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Nathan Currao
http://ww1resourcenathancurrao.weebly.com/ http://ww1resourcenathancurrao.weebly.com/
Link to online resource.
Justification Nathan Currao 177 394 76

The online support site and lesson plans have been designed to engage students with HSC level
source study skills in the Unit of the first world war. The primary pedagogy throughout the learning
of the assignment is Inquiry based learning with a focus on developing the skills of historical inquiry.
To support the aim of this pedagogy an overall framework of understanding by design has been
organised according to the stage 6 syllabus and applied to the teaching of the lessons. To support a
range of learning difficulties a universal design for learning has been used in the selection and
preparation of class activity as an efficient means of providing differentiation.

The key method to inquiry based learning is that students are doing rather than just participating
(Marsh, Clarke & Pittaway, 2012). In the study of history, inquiry based learning can be an effective
method of promoting historical and critical thought in the students. The encouragement of
historical inquiry is vital in developing learners from regurgitators of facts to active participants in
historical thought who can understand perspective (Carrasco & Martinez, 2016). The aims of the
inquiry based pedagogy is compatible with the expected outcomes of the syllabus, specifically
outcome H3.3 analyse and evaluate sources for their usefulness and reliability(NESA, 2010, p.26).
The teaching and learning strategies throughout the lessons are designed to achieve all the
expected outcomes.

The outcomes and key areas of learning are further supported by the UbD framework, specifically
the process of establishing the learning goal of the unit and working backwards to develop lessons
and activities which build toward the desired skills (Wiggins & Mctighe, 2012). The 10 week unit is
constructed to develop the source analysis skills of the students, this assignment focuses on the use
of the online resource and lessons to educate students in the method of evaluating sources and
their usefulness to historians.

The online resource to be done outside of the classroom has been designed to introduce the
students to several of the fundamental aspects of the war according to the syllabus content, the
variety of activities focus on interaction in order to keep students engaged with inquiry based
learning outside of class. The online activities utilise different approaches to using sources in history
this includes critical analysis of propaganda, investigating the significance of different events,
analysing first hand images of the war and drawing perspective from primary sources. The four
hours of online content are intended to introduce information and source analysis skills on a simple
level to prepare students for a more in depth work in the classroom. To accommodate for a variety
of possible learning needs the online resource has explicit directions for the completion of the tasks
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with the directions and expectations underlined in order to provide clear direction without the
teacher present, explicit prompting is a key aspect of a UDL lesson (Brand & Dalton, 2012).

First lesson acts as an introduction to the online study and the unit of source analysis. The main
activity of the first lesson has been organised as part of a scaffold of learning source skills as the
lesson will prepare the students for the online tasks. The main inquiry of the activity asks the
students to identify the intended audience of propaganda posters, to support students they are
provided with a source analysis template which if completed will direct them to answer the main
question, students are not expected to draw on any contextual information that is not provided and
they are able to complete the activity in pairs. Introducing the main question before the activity
adheres to the UbD backwards scaffold system as it provides explicit expectation (Wiggins &
Mctighe, 2012). To create an equitable activity the source images come with descriptions and
translations of what is visible in the poster, this is intended to assist students with visual difficulties
or other issues with understanding an image (Brand & Dalton, 2012).

The second lesson has a focus on the HSC, introducing the students to a past HSC exam paper the
ideal result of this will be the students become familiar with the quality of work expected of them
when they reach the exams. The relevant HSC questions used in the lesson activity have been
selected to best continue the emphasis of learning historical inquiry and utilising sources,
maintaining opportunities for students to Do history will ideally develop their skills in inquiry and
critical thinking (Carasco & Martinez, 2016). To avoid overwhelming the students, the lesson plan
directs that the activities be stopped at intervals to allow for the teacher to provide immediate
feedback to the students as they practise the HSC questions. This period of feedback enables the
students to learn and improve within the lesson and offers a form of assessment to the teacher to
gauge whether some students may need additional support in an exam situation.

