102088

Curriculum 1B: History 7-10

Briannon Horne
17787840

Unit of Work – Stage 6 (Year 9)

Contents

Rationale 2

Unit of work 4

Resources 16

References 20
Rationale
The Stage 5 syllabus developed and distributed by the NSW Education Standards Authority (NESA, 2012)

aims to expand student knowledge on a variety of areas; including the events leading up to, during, and

after, both World War I & World War II. Both wars are included in a mandated core study. called

“Australians at War: World Wars I & II (1914-1918, 19939-1945); this topic aims to cover a variety of

historical concepts and skills, including (but not limited to): continuity and change, perspectives, cause and

effect, empathetic understanding, and significance of the events surrounding this time period. For the

purpose of the unit created, the Core study: Australians at war, has been split into two more manageable

blocks of investigation and learning on WWI and WWII. The unit described below focuses on WWI and the

events leading up to, the nature of warfare, the significance of the experiences of Australians, impact, and

commemoration of the war in Australia (NESA, 2012). By splitting the core unit into two segments which

focus on the wars, and then providing students time to consolidate their knowledge and understanding of

the correlations and relationships between the two time periods, and the subsequent impact on the lives

of civilians and military personnel; this will allow students to more deeply engage with the syllabus

content.

The outlined unit aims to cater for students of all ability levels, from a variety of cultural backgrounds; this

includes links to the 8-ways Aboriginal and Torres Strait Islander pedagogical practices for effective

teaching and learning. The 8-ways Aboriginal and Torres Strait Islander links for pedagogical practice used

throughout the unit look at: collaboration between students (community-links), developing knowledge on

personal and national histories (community-links), engaging with the stories/experiences of those who

participated (story sharing-links), and using detailed visual guides to complete activities (learning maps-

links).

Students participating in the below unit will be provided opportunities to engage with historical sources

(both primary and secondary) in developing their historical inquiry skills on Australia’s involvement in the

wars. Much of the pedagogical approaches used throughout the unit are reliant on inquiry-based learning,

as Wiersma (2010) highlights the value of student autonomy in developing knowledge and understanding

in any area of learning; this inquiry-based learning is implemented to encourage a deeper, more valuable
“connect[ion] with history (Wiersma, p115, 2010). This “connect[ion] with history” (Wiersma, 2010) is

adopted as pedagogical practice to improve “historical empathy” (Rantala, Manninen, & Van den Berg,

2016) in students; in allowing students to develop historical empathy, teachers are encouraging students

to understand the choices, and subsequent consequences, of the people during this period. This inquiry-

based approach to learning is evident in ICT research activities linked to: the Gallipoli campaign, WWI

warfare, the Western front/home front, source analysis, and commemoration of war. In an effort to

ensure that all students are able to engage with the syllabus content, group collaboration activities are

highly-valued as pedagogical approaches to sustained and differentiated learning in the classroom.

As is evident throughout the unit, there is a heavy reliance on ICT technology in developing historical

inquiry skills in the classroom; Morgan (2013) states that students of the twenty-first century are “digital

natives”, meaning that these students “have been exposed to technology since birth” (2013). These “digital

natives” (Morgan, 2013) require contemporary platforms in order to connect to the syllabus content, and

subsequently prepare them for life in a technology reliant society.

