EDUC3643D Unit Plan Breandan Wolff

A.K.A HS Unit Planner UNIT TITLE: World War 2 : The Home Front

Unit purpose /focus/Big Question

(What are the big ideas or key concepts to this learning?)

Guiding Questions  How did the nature of global conflict

What do I want the students to learn? change during the twentieth century?
Why does the learning matter?  What were the consequences of World
What are the big ideas or key concepts to this learning? War II? How did these consequences
What evidence will be collected to demonstrate student learning? shape the modern world?
What will students do?  How was Australian society affected by
How will they be expected to do it? other significant global events and
changes in this period?

Year level: Time frame and duration

Subject: History 5 Weeks
10
Background information (OPTIONAL) may include context for learning
Students investigate wartime experiences through a study of World War II in depth. This includes a study of the
causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of
Australia’s involvement.

AC band level description excerpt / AC strands & or sub-strands / AC achievement standard – insert relevant aspect(s)

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to
explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and
explain their relative importance. They explain the context for people’s actions in the past. Students explain the
significance of events and developments from a range of perspectives. They explain different interpretations of the past
and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between
events across different places and periods of time. When researching, students develop, evaluate and modify
questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary
and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify
motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their
usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations
about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument.
In developing these texts and organising and presenting their arguments, they use historical terms and concepts,
evidence identified in sources, and they reference these sources.

Content Descriptions & Elaborations – Historical Knowledge and Understanding

 Overview of the causes and course of World War II (ACDSEH024)

o outlining the contributing factors of World War II (for example, the outcomes of the Treaty of
Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions
o identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl
Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
 The impact of World War II, with a particular emphasis on the Australian home front, including the changing
roles of women and use of wartime government controls (conscription, manpower controls, rationing and
censorship) (ACDSEH109)
o investigating the impact of World War II at a local and national level (for example, significant events
such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships
off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
Content Descriptions & Elaborations – Historical Skills

 Use chronological sequencing to demonstrate the relationship between events and developments in
different periods and places (ACHHS182)
o using interactive timelines to explore the various manifestations or effects of an event in different
geographical locations
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 Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
o identifying, planning and investigating (individually and as part of a team) specific historical questions
or issues
 Identify and locate relevant sources, using ICT and other methods (ACHHS186)
o recognising the role of ICT in providing access to sources and the need to ask relevant questions of
those sources (for example, a Google search for ‘significance of Kokoda’)
 Process and synthesise information from a range of sources for use as evidence in an historical
argument (ACHHS188)
o combining historical data from a range of sources to identify and explain the impact of World War II
 Select and use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS193)

General Capabilities
The following elements of the general capabilities and cross-curriculum perspectives are covered:
(Darken /highlight the relevant element and include the strategy under relevant element) ICT is tick a box only.
 Literacy
Comprehending texts through listening,
reading and viewing
o Interpret and analyse
learning area texts
o Navigate, read and view
learning area texts
Composing texts through speaking, writing
and creating
o Compose spoken, written,
visual and multimodal
learning area texts
Word Knowledge
o Understand learning area
vocabulary
 Critical and creative thinking
Inquiring – identify, explore, organise
information and ideas
o Organise and process
information
o Identify and clarify information
and ideas
Generating ideas, possibilities and actions
o Consider alternatives
Reflecting on thinking and processes
o Think about thinking
(metacognition)
o Transfer knowledge into new
contexts
o Reflect on processes
Analysing, synthesising and evaluating
reasoning and procedures
o Apply logic and reasoning
 Numeracy  ICT
Using measurement Applying social and ethical protocols and
o Operate with clocks, calendars practices
and timetables creativecommons.orgharvardgenerator.com
 speech-to-text apps other_________
Investigating with ICT
Advanced search USB microscope
Google Earth other_________
Creating with ICT
Scratch Podcasting Code.org
other : Blog, website, YouTube video etc
Communicating with ICT
Shared Docs
Google forms other_________
Managing and operating ICT
password strength filters/rules for emails
Transfer current ICT knowledge to new
situations and/or devices
File/folder conventions other________
 Ethical understanding  Personal and social capability
Reasoning in decision making and actions Social awareness
o Reflect on ethical action o Appreciate diverse perspectives
o Consider consequences
Exploring values, rights and responsibilities
o Explore rights and responsibilities
o Examine values
o Consider points of view
Understanding ethical concepts and issues
o Recognise ethical concepts
o Explore ethical concepts in context

