Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 1

UNIT OUTLINE
Subject: History Course: Number of Weeks: 10
30 classes, 30 hours
Unit title: CORE STUDY -DEPTH STUDY 3: AUSTRALIANS AT WAR: WORLD WAR II (1939–1945)
Key Concepts/ Big Ideas The importance of this learning
 Continuity and change WWII is a significant period for Australia and the World as a whole. It saw technological
 Cause and effect: improvements, such as the Enigma Machine and the atom bomb, that have relevancy today, and
 Perspectives the beginnings of social changes for Indigenous Australians, women, and even Australia itself.
 Empathetic understanding Moreover, this period also includes the Holocaust that has ramification to the influx of Jewish
 Significance people to the Middle East and the formation of Israel, and the formation of the UN after the
 Contestability failure of the League of Nations, among many other significant changes. Students will be able to
 Comprehension: chronology, terms and get a sense of the effects of large scale warfare on the world, the place of Australia within this
concepts context, and how these events shaped the modern world in which we live.
 Analysis and use of sources
 Explanation and communication
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
Due to the large amount of content and historical HT5-1
importance of the two World Wars, this core study explains and assesses the historical forces and factors that shaped the modern world and
(Depth Study 3: Australians at War (World Wars I Australia
and II) is broken into two units. This unit is for stage HT5-2
5 learners that chronologically extends learning from sequences and explains the significant patterns of continuity and change in the development of
the previous unit covering WWI, and leads into the the modern world and Australia
next core study (Depth Study 4: Rights and Freedoms HT5-4
(1945-present) for the first two terms at the explains and analyses the causes and effects of events and developments in the modern world
beginning of year 10. 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
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 2

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 forms to communicate effectively
about the past for different audiences
Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-6, HTLS-7, HTLS-9, HTLS-11, HTLS-12, HTLS-13
Literacy / Numeracy Focus ICT Focus Differentiation
 Writing for a particular purpose  Web based research  Varying group and individual work
 Constructing and argument/persuasion  Kahoot Quizzes  Varying means of delivery—audio/visual, visual,
 Writing in various modes  Watching and making Prezi auditory, written
 Assessment of statistics  Choice of content with which students engage
(dead/wounded/etc.)  Defining key terms
 Scaffolding work
Week/ Syllabus Content Teaching and Learning Resources/activities
Sequence Strategies including
assessment for
learning.
Week 1 Context  Students reflect in groups on the learning from the previous
Lesson 1  Recap of WWI  Brainstorming/ unit of work that overed WWI create a mindmap what they can
 Test knowledge of WWII mind map recall (causes, major figures, major events, etc.)
 Treaty of Versailles  Class creation  The teacher draws a line on the board that represents WWI and
 Effect on Germany/Europe of WWI asks student groups to populate the line with events they can
 Great Depression timeline recall/have recorded. Information that does not fit temporally
 Kahoot Quiz can be listed elsewhere. Students are encouraged to copy this
HT5-1  Group work down for reference.
HT5-7  Role play  Students are asked to complete a Kahoot Quiz that covers the
HT5-9 debate relevant aspects of the WWI unit for context
HT5-10  Group  Students are asked to list terms/items they did not know as
discussion areas to direct their personal learning
Week 1 HTLS-3  Formative  Students are given a presentation briefly covering the major
Lesson 2 HTLS-4 assessment of sanctions (territorial, military, financial) of the Treaty of
HTLS-9 Versailles, including significance to Australia as first signed
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 3