Unit of work
Subject: History Course: Stage 5, History
Unit title: Depth Study 3: Australians at War, Part 1 – World War I (1914-1918)
Historical Concepts/ Big Ideas
- Continuity and change:
- Cause and effect
- Perspectives
- Empathetic understanding
- Significance
- Contestability
Unit context within Scope and
Sequence/Purpose
The purpose of this unit is to develop student
understanding of: cause and effects of history,
the development of modern history through the
study of the past, and the skills to effectively
apply a range of process in the analysis of sources
(both primary and secondary), and their
relevance to the history.
This unit lies within the final depth study of Year
9, Stage 5; this unit should be undertaken with
prior knowledge of source analysis, and the
effective processes involved in historical inquiry.
This unit is half of a larger whole unit, that covers
both World War I and World War II. The breadth
of the Australians at War: World Wars I and II
(1914-1918, 1939-1945) is extensive and teachers
should invest a greater time to effectively engage
students with the content.
UNIT OUTLINE
Number of Weeks: 6 Weeks (24 hours)
The importance of this learning
Students engage with content relating to Global history: The Modern World and Australia; this
engagement is facilitated through the analysis of sources, research; and development of students’
skills in comprehension, explanation and communication. This is directly linked to student
engagement with the historical concepts listed; in addition to the development of the process for
effective historical inquiry.
Syllabus Outcomes
HT5-1: Explains and assesses the historical forces and factors that shaped the modern world and
Australia.
HT5-2: Sequences and explains the significant patterns of continuity and change in the development
of the modern world and Australia.
HT5-4: Explains and analyses the causes and effects of events and developments in the modern world
and Australia.
HT5-5: Identifies and evaluates the usefulness of sources in the historical inquiry process.
HT5-7: Explains different contexts, perspectives and interpretations of the modern world and
Australia.
HT5-9: Applies a range of relevant historical terms and concepts when communicating an
understanding of the past.
HT5-10: Selects and uses appropriate oral, written, visual and digital form to communicate effectively
about the past for different audiences.
Literacy Focus
Reading literacy: Timeline activity:
(including visual literacy) Students develop numeracy
Students develop literacy
skills by engaging with a
variety of texts and
sources (written, visual,
oral, and digital) in the
construction of knowledge
on areas of study.
Writing literacy:
Students develop written
literacy skills, by engaging
with extended response
questions using Bloom’s
Taxonomy to further
thinking and
understanding.
Numeracy Focus
skills in the creation of an
event timeline directly
related to the causes of both the wars on Australia.
WWI and WWII.
ICT Focus
Weebly – Page creation:
Students develop ICT skills
in the creation of a class
Weebly, on the impact of
Differentiation
Support
Students are provided/encouraged:
- Detailed instructions on the development of a historical
inquiry.
- Detailed instructions to the use and creation of the
class Weebly.
- Scaffolded research tasks.
- Scaffolded source analysis; including assessing the
value of the sources in the development of contextual
understanding.
- Visual representation of propaganda, role of women,
allied and enemies, ANZAC, POWs, and Aboriginal and
Torres Strait Islander participation.
Extension
Students are provided/encouraged:
- Locate appropriate/relevant historical sources linked to
various topics throughout the unit.
- Developing source analysis and extended responses.
- Visual representation of propaganda, role of women,
allied and enemies, ANZAC, POWs, and Aboriginal and
Torres Strait Islander participation.

Week/ Syllabus Content Teaching and Learning Strategies including assessment for learning. Resources
Sequence
An overview of the causes Vocabulary task – TEACHER LED ACTIVITY.
Week 1 of the wars, why men Students to create a vocabulary list from the words provided. Students to - Vocabulary list.
4 hours enlisted and where continue to add to this list as the unit progresses. - Scaffold of vocabulary
Australia fought. format.
Students:
- Outline the main Reading literacy – THINK-PAIR-SHARE
causes of WWI. Students to identify the main causes of WWI, using the Oxford Insight - Oxford Insight History 9
- Locate and History 9 textbook. (pages 272-276). Textbook.
sequence the Students to complete Causes of WWI worksheet. - Causes of WWI
places where Students to identify the elements of warfare on the western front. worksheet.
Australians fought Students to read Oxford Insight History 9 (pages 287-289).
in WWI. (students are reminded to continually develop their vocabulary lists)
- Explain why
Australians fought Reading literacy – CLASS DISCUSSION.
in WWI. Teacher to introduce students to Franz Ferdinand; - Franz Ferdinand
- Leadership. assassination worksheet.
The scope and nature of - Political movements and ideas.
warfare. - Assassination (and how this led to the outbreak of WWI).
(students are reminded to continually develop their vocabulary lists)
Students:
- Describe the
nature of warfare Source activity – THINK-PAIR-SHARE.
during the Gallipoli Students to complete worksheet Why did Australians enlist in WWI. - Why did Australian enlist
campaign. Students to analyse source (photographs and posters) on worksheet as well in WWI? worksheet.
as written sources that show:
- Perspective
- Propaganda
- National identity

