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UNIT OUTLINE:
Below is a table of the lesson sequence and learning activities applicable. This is included in order to
show the preferred flow of this unit and where the explained lessons sit within the unit as a whole.
Week
Lesson
Lesson Topic/Focus
Learning Activities/Assessment
Number
1
Discussions
Discussions
Timeline Task: Cause and Consequence
Discussions
Discussions
Source analysis and historical perspective
Australian Propaganda
Source analysis
Discussions
Trench warfare
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Discussion: How and Where?
11
Fighting conditions
12
Mid-Unit Summative
13 &14
15
Source analysis
Battle inquiry
Source analysis
Discussions
16
Source analysis
Discussions
17
Historical Perspectives
18
Legacy: Anzacs
Source Analysis
19
Legacy: Anzacs
20
6
21 &22
Museum Trip
Post museum task: Source Analysis
Source Analysis
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Unit Re-cap
Discussions, brainstorm.
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Summative
UNIT PLAN:
Stage 1 Desired Results
AC or AusVELS:
-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
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Essential Question(s):
end?
conflict.
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Student Outcomes:
By the end of this unit students will be able to:
Analyse and evaluate the perspectives and significance of various historical sources.
Analyse primary sources and evaluate their worth in regard to the big idea or question.
Identify and explain cause and consequences and continuity and change within historical
sources and events.
Formative:
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Summative:
explored in class.
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Essential question/s
Concepts
Task
Resources
Assessment
-Does avoiding
-Establishing
Background/Causes to WWI.
Padlet
conflict lead to a
historical
significance.
be used as a formative
assessment, illustrating the
students ability to analyse a
-What circumstances
lead to conflict?
-What impact do
creation of power
struggles?
-Cause and
significance and
consequence.
impact of
imperialism?
-What circumstances
-Continuity
and change.
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the students and can be done on an application,
word document or in their workbooks. Students
are to use their notes taken in previous classes as
well as previous tasks to place and order what
they deem to be important events in the lead up
to war. Extra research can be done if needed,
however this is not the real point of the task.
Students will then discuss what they deemed to
be important events and why.
-Historical
propaganda play in
perspectives.
portraying a version
Australian Propaganda.
of events?
analysis skills.
-Primary
technology influence
source
the outcome of
material.
QR Scanner
-Historical
significance.
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one.
QR codes and tiny urls are placed around an
-Historical
perspective.
-Historical
Europe impact
perspective.
Australia?
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from how men are portrayed.
This tasks aims to scaffold students to
understand how gender roles impacted the way
women have been portrayed in the history of the
time but also how these gender roles were
broken by the women working at home and
what this meant.
21&22
-Primary
legacy influenced
source
Australian culture
evidence.
and history?
-Historical
significance.
Pintrest
-Historical
perspective.
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pintrest (or similar ICT) for other students to see
and discuss.
APPENDICES:
Assessments:
The mid unit summative will be a source analysis task based upon Wineburg and VanSledrights source analysis steps (Wineburg, 2001;
VanSledright, 2015). Students will be asked to:
-
Explain the context of the piece and how it links in with what they know about the pre-war and early war years, i.e. what event is it
portraying? Does it depict a true representation? (How does it sit with their knowledge of the event?).
What the aims of the piece are? What message is it trying to portray?
Comment on the reliability of the source. Is the author reliable? Does the source support the conventional history?
The end of unit task will ask students to answer a question (given below) by providing supporting evidence from the unit. Questions similar to
Why did Australians go to war in Europe and how did it affect Australian culture? Explain your answer by providing supporting evidence from
the unit would suffice in assessing the students on their knowledge of the course content. The answer need only be 500 words maximum.
Lesson Appendices.
LESSON 1:
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*https://jhss11dianadayao.wordpress.com/category/unit-1-canada-in-the-twentieth-century/canada-and-world-war-i/
LESSON 7:
All propaganda posters gotten from http://www.ww1propaganda.com/world-war-1-posters/australian-ww1-propaganda-posters
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http://www.gallipoli.gov.au/explore-anzac-sites/quinns-post.php
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http://www.theaustralian.com.au/news/photos-e6frg6n6-1111120050516?page=13
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http://www.rtscanada.com/FW/images/slides/Canadian%20trench%20on%20the%20Western%20Front.html
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http://www.allposters.com/-sp/German-Soldiers-in-their-Trenches-on-the-Western-Front-During-World-War-I-Posters_i6849904_.htm
LESSON 17:
1st poster: http://www.ww1propaganda.com/world-war-1-posters/australian-ww1-propaganda-posters
2nd photo: http://www.abc.net.au/news/2014-08-19/anzac-girls-profile-piece-hold/5574326
3rd image: http://www.firstworldwar.com/features/womenww1_intro.htm
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REFERENCES:
Black, P., & William, D., 1998. Inside the black box: Raising standards through classroom assessment. London: Kings College.
Brady, L., & Kennedy, K. (2001). Celebrating student achievement: Assessment and reporting. Frenchs Forest, N.S.W.: Pearson Education
Australia
Centre for the Study of Historical Consciousness. (2014). Historical Thinking Concepts. Retrieved from http://historicalthinking.ca/historicalthinking-concepts
Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Heatherton, Victoria: Hawker Brownlow Education.
Husbands, C., & Kitson, A. (2010). Teaching History 11-18. Berkshire, GBR: McGraw-Hill Education.
Husbands, C. (1996). What is history teaching? Language, ideas and meaning in learning about the past. Buckinghamshire, England: Open
University Press.
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D.R. Olson & N. Torrence (Eds.), Handbook of education and human
development: New models of learning, teaching and schooling (pp.765-783). Oxford, England: Blackwell Publishing.
Taylor, T., Fahey, C., Kriewoldt, J., & Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest NSW:
Pearson Australia.
VanSledright, B. (2015). Assessing for learning in the history classroom. In Ercikan, K., & Seixas, P. (Eds.), New directions in assessing historical
thinking (pp.75-88). New York, NY: Routledge.
Wiggins, G. & McTighe, J. (2014). Improve curriculum, assessment and instruction using the Understanding by Design Framework. Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/ASCD_UBD_whitepaper.pdf
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