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EDSS470: HISTORY CURRICULUM & TEACHING

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EDSS470 ASSESSMENT 2: UNIT PLAN.


Year Level: 9
Unit Description/Topic Focus: World War I
Duration: 6 weeks
Periods/Classes: 24
RATIONALE:
The following unit has been developed for the year 9 in depth study of World War I, in accordance with
the relevance AusVELS and Australian Curriculum standards and progression points (Australian
Curriculum, 2015; AusVELS, 2015). This unit has been designed around the concepts of alliance and
power and allow students to question and explore these ideas in relevance to historical skills and
concepts such as continuity and change, primary source evidence and historical significance (Erickson,
2008; Husbands & Kitson, 2010; Taylor et al, 2012). It is expected that students would have already
completed previous units on Asia and Australia and Making the Modern World and as such, the ideas
and skills would not be alien to them, however the subject might. This is also indicative of how this unit
will run, with many tasks suggested needing a controlled and comfortable learning environment in order
to work effectively. A museum trip to the Shrine of Remembrance has also been included in this unit in
order to increase students skills of historical significance and primary evidence. The unit can be taught
without the museum trip, and the subsequent classes taught without the evidence found in the
museums, however a trip is encouraged as allowing students to discover primary evidence for
themselves and place significance upon items will help the students overall understanding of historical
concepts and hone their historical skills.
The lessons in this unit are based around essential questions, concepts and skills and as such require an
inquiry approach, rather than simply content driven, in order to promote and foster student learning,
hence why an Understanding by Design template has been used for this unit (VanSledright, 2015;
Wiggins & McTighe, 2014). This unit utilises various ICT and collaboration tasks in order for students to
unpack and apply concepts and skills in making sense of the past, thus engaging the historical reasoning
and thinking skills of the students (Taylor et al, 2012; Seixas, 1996; Husbands, 1996). The lessons
explained in this outline have been chosen due to their focus on historical thinking concepts such as
historical significance, cause and consequence and continuity and change (Centre for the Study of the
Historical Consciousness, 2015). Formative and summative assessments in this unit aim to both improve
students understanding and refine skills, as well as assess how students are coping within the unit
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(Brady & Kennedy, 2001; Black & William, 1998).

UNIT OUTLINE:
Below is a table of the lesson sequence and learning activities applicable. This is included in order to
show the preferred flow of this unit and where the explained lessons sit within the unit as a whole.
Week

Lesson

Lesson Topic/Focus

Learning Activities/Assessment

Introduction to the Great War

Brainstorming Task: War

Number
1

Background/causes of World War I


2

Background/causes of World War I

Discussions

Background/causes of World War I

Padlet: Origins of World War I


Discussions

Background/causes of World War I

Discussions
Timeline Task: Cause and Consequence

Australias entry into World War I

Discussions

Reasons to join the war effort

Discussions
Source analysis and historical perspective

Australian Propaganda

Source analysis and historical significance


and perspective

How was the war fought?

Source analysis
Discussions

Trench warfare

Mapping trench task


Discussions

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Where was the war fought?

Mapping task: colour coding allies, axis,


etc.

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Discussion: How and Where?

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Fighting conditions

12

Mid-Unit Summative

13 &14

15

Source analysis

Battle inquiry

Amazing Race: Source Analysis and

Affects back home

Source analysis
Discussions

16

Affects back home

Source analysis
Discussions

17

Women at war and back home

Historical Perspectives

18

Legacy: Anzacs

Source Analysis

19

Legacy: Anzacs

Research into commemoration


Discussions

20
6

21 &22

Museum Trip
Post museum task: Source Analysis

Source Analysis

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Unit Re-cap

Discussions, brainstorm.