Empathy task – INDIVIDUAL TASK

Students to create dialogue (conversation in letter format), between two - Scaffold for the letter
brothers that emphasise: format.
- One brother being enlisted/conscripted. - Example of a letter
- Deployment. between siblings.
- The home front – what it is like for the brother at home.
- Positive and negatives experienced by the deployed brother.
- Current situation (is the deployed brother at a training camp, holed
up in a trench, etc)
 Reading literacy – CLASS DISCUSSION. - Oxford insight History 9
Students to identify the elements of warfare during the Gallipoli campaign at (pages 282-286).
ANZAC Cove. Students to read Oxford Insight History 9 (pages 282-286). - The Gallipoli Campaign
Students to complete The Gallipoli Campaign worksheet. (students are Worksheet
reminded to continually develop their vocabulary lists)

ICT/Insight history 9 Reading to understand – INDIVDIUAL TASK. - Oxford insight History 9

In addition to the above reading task, students are encouraged to answer (pages 282-286).
the below questions using ICT. - Access to ICT technology
- Why were Australians sent to ANZAC Cove? - Access to internet.
- How many ANZAC soldiers were deployed to ANZAC Cove?
- The death toll.
- What happened to the military personnel after the battle at the
Cove?
- Name ONE major battle/military movement linked to Gallipoli
(emphasising its success or failure).
OR
Name ONE personality linked to Gallipoli (emphasising their success
or failures).

End of week 1 Kahoot activity – CLASS/INIDVIDUAL Activity (formative

assessment) - Access to ICT technology
Students to use Laptops/ICT devices provided to play a Kahoot Quiz based - Access to internet.
on that week’s content. - Wk1 Kahoot Quiz
Students to show their learning and understanding of the content as they [Figure 1]
answer questions linked to the syllabus.

The scope and nature of ICT activity – GROUP COLLBORATION/CLASS DISCUSSION.

Week 2 warfare. Students to complete a WWI mapping activity requiring: - Map of the world
4 hours - Location where Australians fought. - Where Australia fought
Students: - Date which the conflict took place. worksheet.
- Major battle that took place at each location. - Access to ICT technology
- Number of solider/military personnel sent to each location. - Access to internet.
 - Explain the - What branch of the Australian armed forces dispatched (air force,
outcome of the army, navy) to the area.
Gallipoli campaign.
- Outline and ICT Research activity – COLLABORATIVE GROUP/STUDENT TEACHERS
sequence the (FLIPPED CLASSROOM).
changing scope Students are to separate into groups and identify the stages in the - Access to ICT technology
and nature of development of trench, aviation, tank, fire arm warfare throughout WWI. - Access to internet.
warfare in WWI. Students are encouraged to create a brief timeline of the technology’s - Students to have an
development during the War. understanding of the
Significant events and the The classroom is to be flipped and the students, become the teachers; timeline
experiences of Australians students are to teach the remainder of the class the development of their platform/PowerPoint.
at war. chosen technology. - Teacher to provide a
demonstration/instruction
Using sources, students on the use of the platform
investigate the following chosen.
features of each war. Tank warfare:
- Prisoners of war. https://www.youtube.com/watch
- A specific ?v=zjj13U-j0_g
campaign, e.g. the Aviation warfare:
Western Front https://www.youtube.com/watch
1916 and the New ?v=s1oxX4Q6ndo
Guinea campaign Trench warfare:
1942. https://www.youtube.com/watch
- The role of women. ?v=P92guhd7d-8
- Participation of Gas warfare:
Aboriginal and https://www.youtube.com/watch
Torres Strait ?v=OrHFEPu_ANI
Islander peoples.
- A specific
event/incident, e.g.
the Battle of Hamel
1918 and the Fall Written literacy task – INDIVIDUAL TASK.
of Singapore 1942. Students to use information gathered during the above-mentioned ICT
activity – GROUP COLLABORATION/ CLASS DISCUSSION, to develop a - TEEP scaffold to answer
response to the questions: the questions posed in
essay form.
Describe the change in warfare between TWO conflicts, in which Australians - Teacher example of
fought. Students must refer to the advancements in technology and warfare appropriate response:
in WWI. length, style, format,
topic, etc.
Students to then assess the outcome of the conflict at Gallipoli, and
formulate a response to the question:
Explain the outcome of the Gallipoli campaign. Students must compare the
success and failures of the campaign (including warfare) and the effect these
had on the outcome.