 Intercultural understanding
Reflecting on intercultural experiences and taking responsibility
o Challenge stereotypes and prejudices
Interacting and empathising with others

o Consider and develop multiple perspective

 EDUC3643D Unit Plan Breandan Wolff
Cross-Curriculum Priorities
(highlight or tick those relevant to unit of work)
□Living communities
□Identity
□People
 Aboriginal and Torres Strait islander o The significant contributions of Aboriginal Peoples and Torres Strait Islander
histories and cultures Peoples in the present and past are acknowledged locally, nationally and
globally.
□Culture
□Country/place
□Asia and it’s diversity
□Achievements and contributions of the peoples of Asia
□Australia/Asia engagement
 Asia and Australia’s engagement with o Australia is part of the Asia region and our histories from ancient times to
Asia the present are linked.
o Australians of Asian heritage have influenced Australia’s history and
continue to influence its dynamic culture and society.

□Systems
 Sustainability □World views
□Futures

GRADUATE QUALITIES
There are opportunities for students to demonstrate the
following within the unit concept. (Tick the appropriate)
□Communication
□Teamwork
□Using Technology
□Citizenship Initiative & Enterprise incl. problem solving
□Planning & Organising incl. Self-management
□Personal Development incl. Learning
Careers/World of Work Context
□ Opportunities for learning in relation to Careers/the World of Work

Unit Outline (Not a list of lesson plans)

F (Formative)
Weeks Tasks and activities Assessment focus/evidence
S ( Summative)
1 Interwar years – a series of questions on the F Key events leading to WW2
causes of ww2
2-3 Timeline – overview of WW2 S Sequencing, chronology

4-5 Research Assignment – enquiry on an S Significance and impact on Australian society,

event/ group discussing its significance to; Ethical understanding – consequences of
and impact on the local community and actions.
within broader Australia. (see appendix 1)
Teaching and Learning Resources: (Are samples only and should be developed further for Lesson planning)
http://broomemuseum.org.au/broome-during-world-war-ii/ WW2 museum – Broome WA (local)
http://education.abc.net.au/home#!/media/102780/ Lean times and wartime rationing - video
http://education.abc.net.au/home#!/media/2153137/ Australians of Japanese descent interned in labour camps - video
http://education.abc.net.au/home#!/media/2051380/ Australian Women’s Land Army – video. Griffith War Memorial
Museum
http://naa.gov.au/collection/snapshots/uncommon-lives/wolf-klaphake/index.aspx German Interns in Australia – NAA
http://www.scootle.edu.au/ec/viewing/R8611/index.html US servicemen - Overpaid, oversexed, and over here!
EDUC3643D Unit Plan Breandan Wolff

Justification:
This 5- week unit builds on student’s knowledge of Year 9 History where the topic of World War 1 and the Australian
experience of modern warfare in the 20th century were examined. Political and social movements of the earlier
period (-1918) were also covered and have an impact on ethical and moral positions taken by figures during the
WW2 era. Development of the ANZAC tradition and the Australian identity and character that have come to be
recognised globally are built on in this unit. The impact of war in the Pacific influences Australia’s view of Asia for
decades and the effects this has on Australian attitudes to Asian immigrants in the later part of the 20th century can
be discussed.

The unit will spend:

 1 week – covering the interwar period from November 1918 to August 1939. Students will be introduced to
causes of the Second World War using a number of specific events to highlight how the world could so quickly
move back into a period of global warfare: The Treaty of Versailles; League of Nations; Great Depression; Hitler’s
rise to power; Japanese Imperialism.

 2 weeks – (1) Covering the war in Europe: Using a timeline plot out the major events and battles as they occur
between the German invasion of Poland (1 Sep 1939) and VE Day (8 May 1945). (2) Covering the war in the
Pacific: Using a timeline plot the major events and battles (highlighting potential turning points) between the
surprise attack by Japan against the United States Pacific Fleet base at Pearl Harbour (7 Dec 1941) and the
formal surrender of Japan on 2 September 1945.