HTLS-11 debate/ treaty (recognition of independence) as well as a handout

HTLS-12 discussion concerning this information
HTLS-13  Empathetic  Students are split into six groups of four (approx.)—three of the
perspectives groups will be Germans and three will be Allies. Each group of
 Collaborative Germans and Allies is assigned one of the major sanctions to
Historical context: learning examine respective of their roles
“Students briefly outline the inter-  Inquiry based  Afterwards, groups with matching sanctions (i.e.
war years between World War I and learning using German/financial v. Allies/financial, etc.) will debate their
World War II, including the Treaty of ICT position on each matter, supporting the reasons for those
Versailles, the Roaring Twenties and  Beginning feelings with evidence
the Great Depression.” source  Students will have a chance to question groups’ position
evaluation between each debate and discuss why those positions are held,
 Cultural and how they would feel if there were in Germany or part of
significance the Allies.
Week 1  Students undertake study of the effects of the Great
Lesson 3 Depression, with focus on the Australian perspective as context
for WWII. Students complete a worksheet based on the
Australia.gov site concerning the great depression. Students are
first asked to evaluate the source, before responding to
questions concerning Australia, including
o Effects on men and women
o Effects on government/politics
o Effects on children
o Effects on migrants
o Effects on Indigenous Australians
http://www.australia.gov.au/about-australia/australian-story/great-
depression
 Students are asked to share responses, especially to Indigenous
Australians questions as there is no information in the source
about their perspective. Students are then asked to comment
reflect on their evaluation of the source with this knowledge
Week 2 Overview  Group work  Teacher recaps the context prior to WWII before beginning the
Lesson 1 • Cause of WWII
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 4

 Jigsaw activity/ causes of war.

HT5-4 collaborative  Students are split into 5 groups of five (approx.) and each group
HT5-7 learning is assigned a topic (Treaty of Versailles, Great depression,
HT5-10  Student aggressiveness of Germany/Japan, weak League of Nations,
directed policy of appeasement,) and asked to research and evaluate this
HTLS-6 learning topic as a group in terms of its relation to the cause of WWII
HTLS-9  Peer teaching  One student from each group, now experts in their particular
Week 2 HTLS-13  Group topic, is then taken to form diverse groups of five and teach the
Lesson 2 discussion/ others what they found about their cause of war.
mind map  As the students share their information, the teacher explicitly
An overview of the causes of the  Constructing mentions to the interconnectivity of the various aspects of war
wars, why men enlisted and where an argument to foreshadow for the next lesson that it is difficult to think of
Australians fought (ACDSEH021, with scaffolded causes as mutually exclusive.
ACDSEH095, ACDSEH024) questions
utilising  Students recap causes of WWII with group discussion and mind
Week 2 Bloom’s map
Lesson 3 taxonomy  Students consider the causes of WWII covered and their
 Literacy writing understanding of them, selects a cause they consider to be
skills most important, and write an argument for this perceived
 Formative importance using scaffolded questions for structure.
assessment of o Which cause of WWII do I find most important? Identify
written it
responses o What is this cause? Describe it
 Differentiation o Why do you think it is important? Explain why
o What were its effects? Did everyone feel the same way
about this cause? Are other causes also of importance?
Analyse the cause
o (Higher order, optional) Could this cause have been
avoided? Would this have made a significant
difference? Evaluate/speculate about cause
 Students submit what they have completed of their responses
and selected students share what they have created.
Week 3 Overview  Research  Students research Australian military during WWII, including
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 5