ICT interactive activity – INDIVIDUAL TASK.

Students to engage with The story of Gallipoli interactive website. - Access to ICT technology
Students to draw major or interesting points from the program that relates - Access to internet.
to: - https://www.smh.com.au
- The plan of Gallipoli – reason for deployment. /interactive/2015/story-
- The landing. of-gallipoli/
- What was expected of the military personnel – the actions taken for
the high ground.
- How the soldiers left the Cove.

ICT research activity: Class Weebly – GROUP COLLABORATION.

Students to work in groups of TWO to identify and analyse sources for the - Access to ICT technology
understanding of: (task to be achieved over 5 hours) - Access to internet.
- Prisoners of War (living conditions, work, length of captivity) - Introduction to the
- Specific POW camps (commanders, location, importance to the war Weebly site (including a
effort, condition, number of POWs). demonstration as to how
- Specific campaigns attempted throughout WWI (e.g. the Western to develop group page).
Front 1916, Jutland 1916, etc) (can have multiple groups attempt - Scaffold for research task.
different campaigns). - Access to Class Weebly
- The role of women on the front. [Figure 2].
- The role of women at home.
- Participation of Aboriginal and Torres Strait Islander peoples.
- A specific event that hindered or assisted the allied war movement
(can have multiple groups attempting different events).
 End of week 2 Kahoot activity – CLASS/INIDVIDUAL Activity (formative
assessment)
Students to use Laptops/ICT devices provided to play a Kahoot Quiz based - Access to ICT technology
on that week’s content. - Access to internet.
Students to show their learning and understanding of the content as they - Wk2 Kahoot Quiz
answer questions linked to the syllabus.

