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The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It
was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of
nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The
period culminated in World War I, 1914–1918, the ‘war to end all wars’.
The content provides opportunities to develop historical understanding through key concepts, including evidence,
continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts
may be investigated within a particular historical context to facilitate an understanding of the past and to provide
a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical
skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that
are appropriate to specific local contexts. The order and detail in which they are taught are programming
decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry
questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:
What were the changing features of the movements of people from 1750 to 1918?
How did new ideas and technological developments contribute to change in this period?
What was the origin, development, significance and long-term impact of imperialism in this period?
What was the significance of World War I?
The purpose of this unit is to provide By the end of Year 9, students refer to key events and the actions
students with an overview of the Industrial of individuals and groups to explain patterns of change and
Revolution, encouraging considerations on continuity over time. They analyse the causes and effects of
how technology has advanced and effected events and developments and make judgments about their
individuals throughout history. This will be importance. They explain the motives and actions of people at the
shown through evidence of historical sources time. Students explain the significance of these events and
in which industrialisation offered benefits developments over the short and long term. They explain
and disadvantages through differing different interpretations of the past.
perspectives. Students will relate these
technological advances to their current Students sequence events and developments within a
experiences with changing technology, to chronological framework, with reference to periods of time and
demonstrate their understanding of their duration. When researching, students develop different
continuity and change in a timeline task. kinds of questions to frame a historical inquiry. They interpret,
process, analyse and organise information from a range of primary
At the conclusion of this topic, this unit will and secondary sources and use it as evidence to answer inquiry
move on to the events of World War I. The questions. Students examine sources to compare different points
purpose of this topic is to encourage of view. When evaluating these sources, they analyse origin and
students to analyse the events of World War purpose, and draw conclusions about their usefulness. They
I from a variety of perspectives, to form their develop their own interpretations about the past. Students
own opinions on how the events transpired develop texts, particularly explanations and discussions,
and how they are commemorated. The focus incorporating historical interpretations. In developing these texts
will be on international and local and organising and presenting their conclusions, they use
perspectives, to provide greater scope for historical terms and concepts, evidence identified in sources, and
student learning. they reference these sources.
Content descriptors
The population movements and changing settlement patterns during this period (ACDSEH080)
The experiences of men, women and children during the Industrial Revolution, and their changing way of life
(ACDSEH081)
The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport
and communication (ACDSEH082)
WWI
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 Gallipoli
campaign (ACDSEH095)
The impact of World War I, with a particular emphasis on Australia including the changing role of women
(ACDSEH096)
The commemoration of World War I, including debates about the nature and significance of the Anzac legend
(ACDSEH097)
Historical Skills:
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
Select and use a range of communication forms (oral, graphic, written) and digital technologies
General Capabilities
The following elements of the general capabilities and cross-curriculum perspectives are covered:
(Darken /highlight the relevant application)
Literacy Numeracy ICT
Comprehending texts Calculating and Estimating Applying social and ethical protocols and
practices
Grammar Knowledge Recognising and using patterns
and relationships Investigating with ICT
Visual Knowledge
Using fractions, decimals, Creating with ICT
Composing texts percentages , ratios and rates
Communicating with ICT
Using spatial reasoning
Word Knowledge Managing and operating ICT
Interpreting and drawing
Text Knowledge conclusions from statistical
information.