In constructing the third lesson the results of the online study resources can be used feedback to
identify areas that need to be developed. This lesson will focus on the skill of critical thinking as an
element of historical inquiry however the ability to think critically will be useful skills to students
beyond school in work or study (Terry, 2012). This lesson draws similarities from the first two
lessons with its activities but with more student agency in inquiry. The learning of the lesson is
intended to introduce the syllabus content point of the allied victory by focusing on the failure of
the Schlieffen plan, throughout the lesson students are invited to cultivate their own hypothesis as
to why this German strategy failed. Remaining in touch with a universal design for learning the
primary activity offers visual and textual sources of analysis which the students can use to support
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their inquiry, using different sources creates multiple points of access for a variety of students and
their possible needs (Brand & Dalton, 2012).

Sources
Carasco, C., & Martinez, P. (2016). Historical Skills in Compulsory Education: Assessment, Inquiry
Based Strategies and Students' Argumentation. Journal of New Approaches in
Educational Research,5(2).

Brand, S., & Dalton, E. (2012). Universal Design for Learning: Cognitive Theory into Practice for
Facilitating Comprehension in Early Literacy. Forum on Public Policy: A Journal of the
Oxford Round Table.

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher. Frenchs Forest, N.S.W.:
Pearson Australia.

McTighe, J., & Wiggins, G. (2012). The understanding by design guide to advanced concepts in
creating and reviewing units. Heinle ELT.

NESA. (2010). Modern History Stage 6 Syllabus. Sydney NESA.

Terry, D. (2012). Assessing Critical-Thinking Skills Using Articles from the Popular Press. Journal of
College Science Teaching,42(1).
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Lesson Plan Pre Lesson

Topic area: Modern History Stage of Learner: 6 Syllabus Pages:

Date: Location Booked: Lesson Number: 1 /3

Time: 60 minutes Total Number of students 22 Printing/preparation: two

relevant work sheets

Assessment Students learn about Students learn to

Outcomes

Syllabus outcomes Lesson assessment recruitment, evaluate the usefulness,

Students assessed conscription, censorship reliability and
H3.4 explain and evaluate
on the quality of and propaganda in perspectives of sources
differing perspectives and
their analysis of Britain and Germany
interpretations of the past
images as sources

H4.1 use historical terms and

concepts appropriately

Life Skills outcomes

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order

thinking
This refers to pedagogy focused on producing deep 1.2 Deep
understanding of important, substantive concepts, skills understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to
knowledge communication
engage in higher-order thinking and to communicate
substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
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This refers to pedagogy that creates classrooms where 2.2 Engagement 2.5 Students self
students and teachers work productively in an regulation
2.3 High
environment clearly focused on learning. Such pedagogy
Expectations 2.6 Student direction
sets high and explicit expectations and develops positive
relationships between teacher and students and among
students.

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural
3.6 Narrative
draws clear connections with students prior knowledge knowledge
and identities, with contexts outside of the classroom, and
3.3 Knowledge
with multiple ways of knowing all cultural perspective.
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

1.4 The lesson is designed as an introduction to source analysis in year 12 in the pedagogy of
inquiry based learning. The activity of analysing propaganda posters is intended to
encourage the students to complete the work as historians assessing significance and
relevance in sources.

In this lesson the teacher engages with the activity as well, this demonstrates to the
students that historical inquiry can involve differing interpretations of sources which are still
2.2
correct.

This lesson is constructed with the understanding that students have interacted with source
work and the causes of world war one in the previous term.
3.1
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Time Teaching and learning actions Organisation Centred

T/S

5 Roll call Teacher: Focus of the class

Student: entering and being

seated
T

Resources:

10 The teacher will introduce the online support Teacher: Focus of the class
site to the students. They should demonstrate
how to navigate it and the expectation that the
online activities be completed outside of class. Student: observing

Resources: A projector to
display the website as the T
teacher introduces it
15

20 Teacher will introduce the activity and hand out Teacher: Focus of the
the two sheets. One paper with propaganda discussion
posters, the second is a scaffold aid for analysing
images as sources. The activity will require the
students to form pairs and answer the question Student: observing
Who is the target audience in regards to the T
British and German WW1 posters. Resources: Source of posters
and image analysis work sheet

25 Teacher: Circulating room

offering support
The Teacher should allow up to 20 minutes for
the completion of the activity.