Significant events and the ICT research activity: Class Weebly – GROUP COLLABORATION.
Week 3 experiences of Australians Students to worked in groups of TWO to identify and analyse sources for the - Access to ICT technology
4 hours at war. understanding of: (task to be achieved over 5 hours – continued from WK2) - Access to internet.
- Prisoners of War (living conditions, work, length of captivity) - Introduction to the
Using sources, students - Specific POW camps (commanders, location, importance to the war Weebly site (including a
investigate the following effort, condition, number of POWs). demonstration as to how
features of each war. - Specific campaigns attempted throughout WWI (e.g. the Western to develop group page).
- Prisoners of war. Front 1916, Jutland 1916, etc) (can have multiple groups attempt - Scaffold for research task.
- A specific different campaigns). - Access to Class Weebly.
campaign, e.g. the - The role of women on the front.
Western Front - The role of women at home.
1916 and the New - Participation of Aboriginal and Torres Strait Islander peoples.
Guinea campaign - A specific event that hindered or assisted the allied war movement
1942. (can have multiple groups attempting different events).
- The role of women.
- Participation of Group Presentation – GROUP COLLABORATION/PRESENTATION.
Aboriginal and Student groups are to present their Weebly page to the rest of the class. - Access to ICT technology
Torres Strait Students to organise and outline their contributions to the page and - Access to internet.
Islander peoples. presentation. - Access to Class Weebly.
- A specific
event/incident, e.g.
the Battle of Hamel ICT research activity: Sources – GROUP COLLABORATION.
1918 and the Fall Students to locate and analyse THREE sources that can be linked to their - Example of source
of Singapore 1942. chosen topics for the class Weebly. analysis.
Teacher should demonstrate the appropriate method and location for - Access to Class Weebly.
gathering reliable sources that support or openly refute their chosen topic. - Links to reliable source
Source description should include an analysis of: depositories:
- The bias portrayed.
 - What the sources aim was, what was wanted to be conveyed. http://www.thememoryproject.c
- The time it was written/produced. om/stories
- Does it support or refute your topic? (WWI & WWII veteran stories)
- Who was the author? https://anzaccentenary.vic.gov.au
- What is your response (as an audience) to the source? /history/australias-contribution-
- Is this source relevant to your topic? How? wwi/
Teacher to provide an example of source analysis and scaffold student (Australia’s contribution to WWI)
learning. https://anzacportal.dva.gov.au/hi
Students are encouraged to move beyond those links initially provided. story/special-features/veterans-
stories/australians-war-stories
(Australian veteran war stories)
https://anzacportal.dva.gov.au/e
ducation/education/best-
resources-year-9-australian-
history-curriculum
(Resources on WWI & WWII)

End of week 3 Kahoot activity – CLASS/INIDVIDUAL Activity (formative

assessment)
Students to use Laptops/ICT devices provided to play a Kahoot Quiz based
on that week’s content. - Access to ICT technology
Students to show their learning and understanding of the content as they - Access to internet.
answer questions linked to the syllabus. - Wk3 Kahoot Quiz

Impact of the wars on Reading literacy – CLASS DISCUSSION/READING.

Week 4 Australia. Students are to identify the extent of power the Australian government has - Oxford Insight History 9
4 hours on the ‘home front’ in regards to conscription, propaganda, role of women, textbook (pages 292-295).
Students: the enemy, and censorship. (students are reminded to continually develop
Outline the Australian their vocabulary lists). Students to read Oxford Insight History 9, pages 292-
governments’ control on 295.
the home front during Class collaboration on the important elements of the text; points to be
WWI for each of the written in student workbooks.
following.
- Conscription. Creative task (Propaganda) – INDIVIDUAL PERSPECTIVES TASK.
- Use of government Students to demonstrate their understanding of the emotive nature of the - Oxford Insight History 9
propaganda. government propaganda during WWI; in the creation of TWO textbook (pages 292-295).
- Changing roles of conscription/recruitment/propaganda posters.
women. Students will need to outline the:
- Enemy ‘aliens’. - Motive.
- Wartime - Intended audience.
controls/censorshi - Content.
p. Depicted in their posters.
Students are encouraged to further their understanding and quality of
response with the use of ICT and appropriate/reliable sources of
information.

Mind Map (Role of women) – GROUP TASK.

Students to use the information gathered from the passage in Oxford Insight - Oxford Insight History 9
History 9 to create a three-tiered mind-map that highlights the relationships textbook (pages 292-295).
in the role of women throughout WWI.
Students are encouraged to further their understanding and quality of
response with the use of ICT and appropriate/reliable sources of
information.

Written task (Government censorship) – INDIVIDUAL RESPONSE TASK.

Students to read the “Expansion of Commonwealth government power” - Oxford Insight History 9
chapter (page 293) and develop and written response to the question: textbook (pages 292-295).
Identify the way by which the Australian government controlled public
knowledge of the war. Analyse how effective these methods of censorship
were in controlling knowledge about WWI.
Students are encouraged to further their understanding and quality of
response with the use of ICT and appropriate/reliable sources of
information.

Empathy task (Enemy internment) – INDIVIDUAL WRITTEN TASK.