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Summative

UNIT PLAN:
Stage 1 Desired Results
AC or AusVELS:
-An overview of the causes of World War I and the reasons why men enlisted to fight in the war
(ACDSEH021)
-The places where Australians fought and the nature of warfare during World War I, including the

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Gallipoli campaign (ACDSEH095)


-Aboriginal and Torres Strait Islander histories and cultures
-The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to
influence the civilian population, the changing role of women, the conscription debate) (ACDSEH096)
-The commemoration of World War I, including debates about the nature and significance of the
Anzac legend (ACDSEH097)
-Use chronological sequencing to demonstrate the relationship between events and developments in
different periods and places (ACHHS164)
-Use historical terms and concepts (ACHHS165)
-Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)
-Evaluate and enhance these questions (ACHHS167)
-Identify and locate relevant sources, using ICT and other methods (ACHHS168)
-Identify the origin, purpose and context of primary and secondary sources (ACHHS169)
-Process and synthesise information from a range of sources for use as evidence in an historical
argument (ACHHS170)
-Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
-Identify and analyse the perspectives of people from the past (ACHHS172)
-Identify and analyse different historical interpretations (including their own) (ACHHS173)
-Develop texts, particularly descriptions and discussions that use evidence from a range of sources
that are referenced (ACHHS174)
-Select and use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS175)
Understanding (s) or Big ideas

Essential Question(s):

Students will understand:

-Does avoiding conflict lead to a better or worse

-Avoiding conflict can lead to an even greater

end?

EDSS470: HISTORY CURRICULUM & TEACHING

conflict.

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-What circumstances lead to conflict?

-Various circumstances lead to conflict


-Imperialisms importance and significance in
World War I.
-Propagandas role in portraying events.
-The impact of the technology of the time and
tactics had a massive impact on the length and
type of fighting in World War I.
-The impacts of the war in Europe on Australia.
-The importance of the ANZAC legacy in
Australian culture and history.

-What was the significance and impact of


imperialism?
-What role does propaganda play in portraying a
version of events?
-What impact do alliances and loyalties have in
the creation of power struggles?
-How do tactics and technology influence the
outcome of battles?
-How could a war in Europe impact Australia?
-How has the ANZAC legacy influenced Australian
culture and history?

Student Outcomes:
By the end of this unit students will be able to:

Discuss and debate historical events, perspectives and significances.

Compare and contrast historical ideas and perspectives.

Analyse and evaluate the perspectives and significance of various historical sources.

Construct hypothesis regarding primary source material.

Analyse primary sources and evaluate their worth in regard to the big idea or question.

Identify and explain cause and consequences and continuity and change within historical
sources and events.

Stage 2 Assessment Evidence


Formal Assessment task

Other Evidence (Informal assessment)

Formative:

Considering this is the first time students will be

Formative assessments will take place at least


once a week during lessons containing key
learning tasks. These formatives will contribute
to the overall mark given for class work.

learning World War I history in a secondary


classroom, no pre-unit assessment will take place
as it is not expected that they have much prior
knowledge.

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These formatives will include such things as:


Posters, one minute presentations, DBQ (direct

Informal formative assessments such as in class

based question) based on a source, etc.

discussions, exit tickets, weekly reflections and

Summative:

workbook/exercise book checks will be done to


make sure that students are grasping to concepts

There will be 2 summative assessments across

explored in class.

this unit, one mid unit and one end of unit.


These tasks will be assessing students
knowledge of World War I and the
development of their historical skills such as
source analysis, establishing significance and
analysing perspectives among others (see
appendices for a more elaborate explanation on
these tasks).
Mid-unit:
Source analysis tasks based around WWI
alliance and enlistment propaganda.
End of unit:
Extended response

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Stage 3 Learning Plan


Lesson

Essential question/s

Concepts

Task

Resources

Assessment

-Does avoiding

-Establishing

Background/Causes to WWI.

Padlet

The responses on Padlet will

conflict lead to a

historical

better or worse end?

significance.

Investigative task: Who? What? When? Where?


Why?

be used as a formative
assessment, illustrating the
students ability to analyse a

-What circumstances

Students are shown a cartoon relating to the

lead to conflict?

outbreak of war (see appendix), they are to

-What impact do

analyse the image, in table groups, in accordance

loyalties have in the

with the cartoon analysis sheet (see appendix)

creation of power

and then answer the questions above on a Padlet

struggles?

page. Further inquiry and research is allowed in

source and attribute the


significance of the time
period.

the analysis of the cartoon image.