Student: in pairs doing activity

S
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30 Resources:

35

40

45 The teacher will call time on the activity and ask Teacher: coordinating
some of the pairs to demonstrate how they discussion
addressed the question. The teacher will offer an
opinion of their own analysis of the images in
comparison to the students. Student: providing examples of
work in the activity
T/S

50
Resources:

60 The last 10 minutes the teacher should survey Teacher: focus of discussion
for any questions or concerns about students
being able to access the online study site, this
may involve demonstrating again how to access Student: raising relevant
the site from device. questions or concerns T/S
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Resources:

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I have learned about the usefulness of students working in pairs. This process allows for an equal
amount of input and opens the students to different and helpful perspectives.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H3.4 The students will utilise the worksheets to engage in

discussion in interpreting the intended meaning of the
propaganda posters.

H4.1 In completing the scaffold the students are expected to use

accurate historical terminology to identify aspects of the
source.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

4.1 Support The lesson plan is designed to accommodate for students who have
student difficulties, the pairing activity provides the teacher with an opportunity
participation to pair a struggling learning with a student who is sound in their work.

5.2 Provide The end of the lesson provides the teacher with the chance to
feedback to immediately gauge with the groups engagement with the activity and
students on provide feedback. This can be increased by having the teacher collect the
their learning worksheets and review the quality or work.
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WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

Fire safety
Room tidiness
Room Structural damage
Gas or Electrical issues

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

World War 1 Propaganda Posters. (n.d.). Retrieved from http://www.ww1propaganda.com/world-

war-1-posters/german-ww1-propaganda-posters

Source images found on this website

ERGO. (n.d.). Source Analysis Templates. Retrieved from

http://ergo.slv.vic.gov.au/teachers/student-templates-source-analysis

Resources Attached:

You must list all the resources that you have created or found in this space.

Resource one Analysis template

Comparing images
Source 1 Source 2
Title: Title:
Creator: Creator:
Type of source: Type of source:
Date of creation: Date of creation:
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What do you see?

Think about:
people
location
actions
event
period in history.

Record any words in the image.

What do they refer to?

Is there anything significant/

interesting about the title of
the image?

Is there anything you recognise in

the image? If so, what?

What evidence can you see to

back up your interpretation?

What do you already know about

the events and people in the image?

What do you think is the purpose of

this image?

Why was it created?

What is its message?

Who do you think this image was

made for?

Who do you think the audience is?

What questions do you have about

this image and the events and
people in it?

What other information do you need

to understand this image?

How does this image compare to the

other images youve looked at?

How are they the same?

How are they different?
Why?
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Resource 2 Propaganda Posters

.
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Lesson Plan Post lesson one

Topic area: Modern History Stage of Learner: 6 Syllabus Pages: 26

Date: Location Booked: Lesson Number: 2 /3

Time: 60 minutes Total Number of students 22 Printing/preparation Past Exam

Papers

Assessment Students learn about Students learn to

Outcomes

Syllabus outcomes Lesson assessment The variety of attitudes present the findings of
to the war and how investigations on aspects
H3.3 analyse and evaluate The students will
they changed over time of World War I, analysing
sources for their usefulness and have the multiple
in Britain and Germany and synthesising
reliability choice questions
information from
assessed.
H4.2 communicate a different types of sources
knowledge and understanding
of historical features and issues,
using appropriate and well-
structured oral and written
forms

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order

thinking
This refers to pedagogy focused on producing deep 1.2 Deep
understanding of important, substantive concepts, skills understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to
knowledge communication
engage in higher-order thinking and to communicate
substantively about what they are learning.
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Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
criteria
This refers to pedagogy that creates classrooms where 2.5 Students self
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy
2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive
Expectations
relationships between teacher and students and among
students.

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural
3.6 Narrative
draws clear connections with students prior knowledge knowledge
and identities, with contexts outside of the classroom, and
3.3 Knowledge
with multiple ways of knowing all cultural perspective.
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

Students will be require to demonstrate high order thinking in their use of source to answer
1.4 short and extended response questions.