 Students are to create a journal entry that reflect the personal experiences - Oxford Insight History 9
imagined of those POWs and Enemy “aliens” and their detainment within textbook (pages 292-295).
Australia - Access to ICT technology
Students are encouraged to further their understanding and quality of - Access to internet.
response with the use of ICT and appropriate/reliable sources of
information.

End of week 4 Kahoot activity – CLASS/INIDVIDUAL Activity (formative

assessment)
Students to use Laptops/ICT devices provided to play a Kahoot Quiz based - Access to ICT technology
on that week’s content. - Access to internet.
Students to show their learning and understanding of the content as they - Wk4 Kahoot Quiz
answer questions linked to the syllabus.

Significance of the war to Empathy video – YOUTUBE CLIP/CLASS DISCUSSION.

Week 5 Australia. Students to read Oxford Insight History 9 (344-345) on the impact of the war - Oxford Insight History 9
4 hours of the returned soldiers and civilians. textbook (pages 344-345).
Students: Students are provided with the Shell Shock YouTube clip: - Access to ICT technology
- Explain the impact https://www.youtube.com/watch?v=kvTRJZGWqF8 - Access to internet.
of the war on Class discussion on the validity of Shell-shock and the impact of soldiers with
returned shell-shock on the community they returned to.
soldiers/civilians. https://www.youtube.com/watch?v=AL5noVCpVKw
Students are shown War Neurosis clip (above): stop at 4:00.
Commemorations and the
nature of ANZAC legend. Students are to identify the main challenges to returning to civilian life for
soldiers deployed in WWI. Class discussion on the impact these challenges
Students: would have had on society of the time.
- Explain how and
why Australians ***Students are reminded that they need to display appropriate behaviour
have and be mindful of the suffering that many of the returning soldiers endured
commemorated when WWI concluded. Specifically, in the viewing of the YouTube clips on
wars. Shell-Shock and Neurosis.
- Explain the
different Reading literacy – INDIVIDUAL READING-WORKSHEET/CLASS DISCUSSION.
perspectives on Students to read Oxford Insight History 9 (352) highlighting how Australia
the ANZAC legend. commemorates WWI, in ANZAC Day and Remembrance Day.
Students - Oxford Insight History 9
textbook (page 352).
ICT Research Task – COLLBORATIVE TASK.
Students are to engage in research on topics related to the commemoration
of Australian involvement in WWI. Topics can include:
- The history behind the slouch. - Access to ICT technology
- Various commemorative days. - Access to internet.
- Monuments.
- Red poppies.
- Flames of remembrance.
- Museums.
Students are to work in groups of TWO, to Identify the relationships
between their chosen topic and WWI.

Reading literacy – CLASS REAIDNG/DISCUSSION.

Students are to read and discuss the perspective given in the Oxford History
Insight 9 (pages 353-354).
- Oxford Insight History 9
In Flanders Field poem – INDIVIDUAL TASK/WORKSHEET. textbook (page 352).
Students to read the source and complete analysis questions on worksheet
related to the poem, its creation, and distribution.
- In Flanders Field
worksheet
[Figure 3].
ICT Research task – GROUP COLLABORATION.
Students are to formulate their own opinion on the validity of the ANZAC
legend. Students are to generate their own opinion through research and
source analysis to support their claims. Sources need to be approved by the - Oxford Insight History 9
teacher before inclusion in student response. textbook.
Student opinion should be presented as an extended response in regards to - Access to ICT technology
the following 3-part question: - Access to internet.
1. Define ANZAC legend, include the characteristics and values
associated with the ANZAC spirit.
 2. Assess to what extent is the battle at Gallipoli indicative of the
ANZAC spirit/legend.
3. Express your understanding/opinion of the values of the ANZAC
spirit, by drawing comparisons between the behaviour and attitudes
of soldiers in a major conflict during WWI (other than Gallipoli).

