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Unit outline Subject and Year level Time frame and duration

Industrial Revolution History – Year 9 8 Weeks

WWI (5 x 45 min lessons / per week)

AC strands for (insert curriculum area )

Humanities and Social Sciences

History (Year 9)

AC band level description excerpt

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

Key inquiry questions

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?

Unit purpose and focus AC achievement standard

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

Historical Knowledge and Understanding:

The Industrial Revolution (1750 – 1914)

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

The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport
and communication (ACDSEH082)


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

The commemoration of World War I, including debates about the nature and significance of the Anzac legend

Historical Skills:

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different
periods and places

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS169)

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)

Perspectives and interpretations

Identify and analyse the perspectives of people from the past

Explanation and communication

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
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
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

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
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

 Intercultural understanding
Recognising culture and developing respect

Interacting with and empathising with others

Reflecting on intercultural experiences and taking responsibility

Cross-Curriculum Priorities
(highlight or tick those relevant to unit of work)
□Living communities
 Aboriginal and Torres Strait islander
histories and cultures
□Asia and it’s diversity
 Asia and Australia’s engagement with
□Achievements and contributions of the peoples of Asia
□Australia/Asia engagement
 Sustainability □World views
□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
Weeks Tasks and activities
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:
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

Lesson 2 & 3: (Wednesday Double)

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
 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
 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
Explicit teaching:
 Changes in thinking at the time of the Industrial Revolution
 Science > Religion
 Human evolution – changes in society, different things become important
 Historical opinions! Do you agree with this? (Present historical
interpretations) Students to go to the left side if yes, and the right side if
 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

Lesson 4 & 5: (Friday Double)

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
 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
 After 20 minutes, students will consolidate learning with a kahoot
In-class task:
 Finishing touches on assignment

2 Lesson 6: (Tuesday Single) Historical Knowledge:

Movements of people during the Industrial Revolution The population movements
and changing settlement
Introductory task: patterns during this period
 Display a map of the world and ask students where they have been (ACDSEH080)
 Discuss positives and negatives of travelling – planes delayed, cramped
spaces, relaxing? Stressful? The experiences of men,
 Go back to the Industrial Revolution period – before the revolution people women and children during
stayed where they were never left. Imagine if your parents or the Industrial Revolution, and
grandparent’s did that how would your life be different? their changing way of life
Explicit teaching: (ACDSEH081)
 Migration as a result of the Industrial Revolution
 Focus on facts & figures Historical Skills:
 Students provided with a list of migration facts Analysis and use of sources
 Must show them creatively on a map Identify the origin, purpose
and context of primary
Lesson 7 & 8: (Wednesday Double) and secondary
Way of life in the Industrial Revolution & Source Analysis sources (ACHHS169)

Introductory task: Evaluate the reliability and

 Go over the mapping exercise as a class usefulness of primary and
 Discuss how this map could be used as a secondary source secondary sources
Explicit teaching: (ACHHS171)
 Primary and secondary sources
Perspectives and
 Source analysis skills in history
Identify and analyse the
 Mix and match task
perspectives of people from
 Is this a primary source or a secondary source?
the past
 Play as a game – students answer in groups
Explicit teaching:
 Lifestyle of individuals in the Industrial Revolution
 Established middle-class
 Poor law – run through example primary source as a class
 Child labour and workers’ rights
 Students are provided a primary source photo of child labour
 Students to answer questions – what does this photo show us? What
makes this photo a primary source? Usefulness/limitations?
Explicit teaching:
 Introduce source analysis task (Assignment 2)

Lesson 9 & 10 (Friday double)

Finish Source Analysis – broken up by small activities? Class debate?
Introductory task:

3 Lesson 11: (Tuesday Single) Historical Knowledge:

World War I Introduction An overview of the causes of
World War I and the reasons
Introductory task: why men enlisted to fight in
 Set the scene, play music, show pictures of WWI the war (ACDSEH021)
 Students to write one word to describe the music on one post-it note, one
word to describe the pictures on another and one word to describe what Historical Skills:
they know about this time period on another Perspectives and
 Students stick post it notes in different corners of the room under the interpretations
correct Q and go for a ‘gallery walk’ Identify and analyse the
 Once all students have made their way around the room – class discussion perspectives of people from
Explicit teaching: the past
 Causes of World War I
 Students to fill out a table while completing this
 Outline the countries involved – The Triple Alliance and The Triple Entente
(and neutral countries)
 Students are provided with a card stating which country they are from in
 From the perspective of a person living in that country write two
sentences to describe how they might have felt in that period of time
 In one sentence choose one of the causes of WWI you find most
convincing and state why