Discussion then follows as to what they
discovered and what relevance it holds to
previous classes and the outbreak of World War
I.
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-What was the

-Cause and

significance and

consequence.

impact of
imperialism?
-What circumstances

-Continuity
and change.

Background/Causes to WWI: Timeline task.


Students will create a timeline of events leading
up to the outbreak of World War I in 1914.

This timeline will be used as


a formal formative
assessment as it highlights
the students own historical

The timeline will be constructed completely by

perspective and analysis.


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EDSS470: HISTORY CURRICULUM & TEACHING


lead to conflict?

M. COONEY S00154343
the students and can be done on an application,
word document or in their workbooks. Students
are to use their notes taken in previous classes as
well as previous tasks to place and order what
they deem to be important events in the lead up
to war. Extra research can be done if needed,
however this is not the real point of the task.
Students will then discuss what they deemed to
be important events and why.

-What role does

-Historical

propaganda play in

perspectives.

portraying a version

Australian Propaganda.

This task is preparing the


students for the mid unit

Students will be split into 5 groups based on their

summative that will be

last names (i.e. roll split into 5 even groups).

of events?

occurring. It also develops

There will be 5 pieces of propaganda (see

the students historical

appendix) around the room, the students must

perspective and source

analyse the sources according to the steps given

analysis skills.

(see appendix under mid unit summative for a


similar style) (VanSledright, 2015; Wineburg,
2001).
13&14

-How do tactics and

-Primary

technology influence

source

the outcome of

material.

Battle Inquiry: Amazing Race.


This task would be ultimately completed over a
double period, however could be completed in

QR Scanner

This task scaffolds students


for the end of unit
summative task (see

EDSS470: HISTORY CURRICULUM & TEACHING


battles?

-Historical
significance.

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one.
QR codes and tiny urls are placed around an

-Historical

area (preferably a building or outside courtyard

perspective.

area, not the whole school). Once scanned or

appendix), while also


increasing their historical
skills and knowledge.

activated, the codes and urls show students a


series of sources from the battle of Somme,
Western Front and Gallipoli. Students are to
follow the track outlined by the codes, analysing
each piece and collecting evidence to answer the
question How did tactics and technology, as
well as location, alter, change or affect the
outcome of a battle?
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-How could a war in

-Historical

Europe impact

perspective.

Australia?

Women at war and back home.


In this task, the students will be looking at the
portrayal of women in the war, both in
propaganda and sources from the time and in
historical sources today (see appendix). This will
be an open discussion, with the teacher
displaying each source on an overhead projector.
Students will be asked to analyse not only how
women are portrayed but also how it differs

EDSS470: HISTORY CURRICULUM & TEACHING

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from how men are portrayed.
This tasks aims to scaffold students to
understand how gender roles impacted the way
women have been portrayed in the history of the
time but also how these gender roles were
broken by the women working at home and
what this meant.

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-How has the ANZAC

-Primary

legacy influenced

source

Australian culture

evidence.

and history?

-Historical
significance.

Post-Museum ANZAC legacy source analysis.


This task requires a previous excursion to a
museum. However, it can be completed without
that.

Pintrest

This task scaffolds the


students towards the end of
unit summative by allowing
students to analyse a source
in relevance to its

Students are to find a source they find

-Historical

particularly appealing and take a photo of it and

perspective.

its description (if a museum tour did not occur,


students can choose a source from previous
classes or find one in a textbook or online).

significance and purpose. By


explaining the significance of
the source, students are
developing their historical
skills.

Students must first annotate the photo as they


have been previously taught and analyse the
source. They must then explain its significance to
World War I and the ANZAC legend. The source,
description and analysis are to be posted on

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pintrest (or similar ICT) for other students to see
and discuss.

