Emh 441

Part One: Lesson Analysis
Lesson: Junior History

Higher Order Thinking
Higher Order Thinking is an element of Intellectual Quality from the New South Wales Quality
Teaching Framework and Queenslands Productive Pedagogies. It is defined as Students are
regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise
and evaluate knowledge and information. (New South Wales Department of Education and
Communities, 2011). This lesson does not require students to undertake these processes. While
students are required to draw Castles there is limited room for interpretation. Students are given
clear guidelines as to what their Castles must include, with all key words from the instructions
underlined.
Newmann and Wehlage (1995, p2) state that when students are involved in Higher Order Thinking
an element of uncertainty is introduced, and instructional outcomes are not always predictable.
When completing each activity students are provided with clear instructions and explicitly instructed
on what they are required to do. Whilst the teacher questions the students on their drawings she
often does not give them the opportunity to respond before she provides the answer. Students may
have been able to engage in Higher Order Thinking when completing the Extension question on the
worksheet however; there was insufficient time for them to do so.
Depth of Knowledge
Deep knowledge is an element of Intellectual Quality from the New South Wales Quality Teaching
Framework. Depth of knowledge can be defined as the level of understanding that students are able
to demonstrate in regards to the key concepts of the lesson (Newmann & Wehlage, 1995) (New
South Wales Department of Education and Communities, 2011).
This lesson provides the students with only superficial understanding about Castles. The lesson does
not deal with significant concepts of the topic and does not appear to draw on knowledge from
previous lessons.
Whilst students are given the opportunity to solve problems the teacher explicitly tells them what
they are required to do. Students are able to express their understanding through their drawings.
(Newmann & Wehlage, 1995, p. 3) state that depth is produced, in part, by covering fewer topics in
systematic and connected ways. Whilst this lesson can be seen as doing this the students are
pushed from one activity to the next very quickly and they are not given the opportunity to discuss
their drawings at each point. When students were given a worksheet to complete at the end of
lesson requiring them to demonstrate their understanding most struggled to construct the
explanations required.
11168546 | Curriculum Method1: EMH441
Connectedness
Connectedness falls under the Significance dimension in the New South Wales Quality Teaching
Framework. It can be defined as the extent to which the lesson activities have value beyond the
classroom and school (Newmann & Wehlage, 1995) (New South Wales Department of Education and
Communities, 2011).
Whilst this lesson links directly to the question the students were posed What can we learn from
computer games about Medieval History there is little relevance of the activities in this lesson to the
students lives outside of school.
At the end of the lesson the teacher attempts to connect the work to the local landmark (Tower of
London). This however, was not very successful as it was quickly mentioned and there was no
discussion.
Whilst the Castles that the students were required to draw were all of English origin students would
have struggled to see the relevance. There was no information given on the Castles in regards to
their locations or if they were still standing today. By linking the content to more local Castles such
as the Tower of London students may have been able to connect with this lesson more effectively.
Substantive Conversation
Substantive Communication is a part of Intellectual Quality from the New South Wales Quality
Teaching Framework. It can be defined as students are regularly engaged in sustained conversation
about the concepts and ideas they are encountering. (New South Wales Department of Education
and Communities, 2011). This lesson provides several opportunities for students to do this. When
completing the paired work on drawing the Castles students are constantly involved in conversations
about their work and what they need to include in their drawings in order to solve the given
problem.
The teacher however, often fails to engage the students in substantive communication. There are
very limited class discussions with few opportunities for students to voice their understanding after
each activity. When the teacher does facilitate discussions and ask questions she does not give
enough wait time for the students to formulate a response in their mind. By doing so the teacher is
quick to give the required response and then move on.
Newmann and Wehlage state that in classes with little or no substantive conversation, interaction
typically consists of a lecture with recitation in which the teacher deviates very little from delivering
a pre-planned body of information and set of questions; students routinely give very short answers.
This lesson can be seen as doing just this. When asking the students true/false questions the teacher
appears to be reading the questions straight from the board. After asking the students the question
Can you remind me, what are some of the things that we have studied so far? Students were given
very quick responses such as Weapons & Armour. Later on in the lesson students being asked
further questions only resulted in short two word responses not an in-depth response.
Social Support for Student Achievement
Social support for student achievement can be seen as giving high expectations, positive support,
mutual respect and inclusion of all students (Newmann & Wehlage, 1995).This incorporates Social
Support and High Expectation from the Quality learning environment of the New South Wales
quality teaching framework. This lesson demonstrated a high level of social support for student
achievement.
When beginning the lesson the teacher clearly states the expectations that she has for every student
in the class. She provides a very brief backstory so they know why they are doing the class activities.
This is followed by her informing her students what is necessary if they are aiming for a Level 4 to
Level 5 or above stage of understanding. I found it very confusing without writing down her
expectations for each level of understanding as she jumped back and forth between the two,
therefore the students may have also missed what she expected. There are also no expectations
provided for students who are above Level 5. This affects the students and their awareness in the
importance of what they are learning and in having a clear understanding of what they must do in
order to extend themselves to achieve and reach the next level.
Throughout the lesson the teacher provides students with positive feedback. This occurs regularly
while she moves around the room inspecting their drawings and equally at the conclusion of each
activity. In doing so the students are able to see that they are mastering the required skills.
Mutual respect is demonstrated through the final activity. The teacher has developed a modified
worksheet for one (or more) of the students. In doing so, one particular student was able to
demonstrate her understanding of the work in a way that was most effective for her.
Bibliography
Arnold, D. (2010). Teaching and Learning. Inquiry Learning: Making a History, 20-25.
Killen, R. (2007). Effective Teaching Strategies: Lessons from Research and Practice. South
Melbourne: Thomson Social Science Press.
New South Wales Department of Education and Communities. (2011, November). Quality Teaching
in NSW Public Schools. Retrieved from Professional Learning and Leadership Development:
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
Newmann, F. M., & Wehlage, G. G. (1995). Five Standards of Authentic Instruction. Educational
Leadership, 50(7), 8-12.
Unit/Lesson Title: WW1 1914-1919:

Lesson duration: 60 mins
Stalemate on the Western Front Failed Schlieffen
Inquiry Focus:
Syllabus Outcomes:
What factors contributed to the failure of the
- H1.1 describe the role of key features, issues,
Schlieffen Plan bringing about the Stalemate?
individuals, groups and events of World War 1
- H1.2 analyse and evaluate the role of key features,
Rationale:
issues, individuals, groups and events of selected
This lesson is continues to teach students
twentieth -century studies
why the Schlieffen Plan failed and it is part of
H3.3 analyse and evaluate sources for their
the HSC Course Core Study: World War 1
usefulness and reliability
1914-1919.
- H3.5 plan and present the findings of historical
investigations, analysing and synthesising
information from different types of sources
- H4.1 use historical terms and concepts
appropriately
Prior Knowledge:
Causes of World War 1, The Schlieffen Plan.
Students have previously used www.Spiderscribe.net
Students understand difference between Primary and
Secondary sources.
Stage:6 Year:12
Syllabus Content:
War on the Western Front:
- The reasons for the stalemate on the Western Front
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different types
of primary and secondary sources, including ICT, about key
features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and issues
of World War I using appropriate and well-structured oral
and/or written and/or multimedia forms including ICT.
Students Learn About: War on the Western Front
- the reasons for the stalemate on the Western Front
- the nature of trench warfare and life in the trenches
dealing with experiences of Allied and German soldiers
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be left
outside of the room. Care must be taken when moving
around with the Learning Devices.
Class:12.1
Resources:
Text Book: The Great War Using Evidence by David
Stewart & James Fitzgerald. Chapter 3: The Battlefront
And World War 1 and Its Aftermarth: HSC Modern History
Core Guide by Alf Pickard. Section 3. War on the Western
Front.
Learning Devices with internet access
www.spiderscribe.net
Username: craig.edwards21@det.nsw.edu.au
Password: 12345mod
Learning Outcomes
Students will be
researching and forming
an understanding of
events. They will be
creating a comparison
table, glossary of terms,
finding appropriate
images and maps and
uploading them to
Spider Scribe. Students
will be sharing
information in
pairs/groups and
working together as a
whole group. They will
be working towards
sharing research
through a fluid ICT
presentation with the
whole class.
Time
Guide
10min
Its a long way to Tipperary (3mins 17 seconds)

