Lesson Plan

Date:
Class/Group: Time: 12:17 & 13:48
Lesson 3, Wk 6, T2
HASS History - Year 9 (3/11) Room: 115
2017
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: Aboriginal and Torres Strait Islander peoples contribution to the WWI War effort.
Curriculum links: Specific Objectives/Learning Goals:
The causes of World War I and the Students will learn:
reasons that men enlisted to fight in the The Class Rules by Listening.
war (ACDSEH021). Apply the Class Rules by Developing their own set of
consequences for breaking them.
About the life of Digger Douglas Grant by reading
General Capabilities: about his life and summarizing it in a timeline.
Critical and creative thinking
Personal and social capability
Ethical Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander
Histories and Cultures

Skills Student Diversity:

Questioning and Researching
Analysing
Evaluating
Communicating and Reflecting
Prior Learning:
Students have been learning about
the First World War in during the
first four weeks of Term 2.
This lesson plan is designed for a higher achieving
class of students heading towards ATAR in years 11
& 12.
This lesson will also be taught to a lower stream of
students in the same year. More scaffolding may be
required during the lesson.
Resources/Materials required:
My Laptop and wireless mouse
Internet via Wi-Fi
Class web site http://cbchass9.weebly.com/

Resources for students:

Intro video Classroom Management video
https://youtu.be/ddvTFgzkS5M

Aboriginal Heroes
http://www.dailytelegraph.com.au/newslocal/city-east/aboriginal-and-torres-strait-island-war-
heroes-vanished-from-the-anzac-legend/news-
story/51593098f330bf015d49d30537e77606?sv=4187712153b6cb6841816dc1cc9c172d

https://www.awm.gov.au/indigenous-service/report-first-world-war/

50 Aboriginal soldiers fought in Gallipoli

http://www.sbs.com.au/news/article/2015/04/01/50-aboriginal-soldiers-fought-gallipoli

Life of Douglas Grant

https://www.theguardian.com/australia-news/postcolonial-blog/2015/oct/16/from-butchers-creek-to-
berlin-did-douglas-grant-see-the-body-of-an-indigenous-relative-in-germany

Page | 1 Mark Thomas 18608112

Lesson Steps
Time: Procedure Comment
Pre- Projector on, laptop on and plugged in, website loaded.
class
Class is ready to come in and quiet before entry. Make sure students are
seated and listening.
5 mins Welcome & roll

Discuss the learning objectives and hook

Video Classroom management - 4 mins Ring Bell signal to start
https://youtu.be/ddvTFgzkS5M

Section 1 Activity
30 mins
Teacher Input - Introduce and discuss the topic using Note students that dont
PowerPoint 10 mins engaged.
Activity - Students to get into 6 groups of four Hand out butchers paper
Class discussion ask class, hands up, to answer what
Ensure students are quiet
happens to learning when someone breaks a rule. Note and listening before
responses on the white board. proceeding.

Assign each group one of the 6 Class Rules Each student contributes
o Students to discuss what consequence there to the worksheet.

should be for breaking the rule. 10 Mins Needs to be sensible

o Swap the sheets with another group and they can answers.

add. 10 Mins
o Get the groups to add up the common answers Use Vivos for students that
are contributing well and
o Summarise the answers tell students that these taking the activity
will be the consequences that will be imposed for seriously.

breaking a Class Rule.

IMPORTANT stay calm and friendly during this process
so not to get the backs up and gain respect.

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Lesson Steps
Time: Procedure Comment
20 Mins Section 2 Learning
Make sure that all students
Students to take notes in their notebooks. are watching.

Teacher input Note the students that

Using PowerPoint participate.

Student essay using the handout, answer the question. Hand out form.

Evaluation of Student Learning:

1. Were the students engaged during the lesson?
2. Were the objectives met? If not, why not?
3. Were they able to successfully create their own Excel spreadsheet?
4. Was there sufficient scaffolding leading up to the lesson, i.e. were the students in the ZPD?
5. What was the feedback from the students? Did they enjoy it - was it fun?

Self-Evaluation/Reflection:
1. How did the overall lesson seem to go?
2. Did I stay on time?
3. What was the feedback from the students? Did they enjoy it - was it fun?
4. Did any students struggle to meet the objectives?
5. What would I do differently next time?

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Digger Douglas Grant
In Douglas Grants enlistment form he described
himself as natural born and of dark complexion,
but he did not specifically identify himself as
Aboriginal. Why might this be so? Give 5 reasons.
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