 2 weeks – Students will be given two weeks of class time to study the “impact of World War 2 on the Australian
Homefront” including events such as the “Bombings of Darwin & Broome”; “Sinking of the AHS Centaur - an
Australian Hospital Ship”; the “Battle of Brisbane”; Volunteer groups such as the Salvation Army, Red Cross,
Australian Women’s Land Army etc.
Students will be guided through these events in chronological order (as much as possible) and the unit may be
modified to consider events / groups chosen by students for their summative essay task (see appendix 1)

It should be noted (and parents advised) ahead of time that any student of ATSI background may be exposed to
images/voices of deceased members of the ATSI community during the course of this topic. The material contained
within the domain of a study of WW2 may also be emotionally distressing to some students. This does allow for a
discussion of social and ethical values of different cultures and at different time periods. For instance, “do the values
ascribed by journalists of the time to Japanese soldiers represent true values / ethics of the period and do they
persist?”

The purpose of a “Unit Plan” is to select from and devise the general flow / progression of the material to be covered
from the curriculum. It is doubtful that individual graduate students will be required to prepare a unit plan, with
these generally being prepared by schools ahead of time. Lesson plans however, are created with some knowledge
of the class to be taught and can be modified as required by individual teachers as the makeup of their class dictates.
The unit plan above generalises its approach to diversity, offering a range of teaching options from visual, auditory
and written items to group and individual work and assessment pieces. The topic also incorporates the contributions
of Aboriginal and Torres Strait Islander peoples to the war effort in Australia and overseas. Students use an inquiry
based learning (IBL) model to determine what they already know about the topic from their previous studies,
personal lives and from pop culture, to discuss events and develop questions about the topic that can be researched
and answered either as a class or individually.

The unit can be taught using a range of embedded ICT practices including online searches for source material to
answer questions and research formative/ summative tasks. The teaching and learning resources identified above
have links to online resources such as the ABC television archive of video footage with WW2 footage and more
recent interviews with POW’s and the wives or children of Servicemen (both returned and Killed in Action).
Museums including the Australian War Memorial and small regional one’s like the Broome museum shown above
have online ww2 resources that students can access. Scootle provides time line sequencing activities. Students will
EDUC3643D Unit Plan Breandan Wolff
be encouraged to utilise ICT to write their assessment pieces, but alternatives in the form of web blogs, presentation
software sites and video capture solutions can also be discussed as possible means of submitting assignments.

No references cited:

Most material has been sourced directly from the Australian Curriculum documents available online at
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history

The websites listed in teaching resources were also sourced from the Australian Curriculum website by following
links on the site.
EDUC3643D Unit Plan Breandan Wolff
APPENDIX 1
Year 10 History

World War Two Essay

SUMMATIVE

Select one of the following questions;

 The Western powers condemned Japanese aggression but took no effective action
against it. To what extent did this contribute to the outbreak of WWII?

 How did women in Australia contribute to the war effort? Discuss in relation to
volunteer groups such as the “Salvation Army” or the Australian Women’s Land
Army. Your group choice must be approved by your teacher.

 Australian coastal waters were a battlefield from the moment Britain declared war on
Germany. Discuss one or two events involving the loss of shipping in Australian
waters and its impact on the local / national community.

 Explain the “Brisbane Line”. What was the intent behind establishing the line and
what effect did it have on civilian and troop morale?

The word count for this task is 800-1000 words.

Throughout your essay you need to provide evidence towards your argument. You should aim to
use a minimum of 8 sources to locate evidence and information. Do not include Wikipedia as a
reference – but you may start there to locate other reference sources.

For assistance with referencing, please visit the Wikispace and look in the ‘Year 10 History ‘tab
under ‘Referencing Help’.
Your essay should be size 12 font, 1.5 spaced and justified. Additionally, your name should be in
the top right hand corner of each page.

