments' control Teacher will write nine key words, used the
on the home front in previous lesson, in boxes on the board.
both wars for each of Students are then challenged students to make
the a (historically accurate) sentence of at least
following: three words, or a short paragraph using them
– conscription all.
– use of
government OR
propaganda
– enemy Those of a higher level have words and can
'aliens' write and research their own definitions and
– wartime add it to worksheet. They then have to use key
controls/cens words from their own worksheet that the
orship teacher has NOT written on the board to write
a sentence.
Historical Concepts:
Perspectives Weekly historical inquiry question:
Continuity and Discuss the effect of Australian government
change control on the home front and the subsequent
Cause and effect impact on the war.
Skills: Comparison task of government propaganda in
Comprehension: World War One to other wars and current
chronology, terms propaganda in modern days. Depictions of
and concepts enemy and ally. What was censored and what
Analysis and use of was not.
sources
Perspectives and Group work research task: Co-operative
interpretations Learning Jigsaw.
Research Students are to form small (home) groups of 4-
Explanation and 5 individuals, then are each assigned a topic to
communication focus on out of the following:
- conscription
- government propaganda
- enemy 'aliens'
- wartime controls/censorship

Students then to join an expert group and

create a scaffold/information sheet and list of
sources in their groups to share to other
students in the class. Students are then to form
an expert group, with each student having
focused on a different topic to contribute to the
group.

Students then share their short responses to

create an short essay on the following
statement:

Evaluate how the government’s control in

World War One affected the home front.
 Students who complete work on their device
may upload it to Google classroom in a weekly
folder.

Term 3 Impact of the wars Students to focus on government control on Vocabulary worksheet
Week 7 on Australia the home front in terms of changing roles for
(ACDSEH096, women. Interactive whiteboard
Approx ACDSEH109)
.3 Students: Differentiation: Vocabulary worksheet is Projector
Lesson handed out each week of key terms with
s • outline the definitions to those who need extra assistance. Website for research: http://www.australia.gov.au/about-
Australian australia/australian-story/women-in-wartime
governments' control Teacher will write nine key words, used the - Fundraising and support roles
on the home front in previous lesson, in boxes on the board. - Paid labour and taking on 'men's work’
both wars for each of Students are then challenged students to make - Australian Women's Land Army
the a (historically accurate) sentence of at least - Taking personal action
following: three words, or a short paragraph using them
– changing all. http://www.samemory.sa.gov.au/site/page.cfm?u=
roles of 851
women OR - South Australians on active service
- Women's auxiliary services and Land Army
Historical Concepts: Those of a higher level have words and can - On the homefront
Perspectives write and research their own definitions and - Experiences of a South Australian woman in
Empathetic add it to worksheet. They then have to use key Germany during WWI
understanding words from their own worksheet that the
Continuity and teacher has NOT written on the board to write http://anzacportal.dva.gov.au/resources/australian-
change a sentence. women-war
Cause and effect
Weekly historical inquiry question: Scaffolding sheet with questions
Skills: How have the roles of women changed during,
and after the war? Student devices
Comprehension: Students analyse changing role of women as a
chronology, terms result of World War I and the cause and effect
and concepts on the development of the ‘modern’ perception
Analysis and use of of women.
sources
Perspectives and Students to complete empathy task, partaking
interpretations in the role of a woman during the war:
Empathetic You are a woman looking back over your
understanding experiences during WWI. Write your thoughts.
Research
Explanation and Students are then to compare these
communication experiences to that of a modern woman and if
these experiences contributed to continuity and
change of a ‘woman’s role’.

Differentiation: Scaffolding sheet provided to

students of a lower ability to provide
accessibility to empathetic task:

Introduce
yourself;
name,
where
you're from
and a bit
about
yourself?

What
experiences
have you
been
 through in
your role?

How have
they
impacted
who you
are?

Provide criteria:
It will be written in the first person.
It will show a comprehensive knowledge of
the text and of the particular character’s
role in it, but will not merely tell the story.
It will convincingly interpret the character’s
likely reactions to a specified event it will be
written in a suitable and convincing style.

Source Analysis Task leading to research

task: Analysing history from a woman’s
perspective to provide alternative viewpoints.
Analysing primary sources including letters,
diaries and other written accounts.

Individual research task on websites.