The analysis of sources will be assisted by the students participation with the online study.
3.1 Students who have attempted the site study before the lesson will have a stronger response
to the sources.
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Time Teaching and learning actions Organisation Centred

T/S

5 Roll Call Teacher: conducting roll call

Student: entering and seated T

Resources:

10 Teacher will introduce the activity which will Teacher: Focus of the room
involve the class completing a selection of past
HSC exam questions.
Student: Seated
T

Resources:

15 The students will receive the relevant source Teacher: Distributing Practise
work and multiple choice questions. exam papers & offering
Allow up to 15 for the completion of multiple assistance
choice.

Student: Seated completing

activity.

20 Resources: Exam paper sheets

25
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30 At the conclusion of the activity, the teacher will Teacher: in front of class giving
read out the correct answers to the multiple answers and discussing the
choice. The teacher will then engage a discussion results
with the students about how well they did with
the practise questions
Student: engaging with T/S
discussion about their answers

Resources:

35 The teacher will then introduce the second Teacher: Offering assistance
activity. Using the Same sources students will
address an extended response exam question.
The students will be asked to create a scaffold Student: Completing activity
for a potential response in dot point form.

Resources:

40
S

45

50 At the conclusion of the second activity the Teacher: Initiating discussion

teacher will assess how the students constructed about the response
their answer. This is an opportunity for the
teacher to discuss the appropriate ways to refer
to a source in an exam extended response. Student: Discussing the
different ways they
approached the source T/S
response
60

Resources:
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Reflection

What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H3.3 analyse and evaluate The student scaffolds for the extended response will
sources for their usefulness indicate how well they are able to prioritise information
and reliability from the perspective of an historian

H4.2 communicate a Students will demonstrate an understanding of culture and

knowledge and understanding public opinions during the war in their completion of the
of historical features and multiple choice section.
issues, using appropriate and
well-structured oral and
written forms

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
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Nathan Currao
Graduate Evidence within this lesson
Standards

1.2 This lesson uses basic scaffolding in building the students towards larger
Understand pieces of work, the teacher will reinforce correct learning over the course
how students of the lesson
learn

5.1 Assess Marking the multiple choice area will give tangible indications to how the
student students are progressing.
learning

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

Fire safety
Room tidiness
Room Structural damage
Gas or Electrical issues

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

NESA. (n.d.). 2015 HSC Modern History Exam Paper. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/0e719dd3-d9a8-45b0-969c-
fdc76200b820/modern-history-hsc-exam-

2015.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-0e719dd3-d9a8-45b0-969c-
fdc76200b820-lBCXqJE

Resources Attached:

You must list all the resources that you have created or found in this space.
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Resource 1 Source list

Source A

.
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.SourceB
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.
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Resource 2 Multiple choice questions

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.
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Resource 3 Extended Response
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Lesson Plan Post lesson two

Topic area: modern History Stage of Learner: 6 Syllabus Pages:

Date: Location Booked: Lesson Number: 3/3

Time: 60 minutes Total Number of students 22 Printing/preparation Example

sources and youtube clip

Assessment Students learn about Students learn to

Outcomes

Syllabus outcomes
H3.4 explain and evaluate
differing perspectives and
interpretations of the past
H1.2 analyse and evaluate the
role of key features, issues,
individuals, groups and events
of selected twentieth-century
studies
Lesson assessment reasons for the Allied make deductions and
victory and German draw conclusions about
Students are
collapse key features and issues of
assessed on the
World War I
progress of their
historical inquiry
skills in a class
activity

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep 1.2 Deep 1.5 Metalanguage
understanding of important, substantive concepts, skills understanding
1.6 Substantive
and ideas. Such pedagogy treats knowledge as something
1.3 Problematic communication
that requires active construction and requires students to
knowledge
engage in higher-order thinking and to communicate
substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where 2.5 Students self
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy
2.6 Student direction
sets high and explicit expectations and develops positive
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Nathan Currao
relationships between teacher and students and among 2.3 High
students. Expectations

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural
3.6 Narrative
draws clear connections with students prior knowledge knowledge
and identities, with contexts outside of the classroom, and
3.3 Knowledge
with multiple ways of knowing all cultural perspective.
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

1.2 Students will need to gather a deep understanding of the events which lead to the german
loss in ww1, primarily the students will need to apply this information specifically to the
Schlieffen plan.