Lesson 1  Why Australian’s enlisted  Inquiry based Australian Imperial Force (AIF), Citizen Military Force (CMF aka
learning ‘Chocos’), and focus on what drove Australians to enlist
HT5-1  Source analysis (Beginning of war, perceived Japanese threat, attacks on
HT5-5 with altering Australia)
Week 3 HT5-9 modes—  SOURCE BASED RESOURCE: Student’s examine excerpts from
Lesson 2 written/visual Menzies’ declaration of war in with Germany in 1939 and
 Inquiry based Curtin’s declaration with Japan in 1941 as well as the 1939
HTLS-3 learning with poster ‘This is Serious!’ and the 1942 poster ‘Ringed with
HTLS-4 explicit Menace!’ from the Australian War Memorial and are asked to
HTLS-7 historical interpret the sources [see attached]
HTLS-11 investigation o Explain the differences between the 1939 and 1942
HTLS-12 link approaches
 Differentiation o Interpret and evaluate the justifications for going to war
An overview of the causes of the with optional o Assess how these sources could be used for a historical
wars, why men enlisted and where group work investigation into the necessity of Australia’s
Australians fought (ACDSEH021, involvement in WWII
ACDSEH095, ACDSEH024)  Students can choose to analyse just the speeches, the speeches
and the posters, or work in pairs and split the sources.
Posters
 https://www.awm.gov.au/collection/C102131
 https://www.awm.gov.au/collection/ARTV09061/
Questions
 Adapted from Oxford Insight History 9 by Dennett and Howitt,
2014, p. 319
Week 3 Overview  ICT resource  ICT Source: Students access the teacher made Prezi
Lesson 3  Where Australians fought  Inquiry presentation on Australia’s participation in WWII, then form
learning using groups of three and select a place Australians fought to
HT5-1 ICT research in more depth.
HT5-10  ICT exemplar https://prezi.com/p/5q9hbmucwjdm/
 Collaborative [Title screenshot attached below]
HTLS-3 learning/ group  Students undertake the construction of their own brief Prezi
HTLS-4 research presentation, using the teacher made version as an exemplar of
HTLS-13  Formative what is possible.
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 6

An overview of the causes of the teacher and  Students then share their presentations and are assessed by
wars, why men enlisted and where peer their peers on—information/terms, quality of sources, and how
Australians fought (ACDSEH021, assessment engaging the presentation was.
ACDSEH095, ACDSEH024)
Week 4 Scope and nature of WWII  Teacher  Students are given a presentation on new additions to WWII,
Lesson 1  Changes to war compared to centred specifically Blitzkrieg tactic, the Maginot Line, and the Enigma
WWII learning Machine.
HT5-1  Aural/visual  Students then watch a video on the Enigma Machine,
HT5-2 learning concerning how it works
Week 4 HT5-5  Examination of https://www.youtube.com/watch?v=G2_Q9FoD-oQ
Lesson 2 effect of WWII  Students individually undertake research into German uses of
HTLS-3 on modern Enigma codes and Alan Turing, including his legacy to modern
HTLS-4 world computing and treatment after the war, and evaluate the
HTLS-6 importance of his contribution
HTLS-7
The scope and nature of warfare
(ACDSEH095, ACDSEH107)
Week 5 Scope and nature of WWII  Teacher  Feedback of research on Alan Turing/Enigma provided
Lesson 1  Holocaust centred  Students are asked to write what they know about the
learning Holocaust in their books
HT5-4  Source analysis  Students are given a presentation by the teacher that outlines
HT5-5 (film, photos, the beginnings of the Holocaust, key terms, anti-Semitism, the
HT5-7 written ‘final solution’, and the nature, number, and scope of
HT5-9 documents) concentration camps
HT5-10  Audio/visual  Contextual quotations from primary sources (from
learning ‘facinghistory.org’ resource) are given to groups of four
HTLS-6  Inquiry students. Individually the students write down what the source
HTLS-7 learning, communicates and what historical insight it provides.
Week 5 HTLS-9 sourcing https://www.facinghistory.org/sites/default/files/Decision-
Lesson 2 HTLS-11 historical Making_Injustice_Lesson14_Handout3.pdf
HTLS-12 significance/  Students then, with parental permission, watch age/student
HTLS-13 analysis appropriate excerpts from the documentary ‘Night and Fog’ to
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 7