Students can chose which component to focus
on and write a short paragraph on the changing
role of women as formative assessment.
- Fundraising and support roles
- Taking on 'men's work’
 - Australian Women's Land Army
- Taking personal action
- On the homefront

Source website links:

http://www.australia.gov.au/about-
australia/australian-story/women-in-wartime
http://www.samemory.sa.gov.au/site/page.cfm
?u=
851
http://anzacportal.dva.gov.au/resources/australi
an-
women-war

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.

Term 3 Significance of the Focus on significance of World War One and Vocabulary worksheet
Week 8 wars to Australia the impact of the war on returned
(ACDSEH110) soldiers/civilians. Interactive whiteboard
Approx
.3 Students: Differentiation: Vocabulary worksheet is Projector
Lesson • explain the impact handed out each week of key terms with
s of the wars on definitions to those who need extra assistance. Australian War Memorial link of visual source:
returned ‘Macksville welcomes home returned soldiers’
soldiers/civilians Teacher will write nine key words, used the https://www.awm.gov.au/collection/C385212
previous lesson, in boxes on the board.
Historical Concepts: Students are then challenged students to make Scaffolding sheet with questions
Perspectives a (historically accurate) sentence of at least
Student devices
Empathetic three words, or a short paragraph using them
understanding all.
Continuity and
change OR
Cause and effect
Those of a higher level have words and can
Skills: write and research their own definitions and
Comprehension: add it to worksheet. They then have to use key
chronology, terms words from their own worksheet that the
and concepts teacher has NOT written on the board to write
Analysis and use of a sentence..
sources
Perspectives and Weekly historical inquiry question:
interpretations How did World War One impact on returned
Empathetic soldiers/civilians?
understanding
Research Class discussion on the impact of the wars on
returned soldiers/civilians. Relate this to
modern experiences of people fleeing from
war and devastation. Bring significance into
topic.
Discuss:
- Grieving and loss
- Changing family roles
- Anti-German sentiments
- Censorship and surveillance
- Social division
- Disabled ex-servicemen and
servicewomen

Class viewing of short clip/visual source

‘Macksville welcomes home returned
soldiers’:
https://www.awm.gov.au/collection/C385212

Debate perspective offered in clip and

compare to topics discussed and if it is an
accurate representation of the impact of the
wars and thereafter.

Students are to research the Australian War

Memorial site on their devices.

They can pick an individual’s story/case study

to follow of the following:
- nurse
- soldier
- politician
- civilian

Empathy exercise in response. Students to

write a journal entry of their chosen individual
and their experiences after the war has ended.

Differentiation: Scaffolding sheet provided to

students of a lower ability to enable
empathetic task with questions:

Introduce
yourself;
name,
where
you're from
 and a bit
about
yourself?

What
experiences
have you
been
through in
your role?

How have
they
impacted
who you
are?

Provide criteria:
It will be written in the first person
It will show a comprehensive knowledge of
the text and of the particular character’s
role in it, but will not merely tell the story
It will convincingly interpret the character’s
likely reactions to a specified event it will be
written in a suitable and convincing style.

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.
Term 3 Commemorations Focus on commemorations and nature of the Vocabulary worksheet
Week 9 and the nature of the ANZAC legend and how and why Australians
ANZAC legend have commemorated the wars. Interactive whiteboard
Approx (ACDSEH097)
.3 Projector
Lesson Students: Differentiation: Vocabulary worksheet is
s • explain how and handed out each week of key terms with Australian War Memorial site:
why Australians definitions to those who need extra assistance. https://www.awm.gov.au/commemoration/anzac-
have commemorated day/traditions
the wars Teacher will write nine key words, used the
previous lesson, in boxes on the board. Student devices
Historical Concepts: Students are then challenged students to make
Perspectives a (historically accurate) sentence of at least Projector for students to present their digital artefact on for
Continuity and three words, or a short paragraph using them their source work
change all.
Cause and effect
Significance OR

Skills: Those of a higher level have words and can

Comprehension: write and research their own definitions and
chronology, terms add it to worksheet. They then have to use key
and concepts words from their own worksheet that the
Analysis and use of teacher has NOT written on the board to write
sources a sentence.
Perspectives and
interpretations Weekly historical inquiry question:
Research In what ways have Australians commemorated
Explanation and World War One, and why?
communication
Research Australian War Memorial site on
ANZAC as a class and discuss how and why
Australians commemorate ANZAC. Class
discussion on why students believe the wars
are commemorated.