http://www.youtube.com/watch?v=X3fbIGREh4Y
Teacher Summary Notes Appendix One
Teaching Strategies
Class Organisation
Assessment
Techniques
Content/Learning Experience
Introduction (Engagement):
(Time allocation of activities are fluid in length)
Before students enter the room have the following clip playing on the
SMART board. The purpose of this is to draw their attention and gain
focus.
Its a long way to Tipperary (3mins 17 seconds)
http://www.youtube.com/watch?v=X3fbIGREh4Y
Welcome students and take roll. Explain to them that today they are
going continue on with the Schlieffen Plan and inform that we will
move onto why the plan failed.
Teacher explanation
Whole Class
Explain to the students that by the end of the lesson they will
understand what the term stalemate is and why it occurred in World
War One.
20min
Explain that we will be working on multi lesson tasks. Inform the

students that they will be using the Web2.0 tool - Spider scribe to
create a mind map which will include a Glossary of key terms. Eg.
trench warfare, trench foot, duck boards, dixies , Schlieffen Plan etc.
- Attached is a Staff Handout with Key points to assist.
Body (Exploration/Transformation/Presentation):
Students are asked to use their Learning Device and logon to the
website www.spiderscribe.net. While students logon they are to be
given the Inquiry Focus Question which they will begin to map
throughout the lesson on spider scribe.
What factors contributed to the failure of the Schlieffen Plan bringing
about the Stalemate?
Students are to upload relevant information, maps, and video, sound
recordings (primary and secondary sources) as they evaluate their
Individual Work
Use of graphic
organiser
Use of ICT
Skill Acquisition
and/or development
Questioning the
students at the
beginning, during
and at the end of
the lesson will
assess their prior
knowledge and
what they have
learnt from the
set activities.
Observation
whilst students
are completing
the work will
assess their skills
Observe how
each student is
working within
the group.
usefulness, reliability to spider scribe.

15min
Students are to work in pairs to create a comparison table in

Microsoft Word of why the Schlieffen Plan failed. Comparing the
original plan to the adjusted. They are then to upload the document
to spider scribe for the whole class to see. Students may use the class
text books or appropriate internet sites to obtain their response.
Paired Work
Use of ICT
Skill Acquisition
and/or development
Paired Work / Whole

Class
Whole Class
Discuss with the students the changes to the Schlieffen Plan that they
have highlighted on the comparison table after it has been uploaded
to Spider Scribe. View the variety of responses on the SMART board.
Whole Group
The students are to work Cooperatively in groups of 3 to 4. Assign the

students carefully to groups to accommodate abilities and social skills.
The students are to investigate what occurred when, why and where
once the Germans began to retreat away from the French capital.
Students to use laptops to investigate answers and add information to
spider scribe. (INTRODUCTION OF TRENCH WARFARE) Students may
use the class text books or appropriate internet sites to find answers.
Group Work
Catering for multiple
intelligences
Teacher to look
up on Spider
Scribe at each
uploaded file.
Observe and
engage groups in
conversation to
ensure they are
work together.
10min
Group Work (3-4)
Assign the students
carefully to groups to
accommodate abilities
and social skills.
Conclusion: 5min. Through a group discussion highlight the key points which the students have included on the mind map so far. Inform the students that the next lesson
investigation shall delve deeper into Trench Welfare and Trench Life.