Lesson 12 & 13: (Wednesday Double)

Alliances and Restrictions on Germany

Introductory task:
 Make an ‘alliance’ in pairs or groups of 3
 Make a list of what values you share, what common interests you have
 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
 Map activity: colour in the countries with the same alliance and annotate
Explicit teaching:
 Australia’s role in WWI – our alliances
 Enlistment policies
 Primary source – newspaper article/photos
 Mindmap – outline Australia’s role in WWI
 Research involved
 Hand up at the end of lesson as post-assessment

Lesson 14 & 15 (Friday double)

Contestability & Enlistment

 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.

Lesson 16: (Tuesday Single) Historical Knowledge:

4 An overview of the causes of
Introductory task: World War I and the reasons
 ‘Fake news’ class discussion why men enlisted to fight in
 Look through media articles – what do they want us to believe? the war (propaganda)
Explicit teaching:
 Propaganda in WWI – why men enlisted to fight in the war Radio task:
 Analyse an example as a class Make them listen to an
Activity: original one
 Analyse one piece of propaganda in two sentences. What is this News or radio – based on
propaganda telling us? Would this alone convince you to enlist? reality, submerge them in it
Explicit teaching:
 Propaganda vs reality of war
 Draw your own version of propaganda for WWI (Task sheet, hand up)

Lesson 17 & 18: (Wednesday Double)

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
 Radio broadcast script role play?
Explicit teaching:
 Case study of 4 signficant battles

Lesson 19 & 20: (Friday Double)

Introductory task:
 Set the scene of a battle
 Video/music
 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
 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
 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.
 Once finished students may play the war trenches game

5 Lesson 21: (Tuesday Single) Historical Knowledge:

The places where Australians
Introductory task: fought and the nature of
 Students take out maps completed the week prior and mark where warfare during World War I,
Australians fought – given a list including the Gallipoli
Explicit teaching: campaign (ACDSEH095)
 Significant battles in Australia
 Overview of Gallipoli
 Video
 Video response (worksheet)

Lesson 22 & 23: (Wednesday Double)

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
 Explore personal accounts of Australian Soldiers:
 Choose 5 and fill out a table (what I thought was interesting, one question
I have)
Explicit teaching:
 Introduce assignment
 Decide on the product you would like to produce

Lesson 24 & 25: (Friday Double)

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
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.

6 Lesson 26: (Tuesday Single)

Introductory task:
 Checklist for assignment
 Run through exempla
Time to work on assignment

Lesson 27 & 28: (Wednesday Double)

Assignment 1 due at the end of the lesson
Finish early tasks: crossword of WWI terminology

Lesson 29 & 30: (Friday Double)

Something fun! Activities to consolidate learning of the places Australians fought
and the experiences of war

7 Lesson 31: (Tuesday Single) Historical Knowledge:

The impact of World War I,
Introductory task: with a particular emphasis on
 Come up with a hashtag for and against WWI in pairs, or groups of three Australia including the
 Display them on the screen using answergarden changing role of women
Explicit teaching: (ACDSEH096)
 Life at home during WWI – what was changing, socially, economically etc
 Students use a table to make this explicit

Lesson 32 & 33: (Wednesday Double)

Explicit teaching:
 How WWI changed the role of women
 Students look at a case study
Explicit teaching:
 Video
 Video response
Explicit teaching:
 Indigenous Australians in WWI
 Class discussion

Lesson 34 & 35: (Friday Double)

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
 Class discussion, how has your perspective changed? What did you find
 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
 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
 As a class, debate for and against
 What other alternatives could we come up with?
 Could we make everyone happy?

Lesson 37 & 38: (Wednesday Double)

In-class test

Lesson 39 & 40: (Friday Double)

Students away on Wednesday to catch up on test

Finish off the unit:

Explicit teaching:
 What did the World look like after WWI?
 Changes in societal norms
 How do we remember it – video games
 Imagine you were a 13/14 year old after the war has ended, how would
your life be different? - Research involved
Video or game to end