Using measurement
Critical and creative thinking Ethical understanding Personal and social capability
Inquiring – identify, explore, organise information and Understanding ethical concepts Self-awareness
ideas and issues
Self-management
Generating ideas, possibilities and actions Reasoning in decision making and
actions Social awareness
Reflecting on thinking and processes
Exploring values, rights and Social management
Analysing, synthesising and evaluating reasoning and responsibilities
procedures
Intercultural understanding
Recognising culture and developing respect
Cross-Curriculum Priorities
(highlight or tick those relevant to unit of work)
□Living communities
□Identity
Aboriginal and Torres Strait islander
□People
histories and cultures
□Culture
□Country/place
□Asia and it’s diversity
Asia and Australia’s engagement with
□Achievements and contributions of the peoples of Asia
Asia
□Australia/Asia engagement
□Systems
Sustainability □World views
□Futures
□Communication
□Teamwork
□Using Technology
GRADUATE QUALITIES □Citizenship Initiative & Enterprise incl. problem solving
There are opportunities for students to demonstrate the
following within the unit concept. (Tick the appropriate) □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
Assessment
Weeks Tasks and activities
focus/evidence
Lesson 1: (Tuesday Single)
1 Historical Knowledge:
Introductory Task: The short and long-term
Recap on what students know about revolutions. Illustrate how many impacts of the Industrial
revolutions have occurred. Revolution, including global
Explicit teaching: changes in landscapes,
Revisit the timeline of technological/medicine changes we made in class transport and communication
last term (ACDSEH082 - Scootle )
Introduction to the Industrial Revolution
Why the Industrial Revolution is significant (Visuals/Video)
Historical Skills:
Activity:
Use chronological sequencing
Headline task: to demonstrate the
Students create a ‘headline’ and ‘explanation’ to show their relationship between events
understanding of the concept of the Industrial Revolution. (2-3 sentences) and developments in
In pairs or groups of 3 different periods and places
Explicit teaching:
Overview of the impacts of the Industrial Revolution on today focusing on Select and use a range of
students’ lives communication forms (oral,
Encourage class discussion graphic, written) and digital
Activity: technologies
The Industrial Revolution never happened! What would your life look like?
Students fill out a table and come up with one way their life would be
affected under transport, entertainment, social life, food & resources
Introductory task:
Show students an article on robots taking over the world think about how
a modern-day revolution might change if robots entered our everyday
reality
In groups, students brainstorm an ‘advertisement’ for this new revolution
– come up with a name for it – advertise one way it could improve their
working life, school life, social life or provide entertainment
Feedback to class
Explicit teaching:
Short-term impacts of the Industrial Revolution: food shortages,
population growth, resources strained and conditions worsened
Benefits for workers – establishing the middle-class
Agricultural revolution – farming changed, people forced out of rural
areas into urban areas
Students make connections between this and their advertisements –
technological revolutions offer benefits and disadvantages
Activity:
Students decide on one prominent technological device they own
Students are to draw a representation of what the ‘generation’ before
this piece of technology looked like
Around the class we have started to build a timeline (historical past of this
technology) Hold them up and look around
Hold up the technological device (if applicable) to reach the present point
of this timeline
-break-
Explicit teaching:
Changes in thinking at the time of the Industrial Revolution
Science > Religion
Human evolution – changes in society, different things become important
Activity:
Historical opinions! Do you agree with this? (Present historical
interpretations) Students to go to the left side if yes, and the right side if
no
Relate to opinions before the Industrial Revolution and after
Add some funny ones
Explicit teaching:
Introduce assessment task
Assignment 1: Timeline task on 5-10 inventions from the Industrial
Revolution
Introductory task:
Go through examples of an A, B and C grade for Assignment 1
Provide students with a checklist
In-class task:
Students will have class time to complete their timeline
Activity:
After 15 minutes, break with a game – one member of each group will be
given an invention from the Industrial Revolution. Players will ask the
member yes or no questions to try and guess which invention they have
In-class task:
Students will have class time to complete their timeline
Activity:
After 20 minutes, students will consolidate learning with a kahoot
In-class task:
Finishing touches on assignment
Introductory task:
Make an ‘alliance’ in pairs or groups of 3
Make a list of what values you share, what common interests you have
etc.
Name your alliance – get creative. Tell the class why you should want to
join it
Explicit teaching:
Alliances of World War I – countries on the same sides
Italy changed sides in 1915
Videos and visuals of the start of WWI
Activity:
Map activity: colour in the countries with the same alliance and annotate
-break-
Explicit teaching:
Australia’s role in WWI – our alliances
Enlistment policies
Primary source – newspaper article/photos
Activity:
Mindmap – outline Australia’s role in WWI
Research involved
Hand up at the end of lesson as post-assessment
Activity where students are given different roles in the start of WWI? Role
play activity with one another. The causes of WWI are contestable –
which do you find most convincing?