Lesson duration:60
Stalemate on the Western Front Race to the Sea
Inquiry Focus:
Syllabus Outcomes:
What was the Race to the Sea
- H1.1 describe the role of key features, issues,
Rationale:
- H1.2 analyse and evaluate the role of key features,
This lesson is designed to create a greater
awareness of the Race to the Sea and how
twentieth -century studies
this was a part of start of Trench Warfare
H3.3 analyse and evaluate sources for their
(Life, Tactics). Also how it contributed to the
usefulness and reliability
Stalemate in World War One.
H3.5 plan and present the findings of historical
This part of the HSC Course Core Study:
investigations, analysing and synthesising
World War 1 1914-1919.
information from different types of sources
- H4.1 use historical terms and concepts
appropriately
Prior Knowledge:
Students understand difference between Primary and
Secondary sources.
Stage:6 Year:12
Class:12.1
Syllabus Content:
- reasons for the stalemate on the Western Front
Students Learn to:
sources
Risk Assessment:
Resources:
Stewart & James Fitzgerald. Chapter 3: The Battlefront
And World War 1 and Its Aftermarth: HSC Modern History
Core Guide by Alf Pickard. Section 3. War on the Western
around with the Learning Devices:
Front.
Be mindful that some students may feel emotional from the Learning Devices with internet access
footage shown today.
Password: 12345mod
YouTube:
Learning Outcomes:
Students will be
expanding upon the
Glossary of terms on
The Schlieffen Plan.
Students will be sharing
information with the
class understandings
and findings through the
use of ICT.
Time
Guide:
5min
20min
Content/Learning Experience:
Students are welcomed and roll taken. Recap information gathered
from previous lesson and inform students that today they shall
continue on with the Stalemate and learn what was the Race to the
Sea. This will provide a greater understanding as why Trench Warfare
began.
Ask the students to open up Spider Scribe on their laptops so they can
add information as they learn throughout the lesson. Students are to
create a new branch for Race to the Sea and Trench Warfare.
Inform the students that they will watch a 10 minute clip about
Trench Warfare in World War One. This clip will assist with a recap of
last lesson, aid in the discussion Race to the Sea and provide a
starting point for Trench Warfare.
Attached is a Staff Handout with Key points to assist.
http://www.youtube.com/watch?v=VC3S9RgDIDs&list=PL8
ECBF27316F169D8 or access clip from History section on
network share.
Class set of Handouts + extra copy for SLSO + one enlarged
set
Teaching Strategies:
Class Organisation:
Assessment
Techniques:
Teacher Explanation
Questioning the
Use of ICT
Whole Class
students at the
beginning, during
and at the end of
the lesson will
assess their prior
knowledge and
Use of Graphic
what they have
Organiser
learnt from the
set activities.
Watch following YouTube clip on SMART board. Students to place
interesting key points observed during the clip in Spider scribe.
http://www.youtube.com/watch?v=VC3S9RgDIDs&list=PL8ECBF27316
F169D8
Use of ICT
Use of Graphic
Organiser
These points are then to be discussed.
Discussion
Students to work in cooperatively in small groups (3-4) to investigate,
Whole Class
Group Work
Small Group Work (3-
Observe whilst
students are
completing the
work will assess
their skills
knowledge and
understanding
Observe and
questions the
20min
define and analyse what does the term Race to the Sea mean. Assign
the students carefully to groups to accommodate abilities and social
skills. Students may use the class text books or appropriate internet
sites to formulate a response.
Cooperative Learning
Catering for multiple
intelligences
10min
Provide students with the Handout and request students to

investigate items used by soldiers in the trench, placing information in
Microsoft Word and uploading it Spider Scribe. Advise students that
an electronic copy of the handout is also available on the school
network P:\StudentREADONLY\HSIE Faculty\WW1Trench_Handout.pdf
An enlarged text version of handout available for vision impaired
student.
Development of HOT
Use of ICT
Use of Graphic
Organiser
Individual Work
4). Assign the students

carefully to groups to
accommodate abilities
and social skills.
Individual Work
students as they
complete the task
to assess their
knowledge and
understanding
whilst working co
operatively
Collect handout
to mark and
return next lesson
Conclusion: 5min. In a group discussion the students will discuss each of the new elements which they have included on the mind map. With students adding any notes that come
up in group discussion. Students will also create a KWL chart (what I Know now, what I Want to know, what I have learnt)