 Individual contextualise what occurred within concentration camps (work,

The scope and nature of warfare research hierarchy, death) and the liberation of such camps and
(ACDSEH095, ACDSEH107)  Empathic o Students are warned that the documentary is upsetting,
perspective and portions extremely graphic, and they should not
Week 5  Joint feel compelled to stay
Lesson 3 construction  Students are asked to find their own quality source that they
of sourcebook feel communicates something of historical importance/value,
 Differentiation and then the class shares these sources (with brief
of optional justifications) and the whole class creates a sourcebook from
source these sources.
inclusion in  At the end of this source analysis, students are informed that
letter some people today continue to deny the existence of the
Week 6
Lesson 1  Literacy skills Holocaust. Students are asked to write a letter to one of these
 Formative people that communicate their evaluation of the evidence for
assessment of the existence of the Holocaust and why it is important to
chosen source recognise that it occurred. Students are encouraged to include
and letter the piece of evidence they sourced themselves and one other
 Reflexive piece of evidence, either from a student or something covered
learning in class.
 Independent  Students share their letters, or portions of their letters, with the
student future class, and the teacher provides feedback during work and once
directed the letter is finished.
learning o Letter activity adapted from Oxford Insight History 9 by
 Linking past Dennett and Howitt, 2014, p. 314
with present  Students reflect on how their knowledge of the Holocaust has
changed, and write down at least one thing they’ve learnt and
that they wish they knew. These responses can be shared and
Week 6
discussed with the class, and form the basis of future
Lesson 2
independent inquiry if students are so inclined.
 Students are then posed the Interesting linking question—‘in
what ways were conflict between Israel and Palestine
influenced by the treatment of Jewish people during WWII?’
and asked two work in groups of two and create a timeline with
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 8

relevant information to respond to the question.

Week 6 Scope and nature of WWII  Understanding  Teacher briefly covers the timeline of atomic attacks on Japan,
Lesson 3  Atomic bomb historical terms including relevant terms (Nagasaki, Hiroshima, The Manhattan
 Think-Pair- Project, Enola Gay, etc.) to improve terminology and have
HT5-2 Share source search terms
HT5-4 analysis  Research scaffold: Students posed the question ‘Why didn’t the
HT5-7  Group inquiry US use atomic weapons on Germany?’ and, in pairs or
HT5-10 learning individually, are provided a research scaffold to assist their
 Class debate research. Students are to construct a paragraph response and
HTLS-6  Contestability submit this by the end of the week. Assessed work is returned
HTLS-9 of views the following week. [attached below]
HTLS-13  Scaffolded  Two American posters are shown, ‘Death Trap for the Jap,’ and
Week 7 The scope and nature of warfare research ‘Salvage Scrap to Blast the Jap’ and students are asked to
Lesson 1 (ACDSEH095, ACDSEH107) question consider how and why the Japanese were represented and
 Formative what this propaganda can tell us about perceptions of Japanese.
assessment Library of congress poster sources
 Reflective http://cdn.loc.gov/service/pnp/cph/3b40000/3b48000/3b48800/3b488
exercise 85r.jpg
 Relevancy of http://cdn.loc.gov/service/pnp/cph/3b40000/3b49000/3b49000/3b490
historical 09v.jpg
inquiry  The class is split into six groups, three of which will research
pro-bomb and three will be anti-atomic bomb. Student will then
combine into for and against groups, share information, and
Week 7 elect three people as speakers to argue their case for/against
Lesson 2 the use of atomic bombs. Afterwards, students are asked to
write down which position they adopt and why.
o Students are encouraged not to keep information
gathered too rigidly structured, so they can create
responses as new claims are made.
 Students construct a reflection on the continued fear of atomic
warfare throughout history, from Russia and now from North
Korea, and the lessons that can be taken from WWII to inform
the attitudes of today.
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 9