Students can choose which sources they will utilise in analysing their own hypothesis. This
activity will demonstrate the personal opinions in historical inquiry
2.6

Understanding the events of the war in a narrative linear form can be beneficial for
learning, in this lesson the details of the German offensive is processed in narrative form
3.6
from when it started to the reasons for failure.
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Time Teaching and learning actions Organisation Centred

T/S

5 Roll Call Teacher: Conducting roll

Student: Entering and seated

T
Resources:

10 Introduce the topic for today, brief discussion Teacher: Presenting video
regarding the feedback from the students work in
the online study and the need to strengthen the
skills in Historical inquiry & critical thinking. Student: Taking notes and
Present schliefen plan video. observing
have students write at the top of their page.
why did the plan fail?
Resources: Means to present
youtube video to class
15
T

20 After watching the video give the students the key Teacher: Write new question
question for today Of the many issues that on board, begin discussion
hindered the Schlieffen plan, what is the most
significant reason that the plan failed?
Student: involved in discussion,
Students will offer their initial hypotheses based
using notes from the video T/S
on the information of the video
Resources:

25
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30 Students will be asked to reassess their Teacher: teacher will distribute

hypothesis after analysing two new sources. and briefly introduce the
One a document regarding the resistance of context of the sources.
Belgium. The other a set of statistics regarding the
armed forces of Nations involved in the war.
Student: seated and reading
sources T

Resources: two sources on

paper hand outs

35 Teacher will allow 15 minutes for the completion Teacher: Supporting students
of the activity. Students will asked to read the during the activity
sources and document how they affect their
initial hypothesis.
Student: completing the work
individually

40
Resources:

45
S

50 The students will discuss whether the further Teacher: Engaging in

analysis supported or disagreed with their original discussion and giving advise to
hypotheses. the student responses

The students ability to utilise new information will

T/S
indicate their growth in the skill of historical
Student: engaging in class
inquiry and understanding of the Schlieffen plan.
discussion

60
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Resources:

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I have learned about the importance of providing reflection for students to better understand their
work and identify ways they can improve each with each activity they complete

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H3.4 explain and evaluate The students are asked to interpret to different soucres of
differing perspectives and information about the war and assess the information
interpretations of the past available to inform their opinion of the events

H1.2 analyse and evaluate the
role of key features, issues,
individuals, groups and events
of selected twentieth-century
studies
The students will be evaluating the significance of the failed
German offensive and how it crucially lead to a war on two
fronts.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
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5.2 Provide This lesson is based off the feedback from the work on the online sites.
feedback to This feedback is used to construct a lesson that will strengthen the skills
students on of historical inquiry, through out the lesson the studnets are provided
their learning with feedback on their hypotheses.

4.2 Manage The organisation of the classroom activities are delibraetly designed the
classroom progress towards complex thinking. The students are given easily
activities digestible information then progressively lead to more detailed and
individual work

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Fire safety
Room tidiness
Room Structural damage
Gas or Electrical issues

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space

Manning. (2016, May 22). World War I: Troop Statistics. Retrieved April, 2017, from
http://www.scottmanning.com/content/world-war-i-troop-statistics/

T. (2015, September 07). The Schlieffen Plan - And Why It Failed I THE GREAT WAR Special feat.
AlternateHistoryHub. Retrieved April, 2017, from
https://www.youtube.com/watch?v=lHeMPV5VDR4.