Lesson duration:60
Stalemate on the Western Front stalemate on Western Front
Inquiry Focus:
Syllabus Outcomes:
Explain why there was a stalemate on the
- describe the role of key features, issues,
Western Front by the end of 1914.
(H1.1)
Rationale:
- analyse and evaluate the role of key features,
This lesson is designed to have students
investigate Trench Warfare (Life, Tactics) and
twentieth -century studies (H1.2)
how this contributed to the Stalemate in
- use historical terms and concepts appropriately
World War One.
(H4.1)
This is part of the HSC Course Core Study:
World War 1 1914-1919.
Prior Knowledge:
Stage:6 Year:12
Class:12.1
Syllabus Content:
- reasons for the stalemate on the Western Front
Students Learn to:
sources
Risk Assessment:
Resources:
Stewart & James Fitzgerald. Chapter 3: The Battlefront and
World War 1 and Its Aftermath: HSC Modern History Core
Guide by Alf Pickard. Section 3. War on the Western Front.
around with the Learning Devices
Learning Devices with internet access
Password: 12345mod
10
Learning Outcomes:
Students will be
researching and forming
an understanding of
events. They will be
reflecting on prior
knowledge to complete
tasks. Students will be
sharing information in
the group and working
together as a group.
They will be working
towards sharing
research through ICT
with the whole class.
Time
Guide:
10min
25min
Content/Learning Experience:
Before students enter the room have the following clip playing on the
SMARTboard. Purpose to draw their attention and gain focus.
Pack All Your Troubles (in your old kit bag) (3mins)
http://www.youtube.com/watch?v=c0wycVPR_nI&list=PL204BCA10E
79B6C07
Welcome the students and take roll and return collected handout
from previous lesson. Discuss with the students what they have learnt
over the pass few lessons and returned handout. Inform the students
of the outcomes of todays lesson. Start of the lesson they shall be
given a series of questions on a handout which they are to answer.
Inform the students that the questions shall be HSC exam styled
questions. The task is to assist the students become familiar with the
style of questions that they may come across in an exam. Whilst the
handout is being completed the students will explore a WW1 website
and then as a group discuss everyones responses from the handout.
Attached is a Staff Handout with Key points to assist.
Provide students with handout 3.1 and ask them to complete the
series of questions. Inform that they only have 25minutes to complete
the task. Advise students that an electronic copy is also available on
the school network P:\StudentREADONLY\HSIE Faculty\WW1Trench_Handout.pdf
11
Pack All Your Troubles (in your old kit bag) (3mins)
http://www.youtube.com/watch?v=c0wycVPR_nI&list=PL2
04BCA10E79B6C07
Class set of Handout + extra copy for SLSO + one enlarged
set
Teaching Strategies:
Class Organisation:
Assessment
Techniques:
Teacher Explanation
Use of ICT
Whole Class
Questioning the
students at the
beginning, during
and at the end of
the lesson will
assess their prior
knowledge and
what they have
learnt from the
set activities.
Observation
whilst students
are completing
the work will
assess their skills
Individual Work
Development of HOT
Individual work
10min
10min
An enlarged text version of handout available for vision impaired

student.
As students complete the handout task they are to navigate to the
following website and complete the tasks on the site.
http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml
Once all students have completed the above task or time has passed
navigate on the SMARTboard to the site to ask the students to
complete the first two missions. Students may work in pairs and
discuss possible outcomes
Have the students trade their handout to another student in the class,
and as a class discussion share the responses to assist each other in
their learning and understanding.
Individual / Paired
Use of ICT
Skill Acquisition
and/or development
Individual Work or
Paired Work
Request all
students to pass
their handout
sheets to teacher
for checking and
to allow teacher
feedback by next
lesson.
Whole Group
Discussion
Values clarification
Conclusion: 5min Teacher re-iterates the reason students are doing this research and reminds them the whole class is sharing the research. Link back to the start of the topic and
refresh the students the path of understanding thus far in this topic and inform them where they are still to head. Inform them next lesson that we shall move into Trench Warfare
and Trench Life.
12
The teaching Strategies used throughout each lesson;