Students are to create a list of symbols and

traditions that are commonly used to
commemorate Anzac Day. List could possibly
include:
 The Dawn Service
 Poppies
 Slouch hat
 Rosemary
 Red cross emblem
 ANZAC Day services
 Wreath
 ANZAC biscuits
 ‘The Ode’
 Australian or New Zealand flag
 The Last Post
 Medals
 A Minute of Silence

Group research task:

Place students into small groups and assign a
symbol or tradition for students to present and
research 5 facts or opinions on the given task.
Students then return to original/table groups
and share information gained.

Students create own presentation/digital

artefact, selecting their own sources from
websites or textbooks conveying an example
of the way Anzac Day is commemorated in
 Australia. Students then present this source/s
to the class and explain it’s origin and current
use today.

OR

Differentiation: Students with lower ability

may complete an empathy task. They may
write an account on how they would explain
Anzac Day to a foreign visitor and present this
to the class.

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.

Term 3 Commemorations Focus on commemoration and the nature of Student devices

Week and the nature of the ANZAC legend through differing perspectives
10 ANZAC legend on the ANZAC legend. Interactive whiteboard
(ACDSEH097)
Approx Teacher will write nine key words, used the Projector
.3 Students: previous lesson, in boxes on the board.
Lesson • explain different Students are then challenged students to make Opinion pieces/modern articles
s perspectives on the a (historically accurate) sentence of at least
ANZAC legend three words, or a short paragraph using them Research website link:
all. https://www.awm.gov.au/index.php/learn/schools/resource
Historical Concepts: s/understanding-gallipoli/case-studies
Perspectives OR
Continuity and
change Those of a higher level have words and can
Significance write and research their own definitions and
Contestability add it to worksheet. They then have to use key
 words from their own worksheet that the
Skills: teacher has NOT written on the board to write
Comprehension: a sentence.
chronology, terms
and concepts Weekly historical inquiry question:
Perspectives and How have different perspectives influenced the
interpretations spread of the ANZAC legend?
Research
Explanation and Ask students to locate recent articles and
communication opinion pieces that have been written about
Anzac Day. Ask students to compare and
contrast different perspectives provided, and if
this aligns with the Australian national
identity.

Students research perspectives through case

studies offered in the war through website
focusing on conditions the ANZACs
experienced, the loss and hardship of conflict
and direct, primary perspectives offered:
https://www.awm.gov.au/index.php/learn/scho
ols
/resources/understanding-gallipoli/case-studies

Contestability task within Think, Pair, Share

framework. Students pair up and consider
different perspectives. They then form an
argument and debate different sides of the
ANZAC legend. Students can provide
arguments that Anzac Day is no longer
relevant to the Australia of the 21st century or
 if commemorations are glorified or address the
real experience.

Students may align this with current

controversial political debate around war
(Syria, Iran, Iraq). Whether the true
devastating impact of the war is recognised
within the ANZAC legends.

Class debate: Students take turns debating

their perspectives on the commemoration of
the ANZAC legend in front of the class with
teacher as the adjudicator.

OR

Differentiation: Students of a lower ability

may just convey their perspective on the
ANZAC legend and argue why they believe in
it.

Students who complete work on their device

may upload it to Google classroom in a weekly
folder.

