TEACHING METHODS HaSS Student Name: Kirralee Dawson and Becky Gibson ID No.

: 20172882, 20172271
FORWARD PLANNING DOCUMENT

Year Level: 10 Learning Area Discipline / Topic: HASS, History, World War Two
General Capabilities:

Personal and Social

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Intercultural Understanding
Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

FPD COVER PAGE

 Week/ Knowledge & Concepts & Specific Skills Teaching & Learning Experiences (include Focus/Key questions) Resources and Assessments (type
Lesson Understandings Specific Lesson & weighting)
Objectives
Experiences of Identify and Use chronological Experiences of Australians during WW2- POWs Resources:
Wk 3 Australians sympathise sequencing to
- Storyboard that
during WW2- with struggles demonstrate
- Tiki Toki
Prisoners of of Australian relationship Introduction:
- YouTube Video-
Lesso War (POWs) Soldiers as between events - Collection of homework
https://www.youtube.com/watch
n3 ACDSEH108 Prisoners of and developments - Teacher led self-assessed quiz about Fall of
?
War in different periods Singapore, who was involved?
v=sXP2ucxC8DA(6:09)
and places
Student is ACHHS182 Body: - Handouts (x20) of
able to - Show short video [Film Collection Online: The stories about Australian
articulate Use historical Australian Prisoner of War Experience] about POW experiences
reasons terms and POWs - Survey Monkey
Australians concepts - Hand out paper with letters/ stories of POWs Assessment
were captured ACHHS183 and ask them to storyboard their story Students show through
and used as - Use Storyboard that to create a storyboard Storyboard that the ability
Prisoners of Identify and locate about the soldiers experience of being a to construct a narrative and
War relevant sources, POW visual depiction of war
using ICT and - Ask students to embed Storyboard that experiences of POWs
other methods creation to their timelines as well as any
ACHHS186 other information learnt that day Informal questioning through
initiating a discussion to
Identify and conclude lesson
analyse the Conclusion:
perspectives of - Ensure students have added to timeline and Students have contributed
people from the embedded their storyboard to their timeline. If information to their personal
past ACHHS190 this is not complete assign for homework. timelines
- Ask students to provide feedback on survey
monkey
_____ _______________ __________________________________________

Wk 4 Impact of Use chronological Impact of World War 2- Women and government

World War 2- Students can sequencing to controls
Resources:
Women and identify two demonstrate
- Reading from Textbook
Lesso government Army bodies relationship
(Oxford Big Ideas Year
n1 controls that women between events Introduction:
10 pp.223-225)
ACDSEH109 were involved and developments - Collect Homework
- Wordpress Blogsite
in in World in different periods - Teacher led self-assessed quiz; what were
- Tiki Toki Timeline
War Two and places some of the Government legislation
ACHHS182 introduced during the war? What items were
Students can rationed and why was rationing introduced?
Assessment:
articulate and Use historical
Students demonstrate through
convey terms and
their blogs their ability to
reasons why concepts Body:
synthesise, construct a
women joined ACHHS183 - Short reading on womens changing roles
chronological historical
these bodies during WW2 including information about
narrative about womens
and how they Identify and locate Womens Auxiliary Australian Air Force and
involvement in either the
contributed to relevant sources, Womens Land Army
WAAAF or Land Army.
the Australian using ICT and - Have students create a blog about a day in
War Effort other methods the life of someone in Womens Auxiliary
Teacher reviews blog posts
ACHHS186 Australian Air Force or Land Army
and comments to analyse
- Have students embed their blog in their
level of self and peer
timelines along with other important dates or
reflection and historical
information learnt
knowledge.

Conclusion:
- Summary Questions
- Ensure students have added to timeline and
embedded their storyboard to their timeline.
- Assign homework- students are to comment
on two peoples blogs by the next class and
email teacher copy of answers
Week/ Knowledge & Concepts & Specific Skills Teaching & Learning Experiences (include Focus/Key questions) Resources and
Lesson Understandings Specific Assessments (type &
Lesson weighting)
 Objectives
Resources
Wk 5 Examination Students Identify and Introduction: YouTube- How did Hitler
of significant are able to analyse the -You Tube clip: How did Hitler rise to power? rise to power?
https://www.youtube.com/watch?v=jFICRFKtAc4 (5:36) https://www.youtube.com
events in visualise, perspectives of /watch?v=jFICRFKtAc4
-Students are asked to think, pair, share their thoughts on the video
Lesso WW2- critique and people from the (5:36)
and teacher leads the discussion
n1 Holocaust analyse the past ACHHS190 Website-
ACDSEH107 different http://www.bbc.co.uk/
Body: History/worldwars/wwtwo/
perspective Use historical Students are to follow the following website: Nazi_propaganda_gallery
s evident in terms and http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml in shtml
the concepts order to gain a visual depiction of Nazi propaganda and utilise this
formation of ACHHS183 resource for the following activity. Assessment
the Nazi Students collate their
Party and Teacher models how to use slidely and informs students that they
Identify and locate knowledge onto the
will be compiling a historical video recount of the events that led to
the rise of relevant sources, timeline
the formation of the Nazi Party and the rise of Hitler
Hitler by using ICT and
creating a other methods Students are able to
video using ACHHS186 Conclusion: visualise the formation
Slidely Slidely videos are reviewed by the teacher and will be added to of the Nazi Party and
Use chronological in the next lesson the rise of Hitler in the
Students sequencing to creation of a video
are able to demonstrate Students return to their seats and are asked summary using Slidely
analyse relationship questions by the teacher. What did you find the most
propaganda between events interesting today? Are there any questions about the formation Informal questioning
and identify and developments of the Nazi Party or Hitlers rise to power that you need me to not assessed
its purpose in different periods clarify? throughout the lesson
and places -Students are asked to read Oxford Big Ideas Year 10 p. 285-289 will determine if the
ACHHS182 lesson objectives have
been met