Lesson One:
-
Use of ICT, Use of a graphic organisers, Skill Acquisition and/or development, Catering for
multiple intelligences, Cooperative Learning
Lesson Two:
-
Use of ICT, Use of a graphic organisers, Skill Acquisition and/or development, Catering for
multiple intelligences, Development of higher order thinking, Cooperative Learning
Lesson Three:
-
Use of ICT, Development of higher order thinking, Skill Acquisition and/or development,
Values clarification, Cooperative Learning
The best features of Inquiry Based Learning are Engage, Tune-In, Hypothesise, Structure and inquiry,
critically examine evidence, Reach a conclusion and Reflect and apply. Inquiry Based Learning in each
my lesson allows for skill acquisition and the capacity for further development through the various
tasks. By allowing the students to collectively upload to Spider Scribe it provides for safety to make
mistakes (no right or wrong). The lessons are designed to allow the students to tackle obstacles
normally beyond their control and develop the skills to overcome them. The 3 lessons also create a
strong context for learning allowing for connecting through with what they already know, allowing
for layered development of students depending on their competencies. By hooking the students
attention or Tune-In can reduce the chance of boredom. Two of my lessons start with music from
World War One to instantly gain attention, as the music video plays for a few minutes it also
provides stimulation for the lesson. Through the use of explicit teaching and research this allows
students during my lessons to gain the knowledge they need to form ideas, projects and opinions
about the Schlieffen Plan. I further encourage this research through the use of different media and
communication forms. By linking each lesson together and informing the students of the classes
planned outcomes each lesson, it will assists the students contextualise new information to the
content they have done in the previously. As the students progress through each lesson they are
required to draw upon existing knowledge and ideas. With an inquiry question to investigate the
students will draw their own conclusions of what the outcome will be. Setting the scene with music
and providing a thought provoking inquiry question to then become the focus of the lesson. As the
students progress through each lesson they will begin to construct a response using skill
developments be able to determine what information is relevant to answer the question they are
exploring for the lesson. In each of the lessons the students continually critically examine evidence
through the various tasks. The students gather, sort, classify, interpret, contextualise and
importantly synthesise the evidence. In the third lesson the students are provided 2 sources from
which they need to develop a point of view based on the evidence. On the Spider Scribe the
students will need to support each idea with evidence from a range of sources. With the handout
tasks as well as the investigative tasks the students will make informed conclusion that they can
defend and justify. By completing the handout task 3.1 the students will make an informed
conclusion with a degree of certainty. The task requires them to demonstrate their understanding
and reflect on the process relating to the Schlieffen Plan. Throughout each lesson during group
13
discuss the students have the opportunity to reflect on the knowledge and skills gained. They will
then be able to go beyond the particular case investigated and think in terms of the concepts
involved. The students will they can apply their new knowledge and understanding to other periods,
places and people and other components of the topic.
Bibliography
Arnold, D. (2010). Teaching and Learning. Inquiry Learning: Making a History, 20-25.
Killen, R. (2007). Effective Teaching Strategies: Lessons from Research and Practice. South
Melbourne: Thomson Social Science Press.
New South Wales Department of Education and Communities. (2011, November). Quality Teaching
in NSW Public Schools. Retrieved from Professional Learning and Leadership Development:
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
Newmann, F. M., & Wehlage, G. G. (1995). Five Standards of Authentic Instruction. Educational
Leadership, 50(7), 8-12.
14
Appendix: 1
World War One