Activity: class stands on the side of the room where the agree or disagree
with a statement made about World War I
Activity: you have just been enlisted! You do not have a choice. Write a
letter to your government – expressing your emotions on this issue.
Introductory task:
Show a series of advertisements on WWI – showing it’s a grand time!
With the knowledge from last lesson students discuss what an individual
in 1914 may have thought of the war as a result of these advertisements
Explicit teaching:
Not the reality
Battles – gore – statistics of deaths
Conditions of the trenches
Videos/visuals
Activity:
Radio broadcast script role play?
Explicit teaching:
Case study of 4 signficant battles
Introductory task:
Set the scene of a battle
Video/music
Activity:
Class is split in two – one alliance vs the other
Students in different table groups to 1. Draw how their trenches looked 2.
Write a letter home to their family as a soldier 3. Script an encouraging
speech (come up with a hashtag/something creative too) 4. Design a
soldier’s uniform
This needs a clear set of instructions for each task for each table – well
organised!
At the end of the first half of the lesson – students will share all that they
have created – teacher decides who has the strongest team and wins the
battle
-break-
Activity:
Students to research one battle and fill out a ‘causation card’
Name of battle, date, description, the first action which caused this. Hand
up as exit card.
Activity:
Once finished students may play the war trenches game
http://www.nationalarchives.gov.uk/education/resources/great-war-
trench-game/
Introductory task:
Create a mindmap as a class on what we think life would be like as a
soldier focusing on key words to describe
Explicit teaching:
Experiences of Australia Soldiers
Living conditions, disease, emotional trauma, physical injuries
Videos, visuals, statistics
Activity:
Explore personal accounts of Australian Soldiers:
https://guides.slv.vic.gov.au/wwone_soldiers/stories
Choose 5 and fill out a table (what I thought was interesting, one question
I have)
Explicit teaching:
Introduce assignment
Activity:
Decide on the product you would like to produce
Introductory task:
Have a look through the postcards from WWI
How does this contradict (not agree) with what we know about the nature
of warfare? (passing ‘microphone’) Class discussion
In-class time to work on assignment
-break-
Watch scenes from Gallipoli
Prompt students to reflect on what the soldiers are experiencing/how are
they feeling
Prompt students to recognise the characteristics of war – describe them,
what did the trenches look like, what were the noises of warfare, living
conditions etc.
Introductory task:
Checklist for assignment
Run through exempla
Time to work on assignment
Explicit teaching:
How WWI changed the role of women
Activity:
Students look at a case study
Explicit teaching:
Video
-break-
Activity:
Video response
Explicit teaching:
Indigenous Australians in WWI
Activity:
Class discussion
Introductory task:
Complete a gallery walk again – but this time on how you look back on
WWI, your opinion on the experience of soldiers, propaganda/forced
enlistment, deaths & battles – more than one word this time – can draw
an image if you like
Activity:
Class discussion, how has your perspective changed? What did you find
interesting?
Activity:
Do you agree with this historical statement? – agree on one side and
disagree on the other
Explicit teaching:
The end of WWI – treaty of Versailles
How Germany was left
Video
Activity:
Students provided with a simplified version of the Treaty of Versailles
Draft your own treaty in groups – each group member is from a different
country (assigned to them)
8 Lesson 36: (Tuesday Single) Historical Knowledge:
The commemoration of
Explicit teaching: World War I, including
Commemoration of WWI debates about the nature and
Look at images of memorials – class discussion significance of the Anzac
Activity: legend (ACDSEH097)
Look at two opposing opinions on Anzac Day
Which do you agree with more and why? (3 sentences)
(individual task)
Explicit teaching:
Show articles of current debates on the Anzac legend
Activity:
As a class, debate for and against
What other alternatives could we come up with?
Could we make everyone happy?