DUE DATE:

Draft: Friday, Week 6

Final: Friday Week 7, 4pm

 Alternatives to a written Essay: Students may consider

o Students may create a Blog – in diary form - of a sailor, nurse, POW etc
o Video presentation – interview of an historical character relevant to topic
o A Prezi (Powerpoint) slideshow and short oral presentation
o Students may write and perform a short play
o Other – to be determined with teacher
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HISTORICAL
UNDERSTANDINGS
 Well-informed and insightful
A understanding and
appreciation of the causes of
World War II
 Comprehensive and relevant
examination of significant
event/group of World War II
 Well-informed understanding 
B and appreciation of the
experiences of the causes of 
World War II
 Well-considered and relevant
examination of significant  Well-considered identification and
event/group of World War II
 Informed understanding and 
C appreciation of the causes of
World War II
 Considered and relevant
examination of significant
event/group of World War II
 Some awareness and
D recognition of the causes of
World War II
 Recognition and basic
examination of significant
event/group of World War II
 Emerging awareness of the
E causes of World War II
 Limited examination of
significant event/group of
World War II
Unit Plan
HISTORICAL SKILLS
 Comprehensive and relevant use of
historical terms and concepts.
 Comprehensive development of texts,
particularly descriptions and discussions
that use evidence from a range of sources
that are referenced.
 Comprehensive identification and
location of relevant sources, using ICT and
other methods.
 Comprehensive selection and use a range
of communication forms (oral, graphic,
written) and digital technologies.
Well-considered and relevant use of
historical terms and concepts.
Well-considered development of texts,
particularly descriptions and discussions
that use evidence from a range of sources
that are referenced.
location of relevant sources, using ICT and
other methods.
 Well-considered selection and use a
range of communication forms (oral,
graphic, written) and digital technologies.
Considered and relevant use of historical
terms and concepts.
 Considered development of texts,
particularly descriptions and discussions
that use evidence from a range of sources
that are referenced.
 Considered identification and location of
relevant sources, using ICT and other
methods.
 Considered selection and use a range of
communication forms (oral, graphic,
written) and digital technologies.
 Recognition and basic use of historical
terms and concepts.
 Basic development of texts, particularly
descriptions and discussions that use
evidence from a range of sources that are
referenced.
 Basic identification and location of
relevant sources, using ICT and other
methods.
 Basic selection and use a range of
communication forms (oral, graphic,
written) and digital technologies.
 Limited use of historical terms and
concepts.
 Limited development of texts, particularly
descriptions and discussions that use
evidence from a range of sources that are
referenced.
 Limited identification and location of
relevant sources, using ICT and other
methods.
 Limited selection and use a range of
communication forms (oral, graphic,
written) and digital technologies.
Breandan Wolff
ACHIEVEMENT STANDARDS
 Comprehensive referencing of key events,
the actions of individuals and groups, and
beliefs and values to very effectively explain
patterns of change and continuity over
time.
 Comprehensive explanation of the context
for people’s actions in the past.
 Comprehensive analysis of sources to
identify motivations, values and attitudes.
 Sophisticated development of texts,
particularly explanations and discussions,
incorporating historical interpretations.
 Well considered referencing of key events,
the actions of individuals and groups, and
beliefs and values to effectively explain
patterns of change and continuity over
time.
 Well-considered explanation of the context
for people’s actions in the past.
 Well-considered analysis of sources to
identify motivations, values and attitudes.
 Sound development of texts, particularly
explanations and discussions, incorporating
historical interpretations.
 Considered referencing of key events, the
actions of individuals and groups, and
beliefs and values to explain patterns of
change and continuity over time.
 Considered explanation of the context for
people’s actions in the past.
 Considered analysis of sources to identify
motivations, values and attitudes.
 Appropriate development of texts,
particularly explanations and discussions,
incorporating historical interpretations.
 Basic referencing of key events, the actions
of individuals and groups, and beliefs and
values to explain some patterns of change
and continuity over time.
 Basic explanation of the context for
people’s actions in the past.
 Basic analysis of sources to identify
motivations, values and attitudes.
 Partial development of texts, particularly
explanations and discussions, incorporating
historical interpretations.
 Limited referencing of key events, the
actions of individuals and groups, and
beliefs and values to explain very few
patterns of change and continuity over
time.
 Limited explanation of the context for
people’s actions in the past.
 Limited analysis of sources to identify
motivations, values and attitudes.
 Limited development of texts, particularly
explanations and discussions, incorporating
historical interpretations.