Why Stalemate? Teacher Notes
Failure of the
Schlieffen
Plan
British Military
Strength
Failure of
Offensive
Strategies
Failure to anticipate supply problems created by rapid

advance through Britain and France.
German infantry was exhausted by long flanking movements
on the poor roads of northern France.
French reinforcements and reserve armies could be moved
from west to east by train, thus holding up the German
advance.
Failure to adequately protect the eastern front (East Prussia)
against Russian attack, which, when it came, caused von
Moltke to panic. He moved vital troops from the Western
Front just when they were most needed.
Failure to maintain a strong right flank to the north. This left
insufficient manpower to circle Paris from the west. French
armies were forced back upon the Verdun forts, regarded as
impregnable, thus blocking the march on Paris from the
south.
In the words of the Kaiser, the BEF (British Expedentiary
Forces) was a contemptible army, who prevented German
forces from arcing around Paris. Also. As long as the British
Royal Navy controlled the seas and the English Channel,
German prospects of victory were poor.
AJP Taylor wrote in War by Timetable: When cut down to
essentials , the sole cause for the outbreak of war in 1914 was
the Schlieffen Plan- a product of the belief in speed and
offensive..All were trapped in the ingenuity of their military
preparations, the Germans most of all.
In the decade before 1914 military plans created fear and
suspicion among the Great Powers, increasing the likelihood
of war.
It was assumed that the combination of artillery and the
offensive spirit (e.g. the French Plan XVII) of the infantry
would prove overwhelming to any defending force, even one
of equal size.
The basis was frontal assault backed by powerful artillery fire.
The French were not the only proponents of this doctrine,
just the most zealous. Hence there was little understanding of
the role of firepower technologies (advent of the rapid-fire,
breech loading artillery, and the machine gun) that would
favour the defence rather than the offensive attack.
15
Appendix: 2
Lesson 2.1
List THREE items used by soldiers in the trench.

...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
16
Handout 3.1 Page 1
Source A:
Source B:
17
Handout 3.1 Page 2
Question 1: Using Source A:

Name ONE country the German army entered on its way to France.
................................................................................................................................................
................................................................................................................................................
How was the Schlieffen Plan modified?
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Using Source B: List THREE reasons why the Schlieffen Plan was unworkable.
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
18
Question 2: Use Source A and B and your own knowledge to answer the following question.
Explain why there was a stalemate on the Western Front by the end of 1914.
......................................................................................................................................................
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19

Emh 441

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Part One: Lesson Analysis

Lesson: Junior History

11168546 | Curriculum Method1: EMH441

11168546 | Curriculum Method1: EMH441

Unit/Lesson Title: WW1 1914-1919:

11168546 | Curriculum Method1: EMH441

Its a long way to Tipperary (3mins 17 seconds)

Explain that we will be working on multi lesson tasks. Inform the

11168546 | Curriculum Method1: EMH441

usefulness, reliability to spider scribe.

Students are to work in pairs to create a comparison table in

Paired Work / Whole

The students are to work Cooperatively in groups of 3 to 4. Assign the

11168546 | Curriculum Method1: EMH441

Unit/Lesson Title: WW1 1914-1919:

11168546 | Curriculum Method1: EMH441

These points are then to be discussed.

Students to work in cooperatively in small groups (3-4) to investigate,

11168546 | Curriculum Method1: EMH441

Small Group Work (3-

Provide students with the Handout and request students to

4). Assign the students

11168546 | Curriculum Method1: EMH441

Unit/Lesson Title: WW1 1914-1919:

11168546 | Curriculum Method1: EMH441

11168546 | Curriculum Method1: EMH441

An enlarged text version of handout available for vision impaired

11168546 | Curriculum Method1: EMH441

The teaching Strategies used throughout each lesson;

11168546 | Curriculum Method1: EMH441

World War One

Failure to anticipate supply problems created by rapid

11168546 | Curriculum Method1: EMH441

List THREE items used by soldiers in the trench.

11168546 | Curriculum Method1: EMH441

Handout 3.1 Page 1

11168546 | Curriculum Method1: EMH441

Handout 3.1 Page 2

Question 1: Using Source A:

11168546 | Curriculum Method1: EMH441

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