Assessment Details Outcomes

Formative/informal › explains and assesses the historical forces and factors that shaped the modern world and
assessment: Australia HT5-1
Mind-mapping of knowledge › sequences and explains the significant patterns of continuity and change in the
of World War One. development of the modern world and Australia HT5-2
› explains and analyses the causes and effects of events and developments in the modern
world and Australia HT5-4
Sequencing task of major › identifies and evaluates the usefulness of sources in the historical inquiry process
events for numeracy HT5-5
assessment. › explains different contexts, perspectives and interpretations of the modern world and
Weekly vocabulary worksheet Australia HT5-7
and task for understanding › applies a range of relevant historical terms and concepts when communicating an understanding of the past
student comprehension. HT5-9
Visual literacy perspective › selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the
task. past for different audiences HT5-10
Empathy tasks.
Contestability tasks: Gallipoli
giving birth to a nation,
relevance of ANZAC.
Source analysis activities
utilising Blooms Taxonomy.
Short paragraph on weaponry.
Essay on the Western Front
and Battle of the Somme.
Short essay response in groups
to consolidate group research
task and analyse continuity and
change/cause and effect on the
effect on the home front.
Short paragraph on changing
role of women as formative
assessment.
ANZAC commemoration list
for comprehension of ANZAC
relevance and symbols.
Class presentation on self-
chosen ANZAC sources and
symbols to communicate about
the past.
Evaluation of the Learning
and Teaching
Use of mind-mapping to
establish prior student
knowledge.
Sequencing task for numeracy
assessment.
Question task on perspectives
in Gallipoli as formative
assessment.
Empathy tasks to evaluate
student comprehension on
various perspectives.
Contestability tasks for
students to include their own
opinion and perspective and
dispute mainstream
interpretation.
PERMS framework for
analysing battles and events.
Source analysis activities
utilising Blooms Taxonomy to
evaluate higher order thinking
and compare different
perspectives.
Group work on weaponry.
SWOT activities to examine
major events in regard to
significance.
Group work research
task/expert groups to enable
 Use of mind-mapping was beneficial as a way of establishing prior student knowledge.
 Sequencing integrated numeracy in a smooth and transitional way whilst still addressing historical
concepts. Also proved beneficial for constant reference throughout the unit.
 Visual literacy question task conveyed different perspectives and also allowed students to investigate
if all perspectives are valid and historically accurate.
 Empathy tasks proved essential and notably engaging for students as they enabled different
perspectives and students to engage in independent historical inquiry.
 Contestability tasks were also interesting, however manifested some conflicting and potentially
hazardous areas. May cause issues for students, and some may not feel comfortable arguing with
dominant view points. These tasks were essential to students to explain differing perspectives
however.
 PERMS framework helped for scaffolding with students in analysing battles and events. Students
found this useful in knowing what to search for.
 Source analysis activities were foundational to understanding history. Also enabled historical inquiry
and allowed students to develop these skills, independently and with scaffolding for what to search
for.
 Group work on weaponry allowed for a collaborative and shared workload amongst the students.
Also enabled them to understanding the changing nature of warfare.
 SWOT activities allowed students a framework for deconstructing major events. Allowed them to
analyse what went wrong and the strengths in battles which lead to continuity and change.
 Group work research task/expert groups was beneficial in a collaborative learning approach to a
broad topic of government control and cause and effect on the home front.
 Focus on women for a week was beneficial in seeing continuity and change and comparison between
modern and historical depictions of women.
 Class presentations enabled student use of ICT and allowed students analysis of commemoration of
historical events and if interpretations have changed of symbols.
collaborative learning and
enable group analysis of cause
and effect of war on the home
front.
Short paragraph on changing
role of women as formative
assessment and comparison
between continuity and
change.
ANZAC commemoration list
for comprehension of ANZAC
relevance and symbols.
Class presentation on self-
chosen ANZAC sources and
symbols to communicate about
the past.
Professional Response/Rationale:

This unit outline follows a linear and chronological style of programming, centralising around the Australians at War unit, with a particular focus

on World War One. Utilising a chronological approach was purposely chosen to allow for a comparison between past and present, to develop a

sense of time and context and show synthesis between cause and effect. As such, historical concepts are prevalent throughout the unit outline,

focusing on cause and effect, perspectives, empathetic understanding, significance and contestability integrated with pedagogical approach

(NESA, 2011, p. 108). Furthermore, the pedagogical approach within this unit outline emphasises inquiry and research-based learning, through

providing appropriate guidance, scaffolds and instruction to enable students to conduct and organise their own historical inquiries.