The Belgian Refusal of Free Passage. (2009). Retrieved April, 2017, from
ttps://wwi.lib.byu.edu/index.php/The_Belgian_Refusal_of_Free_Passage

Resources Attached:
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You must list all the resources that you have created or found in this space.
Resource 1 Youtube Clip
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Resource 2 Military Statistics

.
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Resource 3 Resistance by Belgium

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Appendices
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Appendix Scope and Sequence

.
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Appendix concept Map

.
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Appendix Assessment Schedule

Task 1 Task 2 Task 3 Task 4 Task 5

Date Term 1 Term 2 Term 3 Term 4 Term 4

Outcomes H1.1, 1.2 , 3.2, 3.3 , H1.1, 1.2, 2.1, 3.1 , 3.2, H1.1, 1.2, 2.1, 3.1 3.2 3.3 H1.1, 1.2, 2.1, 3.1 3.2 3.3
3.4 , 3.5, 4.1, 4.1 3.3, 3.3, 3.4 , 3.5, 4.1, 4.2 3.4 3.5, 4.1 4.2 3.4 3.5, 4.1 4.2

Topic Focus World War 1 1914- National Studies Personalities in the 20th International Studies HSC Trial Examination
1919 century Peace and Conflict

Assessment components and 20% 25% 20% 10%

weighting 25%

Task Component Oral Presentation In Class Extended Research Paper HSC Trials
In-Class Examination Response
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Appendix Assessment task

Course: Modern History

Description of activity

IN CLASS: Students will individually complete multiple choice questions and an extended response
question using the provided sources and their own knowledge

Time: 45 minutes

Area(s) of learning : World War I 19141919: A Source-based Study

Outcomes
H1.1, 1.2 , 3.2, 3.3 , 3.4 , 3.5, 4.1, 4.1

Students will be assessed on their ability to:

present a sustained, logical, well-structured answer to the question

support their answer with relevant, accurate historical information
use historical terms appropriately.
Utilise the sources provided.
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Assessment sheet given to students during exam

Multiple choice section 5 marks Circle the answer you have chosen

1. Who is the intended audience of Source A?

A Former Soldiers
B non-enlisted men
C Mothers
D Politicians

2. What does Source B suggest about the role of women during the war?

A women were capable of doing all kind of work

B their main role is to be mothers
C They werent allowed to drive
D Only Blonde women could be mechanics

3. As a historian, what conclusion about post war society can be drawn for source C?

A National pride was high

B Women had gained equal footing in society
C The womens effort during the war had gone unappreciated
D The economy was strong

4. In Source E, what is the biggest visible threat to soldier well being?

A. Artillery
B. Rats
C. Drowning
D. Trench Foot disease

5. Observing Sources A and E, Why were some men reluctant to fight?

A. They preferred to go surfing

B. The western front was too far away
C The conditions of war were unpleasant and dangerous so men were often reluctant to give up the
comfort of home life
D Fighting a war did not pay well enough

Extended Response 15 marks

Using Sources B, C and D. and your own knowledge. how important was the role of women in the
sustainability of the homefront during the war?
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Source Booklet handout in exam

. Source C
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.
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Appendix marking criteria

Part one answers: Q1 B, Q2 A, Q3 C, Q4 D, Q5 C, one mark each

Part two:
Assessment Marking Criteria
Criteria for Success Mark

- Presents an accomplished understanding of Women in the Homefront

- Provides an articulate, well- structured response to the question.

13-15
- Accurately applies a range of historical terms and concepts.

- Effectively and accurately refers to and uses all sources to support response.

-
-
Presents a sound understanding of Women in the Homefront

- Provides a well-structured extended response to the question.

- Accurately applies some historical terms and concepts. 10-12

- Accurately Refers to and uses all sources to support response.

Presents a satisfactory understanding of Women in the Homefront

- Provides a structured extended response to the question with sporadic errors. 8-9

- Accurately applies a small range of historical terms and concepts.

- Refers to all but effectively uses only one source to support response.

-Presents a poor understanding of women in the homefront

- Provides a weak extended response to the question with frequent errors.

4-7
- Attempt to apply a range of historical terms and concepts.

- Refers to and uses one source to support response.

-Presents a little to no understanding of Women in the Homefront 0-3

- Provides a response that fails to answer the question.

- Applies inaccurate or no historical terms and concepts.