Week 7 Events/experiences  Inquiry based  Students follow links on the Australian War Memorial website
Lesson 3  POW learning and build a profile of the hardships felt by Australian POWs in
HT5-7  Application of Europe and Asia. Students are also to use what they learnt
HT5-9 learning about Japanese attitudes of surrender in the previous few
 Audio visual lessons to explain the more severe conditions, and refusal to
HTLS-9 learning adhere to the Geneva Convention.
HTLS-11  Lasting effects https://www.awm.gov.au/visit/exhibitions/stolenyears/ww2
HTLS-12 of war  Students are shown a news interview featuring two POWs and
Significant events and the asked to outline the lasting experiences of war for individuals
experiences of Australians at war and nations
(ACDSEH108) https://www.youtube.com/watch?v=QxqaUqtJPG0
Week 8 Events/experiences  Teacher  Teacher presents brief outline of women in WWII
Lesson 1  Role of women focused  Students are shown the poster ‘Release a man. Join the
learning A.W.A.S.’ and asked to outline the changes in the position of
 Visual source this propaganda from those they are familiar with being used in
HT5-1 analyses WWI, and what caused this change and why.
HT5-4  Inquiry https://www.awm.gov.au/collection/ARTV01049/
Week 8 HT5-5 research  Students research and outline in a table the various women’s
Lesson 2 HT5-7 activity services, including the WAAAF, AWAS, and WRANS and their
 Alternative functions
HTLS-3 perspectives  Students examine three photographic sources of women in the
HTLS-4  Contestability armed services, found in Oxford Insight History 9 by Dennett
HTLS-6 of sources and Howitt, 2014, p. 324-5, and interpret how these photos
HTLS-7 serve as evidence for the roles of women during WWII
HTLS-9  Students work in pairs synthesising information from
‘john.curtin.edu’ Women at Work to see an alternative
Significant events and the perspective women and how they were treated, and then
experiences of Australians at war compare this with the perception gained from the poster and
(ACDSEH108) photos—do the sources examined herein leave important
information out of the picture, so to speak?
http://john.curtin.edu.au/legacyex/women.html
Week 8 Events/experiences  Inquiry source  Students following links from AIATSIS, the AWM, and the DVA
Lesson 3  Participation of Indigenous analysis, using (below) and build a profile of Indigenous soldiers—life before
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 10

People ICT the war, reasons for enlisting, manner of service, and life after
HT5-1  Importance of serving—and include direct reference (name) to at least one
HT5-5 historical Indigenous Australian soldier/figure.
HT5-7 perspectives https://www.dva.gov.au/i-am/aboriginal-andor-torres-strait-
 islander/indigenous-australians-war
HTLS-3 https://www.awm.gov.au/articles/encyclopedia/indigenous
HTLS-4 http://aiatsis.gov.au/collections/collections-online/digitised-
HTLS-7 collections/indigenous-australians-war/why-did-they-join
HTLS-9  Students are to respond to questions surrounding the
Significant events and the importance of historical data and the ramifications of data
experiences of Australians at war being limited, in the case of Indigenous Australians.
(ACDSEH108)
Week 9 Events/experiences  Teacher  Students are given presentation about New Guinea campaign
Lesson 1  New Guinea campaign 1942 centred and the Fall of Singapore, including importance of Fuzzy Wuzzy
 Fall of Singapore 1942 learning Angels and relevant historical terms for students’ glossaries
 Student chosen (optional)  Historical  Students undertake, in pairs, construction of a detailed timeline
terminology for either one of the events, then break off and pair with
Week 9 HT5-2  Jigsaw activity, someone who created the other timeline and share learning
Lesson 2 HT5-4 collaborative (students label 1 or 2, like pair first then 1+2 pair)
HT5-5 learning  Students outline the importance of the campaigns to the war
HT5-9  Audio/visual and the significance to Australian history, including the
learning ramifications of the New Guinea campaign failing
HTLS-6  Evaluation/co  Selections of the movie Kokoda (2007, dir. Grierson) are shown
HTLS-7 mparison of and students are asked to compare these representations with
HTLS-11 depictions what they have learnt about the event through primary sources
HTLS-12  Student and evaluate its accuracy.
Week 9 directed  Students select one of the two campaigns covered in class, or a
Lesson 3 Significant events and the inquiry significant even involving Australians of their own choosing with
experiences of Australians at war research teacher approval, and write a series of diary entries spanning
(ACDSEH108)  Writing literacy the course of the event, justifying the content of their entries
skills for with evidence from sources (number of entries based on ability)
purpose  Students then share at least one of their entries and compare
 Evaluation of the similarities and differences between students’
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 11