APPENDICES:
Assessments:
The mid unit summative will be a source analysis task based upon Wineburg and VanSledrights source analysis steps (Wineburg, 2001;
VanSledright, 2015). Students will be asked to:
-

Identify the type of source (primary or secondary)

Explain the context of the piece and how it links in with what they know about the pre-war and early war years, i.e. what event is it
portraying? Does it depict a true representation? (How does it sit with their knowledge of the event?).

What the aims of the piece are? What message is it trying to portray?

Comment on the reliability of the source. Is the author reliable? Does the source support the conventional history?

The end of unit task will ask students to answer a question (given below) by providing supporting evidence from the unit. Questions similar to
Why did Australians go to war in Europe and how did it affect Australian culture? Explain your answer by providing supporting evidence from
the unit would suffice in assessing the students on their knowledge of the course content. The answer need only be 500 words maximum.

Lesson Appendices.
LESSON 1:

EDSS470: HISTORY CURRICULUM & TEACHING

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EDSS470: HISTORY CURRICULUM & TEACHING

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*2 previous documents: EDSS470 class handout

*https://jhss11dianadayao.wordpress.com/category/unit-1-canada-in-the-twentieth-century/canada-and-world-war-i/
LESSON 7:
All propaganda posters gotten from http://www.ww1propaganda.com/world-war-1-posters/australian-ww1-propaganda-posters
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LESSON 13 & 14:


Gallipoli documents:

http://www.gallipoli.gov.au/explore-anzac-sites/quinns-post.php

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http://www.theaustralian.com.au/news/photos-e6frg6n6-1111120050516?page=13

Battle of the Somme documents:


http://firstworldwar.com/diaries/somme_dambitsch.htm
http://firstworldwar.com/source/haigsommedespatch.htm

Western Front documents:


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http://www.rtscanada.com/FW/images/slides/Canadian%20trench%20on%20the%20Western%20Front.html
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http://www.allposters.com/-sp/German-Soldiers-in-their-Trenches-on-the-Western-Front-During-World-War-I-Posters_i6849904_.htm

LESSON 17:
1st poster: http://www.ww1propaganda.com/world-war-1-posters/australian-ww1-propaganda-posters
2nd photo: http://www.abc.net.au/news/2014-08-19/anzac-girls-profile-piece-hold/5574326
3rd image: http://www.firstworldwar.com/features/womenww1_intro.htm

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REFERENCES:
Black, P., & William, D., 1998. Inside the black box: Raising standards through classroom assessment. London: Kings College.
Brady, L., & Kennedy, K. (2001). Celebrating student achievement: Assessment and reporting. Frenchs Forest, N.S.W.: Pearson Education
Australia
Centre for the Study of Historical Consciousness. (2014). Historical Thinking Concepts. Retrieved from http://historicalthinking.ca/historicalthinking-concepts
Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Heatherton, Victoria: Hawker Brownlow Education.
Husbands, C., & Kitson, A. (2010). Teaching History 11-18. Berkshire, GBR: McGraw-Hill Education.
Husbands, C. (1996). What is history teaching? Language, ideas and meaning in learning about the past. Buckinghamshire, England: Open
University Press.
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D.R. Olson & N. Torrence (Eds.), Handbook of education and human
development: New models of learning, teaching and schooling (pp.765-783). Oxford, England: Blackwell Publishing.
Taylor, T., Fahey, C., Kriewoldt, J., & Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest NSW:
Pearson Australia.
VanSledright, B. (2015). Assessing for learning in the history classroom. In Ercikan, K., & Seixas, P. (Eds.), New directions in assessing historical
thinking (pp.75-88). New York, NY: Routledge.
Wiggins, G. & McTighe, J. (2014). Improve curriculum, assessment and instruction using the Understanding by Design Framework. Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/ASCD_UBD_whitepaper.pdf

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Wineburg, S. (2001). Historicalthinkingandotherunnaturalacts:Chartingthefuture of


teachingthepast.Philadelphia:TempleUniversityPress.

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