- Inadequately refers to or uses no source to support response.
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Appendix unit outline

UNIT OUTLINE
Subject: Modern History Course: Stage Number of
6 Weeks 10
Unit title: WW1
1914 -1919

Unit context within Scope and Syllabus Outcomes

Sequence
Outcomes
H1.1, 1.2 , 3.2, 3.3 , 3.4 , 3.5, 4.1, 4.1

First unit HSC year

Literacy Focus Numeracy Focus ICT Focus

Differentiation
Deconstructing Numeracy plays a Atleast one The unit has been fitted with
the meta language role in the study of lesson will focus universal design for learning
of the unit and re research on the use of framework to create equitable
affirming the methodologies. technology to learning and provide time for the
meanings of support student teacher to address significant
certain phrases learning. student needs
which take on a
particular role in
the study of
society and
culture.

Week/ Syllabus Content Teaching and Resources Students learn

Sequence Learning Strategies to:
including assessment
for learning.
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War on the western Introductory week Online study ask relevant

Front where students will site questions in
Week 1 compete an online relation to World
study site for War I
knowledge of the unit
as a whole
War on the western This week will be a Use Wilfred evaluate the
front specific focus of the owens poetry usefulness,
living conditions of reliability and
the western front perspectives of
Week 2 sources

War around the Look at the make deductions

world battlegrounds around and draw
Week 3 the world including conclusions
gallipoli about key
features and
issues of World
War I

Week 4 The Home fronts in This week will look at use historical
Britain and germany the changes to home terms and
life caused by the war concepts
appropriately

Week 5 The Home fronts of This week has a locate, select and
Britain and germany specific focus of organise
looking at women in information from
the workforce different types of
primary and
secondary
sources,
including ICT,
about key
features and
issues related to
World War I
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Week 6 Turning Points make deductions

This week will look at and draw
the failure of the conclusions
Schlieffen plan about key
features and
issues of World
War I
Week 7 Turning points This will discuss the account for and
importance of the assess differing
American intervention historical
interpretations of
World War I
Week 8 Allied Victory This week will present the
Assessment investigate the final findings of
Task will be days of the war investigations on
conducted. aspects of World
War I, analysing
and synthesising
information from
different types of
sources

Allied Victory Look at the immediate communicate an

Week 9 impact of the understanding of
armistace. the features and
issues of World
War I using
appropriate and
well-structured
oral and/or
written and/or
multimedia
forms including
ICT.
Week 10 Treary of Versailles This week will
thoroughly engage account for and
with the process of the assess differing
treaty of Versailles historical
and its consequences interpretations of
for europe World War I
Assessment Details in class
examination worth 20%

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Appendix relational HSC question table
HSC Question and Year
2016
Question 8 (10 marks) How useful
would Sources A and B be for a
historian studying the impact of
the war on womens lives and
experiences in Britain? In your
answer, consider the perspectives
provided by the two sources and
the reliability of each source.
2015
Question 8 (10 marks) How useful
would Sources A and C be for a
historian studying attitudes
towards a quick victory on the
Western Front? In your answer,
consider the perspectives provided
by the two sources and the
reliability of each one.
2014
Question 8 (10 marks) How useful
would Sources C and E be for a
historian studying the nature of
trench warfare? In your answer,
consider the perspectives provided
by the two sources and the
reliability of each one.
2013
Question 8 (10 marks) How useful
would Sources E and F be for a
historian studying the impact of
total war on civilians in Britain
and Germany?
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Students learn to: Outcomes
evaluate the usefulness,
reliability and perspectives of H1.1, 1.2, 3.3, 3.4, 4.1
sources
use historical terms and concepts
appropriately
present the findings of
investigations on aspects of World
War I, analysing and synthesising
information from different types
of sources
evaluate the usefulness, H1.1, 1.2, 3.3, 3.4, 4.1
reliability and perspectives of
sources
use historical terms and concepts
appropriately
account for and assess differing
historical interpretations of World
War I
evaluate the usefulness, H1.1, 1.2, 3.3, 3.4, 4.1
reliability and perspectives of
sources
use historical terms and concepts
appropriately
make deductions and draw
conclusions about key features
and issues of World War I
evaluate the usefulness, H1.1, 1.2, 3.3, 3.4, 4.1
reliability and perspectives of
sources
use historical terms and concepts
appropriately
present the findings of
investigations on aspects of World
War I, analysing and synthesising
information from different types
of sources