Throughout the unit outline, John Hattie’s (2012) pedagogical approach of Visible Learning is utilised, through the incorporation of a historical

inquiry question at the beginning of each week. As such, the weekly historical inquiry question stands foundational to “making student learning

visible to teachers so they can know whether they are having an impact on this learning … [while] also referring to making teaching visible to

the student as well so that students learn to become their own teachers” (Hattie, 2012, p. 1). As such, the lesson intention and goal is explicit to

the student and enables collaboration between the student and teacher to address the content for the week. Furthermore, the explicit integration

of ICT within the unit outline is promoted as a means of enhancing learning and enable research-based enquiry learning. Throughout the unit,

students are encouraged to utilise their devices to complete work and questions and upload their work to an online e-learning platform, Google

Classroom for feedback. The use of ICT to enhance learning is further evident through the use of digital artefacts in analysing source work, as

well as the promotion of research through websites and online archives through the Australian War Memorial. As such, this use of ICT enriches
existing educational models, and allows the “learner [to] play an active role and also emphasizes self-directed, independent, flexible and

interactive learning” (Talebiana, Mohammadia & Rezvanfara, 2014, p. 304). Furthermore, the integration of ICT across the curriculum promotes

capability, and “provides opportunities for all students to develop their skills to become competent, discriminating, productive, creative and

ethical users of ICT” (NESA, 2012). Therefore, the utilisation of ICT enables inquiry based learning and independent research for students,

through a promotion of “examination, calculation and analysis of information” thus providing a platform for “student inquiry, analysis and

construction of new information” (Tinio, 2003, p. 9).

Furthermore, co-operative and collaborative learning are two pronounced pedagogical approaches within the unit outline. This is evident through

the use of Think, Pair, Share activities, in which establishes an understanding of unanimity of purpose within the group, subsequently leading

students to “help and support each other’s learning … motivating them to prove information, prompts, reminders and encouragement” to each

other (Gillies and Boyle, 2010, p. 933). Furthermore, the group research tasks for collaborative and co-operative learning are utilised due to their

functionality and practicality in aiding learning. The use of this instruction method enables an active exchange of ideas and promotes critical

thinking, with cooperative teams attaining higher levels of thought and retaining information longer (Johnson and Johnson, 1986, p. 19). Thus,

this shared learning enables students to take responsibility for their own learning, engage with content and discussion and arrive at critical

thinking. Furthermore, the use of Multiple Intelligences (MI) theory has informed the pedagogical approach in regard to differentiation for the

unit outline, through acknowledging “different developmental trajectories within intelligence and different core processing operations” (Noble,

2004, p. 194). Therefore, the use of collaborative learning enables students who harbour different developmental trajectories within intelligence
to work together toward a common goal, and take accountability for each other’s learning and success. Source work throughout the unit further

addresses MI theory through providing various visual, literary and auditory resources for students to analyse and interpret, thus allowing

different developmental trajectories to access the necessary concepts and work. Further differentiation within the unit outline is addressed

utilising scaffolding as a teaching strategy throughout to capitalise on Vygotsky’s Zone of Proximal Development, whereby assisted instruction

and joint construction are utilised. This is evident through the use of questions to guide work and analysis charts, as well as the PERMS acronym

to provide a framework for addressing essay questions. As such, this provides meaningful assistance for students who may need aid in

transitioning to higher intellectual development (Chaiklin, 2003, p. 14). Furthermore, the use of Bloom’s Taxonomy is promoted throughout the

unit as a pedagogical approach in regard to source work and analysis, to differentiate for higher ability students and as a measurement of student

ability. As such, in using the taxonomy to differentiate, activities are able to be designed ranging from “low level to higher order thinking skills

… [with] approriate or moderate learning challenges are seen as essential to providing the most effective learning context where students learn

best” (Noble, 2004, p. 208).

Furthermore, formative assessment is utilised throughout the unit outline as a means of raising overall levels of student achievement and

promoting high performance, as well as targeting and recognising areas of progress and weakness within students. The utilisation of a standards-

referenced approach within such assessment enables information on student learning and progress to be provided in relation to the syllabus

outcomes. Vocabulary worksheets are utilised weekly as a way of formatively assessing mixed ability students and their understanding of

“relevant historical terms and concepts when communicating an understanding of the past” (NESA, 2011, p. 92). Further than this, source
analysis is consistently utilised throughout the unit outline in reference to an array of content points for assessing students ability to “identify and

evaluate the usefulness of sources in the historical inquiry process” (NESA, 2011, p. 92). Sequencing is utilised at the beginning of the unit to

address numeracy in conjunction with establishing a broader understanding of “significant patterns of continuity and change in the development

of the modern world and Australia” (NESA, 2011, p. 92). As such, much of the formative assessment throughout the unit ensures relevance to

outcomes for the unit, along with teaching and learning activities aim to explain and assess historical forces that shaped the modern world and

Australia, the cause and effect of these developments as well as understanding different contexts, perspectives and interpretations provided

throughout World War One (NESA, 2011, p. 92). In presenting these informal formative assessments throughout class, the students are provided

with an opportunity to select and use “appropriate oral, written, visual and digital forms to communicate effectively about the past for different

audiences” (NESA, 2011, p. 92). As such, the use of formative assessment helps learners to become “aware of any gaps that exist between their

desired goal and their current knowledge, understanding, or skill and guides them through actions necessary to obtain the goal” (Boston, 2002, p.

