Objectives
Students will be able to:
- Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places.
- Use historical terms and concepts.
- Identify the origin, purpose and context of primary and secondary sources.
- Process and synthesise information from a range of sources for use as evidence in an historical argument.
- Identify and analyse different historical interpretations.
- Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced.
- Select and use a range of communication forms (oral, graphic, written) and digital technologies.
Unit Plan
Week
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Area of Study
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Key Knowledge
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Activities & Assesment
Tasks |
Key Skills
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1
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The Great War begins. |
To understand historical terms and comprehend the causes of World War I.
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Video: Causes of World War I.
Brainstorm: Key historical terms and their meanings. Living timeline: Active timeline of World War I. |
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places.
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2
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Come on Aussie, come on.
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To be able to understand why Australia joined World War I.
To know the difference between primary and secondary sources and be able assess their credibility. |
Video: And the band played Waltzing Matilda.
Worksheet: Primary source analysis. Worksheet: Introduction to essay writing, using secondary sources. |
Identify the origin, purpose and context of primary and secondary sources.
Process and synthesise information from a range of sources for use as evidence in an historical argument. Identify and analyse different historical interpretations |
3
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Excursion to the Shrine of Remembrance
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4 and 5
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Women of the war.
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To gain an understanding of the role of women during World War I and compare it to the role of women in the army today.
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Reading images: what does the uniform tell us?
Writing task: Exegesis of chapter in 'Gender and War'. This task is to be completed over two weeks and submitted for assessment. |
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced.
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6
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The war to end all wars?
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To gain an understanding of the repercussions of the war and how it ended.
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Worksheet: The end of the war.
Versailles Role Play |
Identify and analyse different historical interpretations.
Select and use a range of communication forms (oral, graphic, written) and digital technologies. |
Essential Questions
- Why did World War I happen and what were the political motives?
- Why did Australia join the war and what enticed the men to enlist?
- What was the role of women during World War I and how has this changed?
- How did the war end and what were the repercussions?
Performance Indicators/Outcomes
- Contribution to class activities and discussions.
- Timely completion of worksheets and essay writing tasks.
- Demonstrates a sound knowledge of the historical period using a variety of sources.
Activities and Assessment Tasks
Video: Comedic look at the causes of World War I.
http://www.youtube.com/watch?v=kfxrTD-kPps
Living timeline:
Students to have either a flag or a moustache to act out the timeline - interactive timeline to be displayed on a projector.
http://www.bbc.co.uk/remembrance/timeline/index.shtml
Video: And the band played Waltzing Matilda.
http://www.youtube.com/watch?v=MGlpxviu8PY
http://www.youtube.com/watch?v=kfxrTD-kPps
Living timeline:
Students to have either a flag or a moustache to act out the timeline - interactive timeline to be displayed on a projector.
http://www.bbc.co.uk/remembrance/timeline/index.shtml
Video: And the band played Waltzing Matilda.
http://www.youtube.com/watch?v=MGlpxviu8PY
Reading images: Discussion with students about what the uniform of nurses tells us about their role and how have the uniforms changed today.
Writing task: Exegesis of chapter - Holmes, K. (1995) ‘Day mothers and night sisters: World War I nurses and sexuality.’ in Gender and war: Australians at war in the twentieth century edited by Joy Damousi and Marilyn Lake. Cambridge University Press. pp 43-59
Worksheet: The dissolution of war.
http://www.schoolhistory.co.uk/year9links/wwi/endofwwi.pdf
Versailles Role Play:
http://www.schoolhistory.co.uk/year9links/wwi/Versailles_roleplay.PDF
Writing task: Exegesis of chapter - Holmes, K. (1995) ‘Day mothers and night sisters: World War I nurses and sexuality.’ in Gender and war: Australians at war in the twentieth century edited by Joy Damousi and Marilyn Lake. Cambridge University Press. pp 43-59
Worksheet: The dissolution of war.
http://www.schoolhistory.co.uk/year9links/wwi/endofwwi.pdf
Versailles Role Play:
http://www.schoolhistory.co.uk/year9links/wwi/Versailles_roleplay.PDF
Worksheets
Worksheet: Primary Source
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Worksheet: Secondary Source
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Key skill(s) addressed
- Students are to actively engage in learning the chronology and political aspects of World War I.
- Students should be able to understand the difference between primary and secondary sources and assess their credibility.
- Students will be able to read, write and think critically about World War I.
- Students will be able to analyse historical sources and write their own.
- Students should be able to understand the difference between primary and secondary sources and assess their credibility.
- Students will be able to read, write and think critically about World War I.
- Students will be able to analyse historical sources and write their own.
Lesson Plans
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