End of week 5 Kahoot activity – CLASS/INIDVIDUAL Activity (formative

assessment)
Students to use Laptops/ICT devices provided to play a Kahoot Quiz based
on that week’s content.
Students to show their learning and understanding of the content as they - Access to ICT technology
answer questions linked to the syllabus. - Access to internet.
- Wk5 Kahoot Quiz
8-Ways learning of Aboriginal Pedagogical Practices
- Community-links: The community link frame is achieved as students participate in collaborative group tasks (i.e. THINK-PAIR-SHARE activities), and
engage with content relevant to their personal and national community.
- Story Sharing: The story sharing frame is achieved as students engage with the personal and community stories evident in the primary and
secondary sources analysed throughout the unit. Students are reminded that many of the stories shared, may come from elders of the Indigenous
community that are no longer with us.
- Learning-maps: The Learning maps frame is achieved as students follow specific visual instructions to complete tasks throughout the unit.
Resources
[Figure 1]
Wk1 Kahoot Quiz
https://create.kahoot.it/share/wk1-wwi-quiz/24438bac-df33-4b13-a489-348326c7aac8

Kahoot quiz questions:

1. The definition of Alliance

2. “Armistice” means
3. “Conscription” was
4. What did the Australian government use to promote the war?
5. Where were the Dardanelles located?
6. What does ANZAC stand for?
7. How are wars commemorated?
8. How many Australian troops were in the first landing at Gallipoli?
9. What is the date of the first Australian landing at Gallipoli?
10. Whose assassination led to the beginning of WWI?
11. What does M.A.I.N stand for?
[Figure 2]
Class Weebly

https://investigatingwwi.weebly.com
[Figure 3]

In Flanders Fields – POEM

Written by Major John McCrae,
the Canadian Medial Corps
 1. What year was the poem published?
_____________________________________________
2. In what form was the poem published?
________________________________________________
________________________________________________
________________________________________________
_______________________________________
3. What did this mean for the distribution of the poem to
the public?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
4. What was the name of newspaper that published the
poem?
______________________________________________
5. What feelings is the author trying to evoke in the lines
“To you from failing hands we throw The torch; be
yours to hold it high.”?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
6. What are poppies?
______________________________________________
7. What do the poppies signify? Why are they important?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
8. Describe the overall feeling of the poem? What words
are particularly emotive?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Reference

8 Ways. n.d. The eight-way framework of Aboriginal Pedagogy. Retrieved from:

https://vickidrozdowski.files.wordpress.com/2012/10/individual-investigation-of-a-learning-theory-

aboriginal-pedagogy.pdf

Army. (2016). In Flanders Fields. Retrieved from: https://www.army.gov.au/our-history/traditions/in-

flanders-fields

BLOOM’S, T. M. E. (1965). Bloom’s taxonomy of educational objectives. Longman. Retrieved from:

https://www.redlands.edu/globalassets/depts/student-affairs/csl/bloom_taxonomy.pdf

Morgan, H. (2013). Maximising student success with differentiated learning. The clearing house: A journal

of educational strategies, issues and ideas. 87(1), 34-38. Retrieved from:

https://doi.org/10.1080/00098655.2013.832130

NSW Education Standards Authority. (2012). History K-10 Syllabus Volume 2. Board of Studies NSW.

Poets.org. (2018). “In Flanders Fields” in Punch, 1915. Retrieved from:

https://www.poets.org/poetsorg/text/flanders-fields-punch-1915

Rantala, J., Manninen, M., Van den Berg, M. (2016). Stepping into other people’s shoes proves to be a

difficult task for high school students: Assessing historical empathy through simulation exercise.

Journal of Curriculum Studies. 48(3), 323-345. Retrieved from:

https://doi.org/10.1080/00220272.2015.1122092

Wiersma, A. (2008). A study of the teaching methods of high school history teachers. The social studies.
99(3), 111-116. Retrieved from: https://doi.org/10.3200/TSSS.99.3.111-116