2).

As such, this unit outline aims to provide a focus for learning to ensure that all syllabus outcomes are covered through pedagogy, teaching and

learning strategies and formative assessment. Continuity and sequential learning seen through the chronological style of programming is utilised

throughout to provide students with relevance and cohesion throughout the unit, as well as to allow synthesis between past and present and cause

and effect. Furthermore, the pedagogical approach utilised within the activities of this outline advocates research-based learning and encouraged

inquiry through allowing students to analyse sources, pose questions about the past and challenge mainstream historical texts through a range of
communication forms and ICTs. In doing so, this enables students to extend and develop a diverse understanding and undertake processes of

historical inquiry.
 References

Boston, Carol (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9). Retrieved September 21st, 2017

from: http://PAREonline.net/getvn.asp?v=8&n=9 . This paper has been viewed 275,236 times since 8/6/2002.

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s educational theory in

cultural context 1, 39-64. Retrieved from: http://blogs.ubc.ca/vygotsky/files/2013/11/chaiklin.zpd_.pdf

Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.

Retrieved September 20th, 2017 from: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Gilles, R.M. & Boyle, M. (2010) Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education. 26,

933-940. Retrieved from: http://www.esev.ipv.pt/mat1ciclo/DISCUSS%C3%95ES/Cooperative.pdf

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. In The Main Idea: Current Education Book Summaries.

Retrieved from: https://www.egfl.org.uk/sites/default/files/SUMMARY%20OF%20VISIBLE%20LEARNING.pdf

Johnson, R, T., & Johnson, D, W. (1986). Cooperative Learning in the Science Classroom. Cooperative Learning Centre at the University of

Minnesota, 19-20.

http://scholar.google.com.au/scholar_url?url=http://www.pdst.ie/sites/default/files/Cooperative%2520education%2520D%26R%2520Joh
 nson.pdf&hl=en&sa=X&scisig=AAGBfm3yjP2yZplycmlqGuw6xdIru33UEw&nossl=1&oi=scholarr&ved=0ahUKEwi17LDF_q_WAh

XBS7wKHZ2NCAYQgAMIJSgAMAA

Long, D., & Carlson, D. (2011). Mind the Map: How Thinking Maps Affect Student Achievement, Networks 13 (2), 1-7. Retrieved from:

http://journals.library.wisc.edu/index.php/networks/article/download/262/496

Noble, T. (2004). Integrating the Revised Bloom’s Taxonomy With Multiple Intelligences: A Planning Tool for Curriculum Differentiation.

Teachers College Record Volume 106, (1) 193–211. Retrieved from:

http://scholar.google.com.au/scholar_url?url=https://pdfs.semanticscholar.org/88c9/bfffdebde3be85f0f67b71fe8c5f70a5b6e2.pdf&hl=en

&sa=X&scisig=AAGBfm2IcwXQt7oHvO9w52GlvKNnG-

OyKw&nossl=1&oi=scholarr&ved=0ahUKEwiNoJ6WhLDWAhUDipQKHfyyDcoQgAMIJSgAMAA

NSW Education Standards Authority. (2011). History K-10 Syllabus. NSW Government. Retrieved 19th September, 2017 from:

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

NSW Education Standards Authority. (2012). Integrating ICT Capability. NSW Government. Retrieved 19th September, 2017 from:

https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

Talebiana, S., Mohammadia, H, M., & Rezvanfara, A. (2014). Information and communication technology (ICT) in higher education:

advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in Iran, Procedia: Social and
Behavioural Sciences 152, 300-205. Retrieved from:

http://www.sciencedirect.com/science/article/pii/S1877042814052665/pdf?md5=53f5adaca8160304f25e67c1fc5c6faa&pid=1-s2.0-

S1877042814052665-main.pdf