historical representations through diary form, and debate how

information information left out or re-contextualised can change our current
 Formative perception of history.
assessment
Week 10 Impact of war  Class debate  Students learn about the bombing of Brisbane
Lesson 1  Bombing of Brisbane  ICT skills,  Students debate the justification for censorship within
 Censorship Kahoot Australia—its ethics and purpose—and its ramifications for
 Statistics  Numeracy skills historical inquiry.
HT5-1  Students complete Kahoot quiz about changing women’s roles
HT5-5 and effect of propaganda from this and earlier lessons.
 Students compare figures of service, deaths, casualties, and
HTLS-3 POWs and compare these figures with those from WWI and
HTLS-4 consider/list what conclusions can be drawn from these figures
HTLS-7
Impact of the wars on Australia
(ACDSEH096, ACDSEH109)
Week 10 Significance of the wars to Australia  Teacher  The teacher delivers lecture on the significance of WWII to
Lesson 2  Relations with Britain centred Australia, including role in forming the UN, relations with
 Social and economic learning Britain, US cultural influence, and economic changes.
changes  Group work  Students in groups select an agency from the newly formed UN
 ‘Populate or Perish’  Historical and research its role and significance to the world today.
Week 10 HT5-1 significance Students construct brief presentations and share them with the
Lesson 3 HT5-2 Class class.
HT5-4 discussion  Students discuss the idea of ‘Populate or Perish’ and the
HT5-9  Reflection on similarities and differences of this to today’s perception of
HT5-10 unit, Australia
constructing  ANZAC Day and Remembrance Day both largely commemorate
HTLS-3 Australian WWI. Students are asked to examine their notes and choose a
HTLS-4 significance day during WWII to commemorate Australians, including which
HTLS-6 with Australians are being commemorated, and the justification for
HTLS-11 commemoratio these decisions. Students’ share responses and the class discuss
HTLS-12 n day the reasons behind the groupings/dispersal of dates selected.
HTLS-13
ICT resource—Where Australians Fought Year 9

Prezi—Where Australians Fought

Link: https://prezi.com/p/5q9hbmucwjdm/

Alternate: https://prezi.com/view/OuDNDUHFwHkOgz2yDYf5/

Title screenshot:
Source based resource—Changing Perceptions of War Year 9

Source 1a: Menzies’ Speech—Declaration of War (1939)

“Fellow Australians, it is my melancholy duty to inform you officially that in consequence of

a persistence by Germany in her invasion of Poland, Great Britain has declared war upon her
and that, as a result, Australia is also at war. No harder task can fall to the lot of a democratic
leader than to make such an announcement. Great Britain and France, with the cooperation of
the British Dominions, have struggled to avoid this tragedy. They have, as I firmly believe,
been patient. They have kept the door of negotiation open. They have given no cause for
aggression. But in the result, their efforts have failed and we are therefore, as a great family
of nations, involved in a struggle which we must at all costs win and which we believe in our
hearts we will win.”

https://aso.gov.au/titles/radio/menzies-speech-declaration-war/clip1/
Source based resource—Changing Perceptions of War Year 9

Source 1b: “This is Serious!” poster

Source based resource—Changing Perceptions of War Year 9

Source 2a: Curtin’s Speech—Japan Enters WWII (1941)

“Men and women of Australia, we are at war with Japan. That has happened because, in the
first instance, Japanese naval and air forces launched an unprovoked attack on British and
United States territory; because our vital interests are imperilled and because the rights of free
people in the whole Pacific are assailed. As a result, the Australian Government this
afternoon took the necessary steps which will mean that a state of war exists between
Australia and Japan. Tomorrow, in common with the United Kingdom, the United States of
America and the Netherlands East Indies Governments, the Australian Government will
formally and solemnly declare the state of war it has striven so sincerely and strenuously to
avoid.”

https://aso.gov.au/titles/radio/curtin-japan-second-world-war/clip1/
Source based resource—Changing Perceptions of War Year 9

Source 2b: “Ringed with menace!” poster

Scaffolded resource—Atomic weapons and Germany Year 9

Name:____________________________ Date:____________

Key Question: Why didn’t Allied forces use atomic weapons against Germany?

What are atomic weapons? What are their effects?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What is different about Germany and Japan? Are their differences in its people and their
attitudes?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What German innovations to warfare were made? Why not atom bombs?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What would be the ramification of bombing a country with atomic weapons?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Now use this information to construct a paragraph to the key question

Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 18

Rationale

The above unit of work, concerning the WWII portion of Core Depth Study 3:

“Australians at war” for stage 5, is thematically structured with broadly chronological

delivery of its themes, and utilises a historical inquiry-based learning approach, specifically

focusing on development of student source analysis skills to understand historical concepts of

significance and empathy. Inquiry-based learning is the adoption of learner directed and

centred approaches that positions students to have a more active participation in their

learning, and utilises the teacher as a constructor of meaningful learning environments and

facilitator of learning, rather than sole expert of content knowledge (Blessinger & Carfora,

2014). To serve this purpose, most lessons in the unit outline use at least one of a variety of

class, group, and individual teaching strategies such as think-pair-share, jigsaw, placemat,

and brain storming, all of which are cooperative learning tools used to engage the learner in

cooperative, interesting, and student-centred learning (Haenen & Tuithof, 2008).

The unit focuses on the historical concepts of significance and empathy. Significance

can be considered the relevancy “of historical events by the extent to which they affected

lives of people in the past or the extent to which they can explain situations in the present”

(Van Straaten, Wilschut, & Oostdam, 2016, p. 482). Research into student perceptions of

history has found that students mostly consider history to be irrelevant, but significance can

be utilised as a way of connecting with students and showing the relevancy of history,

through such means as identifying shifting patterns of change and continuity, parallels

between history and contemporary events, decision making and speculative thinking, and

understanding one’s place as a citizen (Van Straaten, Wilschut, & Oostdam, 2016). Making

connections to significance in line with this research occurs several times throughout the unit,

such as examination of nuclear threat including current concerns about North Korea (week 7),

the link between WWII and more modern conflict in the Middle East (week 6), the influence
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 19

of the Enigma Machine to modern computing (week 4), and the changing notions of

immigration and ‘Populate or Perish’ sentiment (week 10). This also link with syllabus

outcomes HT5-2 and HT5-4 that concern continuity and change and causes and effects

respectively, in the development of the modern world (NESA, 2012). Additionally, historical

empathy “involves understanding how people from the past thought, felt, made decisions,

acted, and faced consequences within a specific historical and social context” (Endacott &

Brooks, 2013, p. 41). Historical empathy, therefore, requires to understand the differences of

lives and beliefs of people in the past compared to their own, giving it similarities to

perspective taking, and bridge connections between the feelings of historical others and

themselves (Endacott & Brooks, 2013). Such links to historical empathy are demonstrated in

the unit outline, for example where students are asked to debate and empathise with the

feelings of Germans and Allies in the interwar period (week 1), and considering the feelings

of Jewish people today when writing the letter about the Holocaust to a denier (week 5/6).

This also links with syllabus outcome HT5-7 concerning the perspectives and interpretations

of the modern world (NESA, 2012).

Additionally, the unit outline utilises the Understanding by Design (UbD) framework

to focus development of a unit outline backwards to first confirm the transferability of

learning, then ensure there is room for evidence of learning to be demonstrated, and then plan

lessons that are engaging and diverse to actively construct that learning (McTighe &

Wiggins, 2012). Transferability goals may entail effective writing for a particular audience

(McTighe & Wiggins, 2012), as is demonstrated in the letter that explains the importance of

recognising the Holocaust to a denier (week 6), and diary entries to communicate understood

experiences of campaigns (week 9). This also matches the syllabus outcome HT5-10

regarding effective forms of communication (NESA, 2012). Moreover, transferability is also

apparent in the application of past experiences to the contemporary world (McTighe &
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 20

Wiggins, 2012), exemplified in discussion of feelings of nuclear war originating in WWII

that continue to today with North Korea (week 7), and the application of commemoratory

celebrations used today, but applied and justified to specific WWII event (week 10). This also

matches with the syllabus outcome HT5-1 regarding the shaping of the modern world

(NESA, 2012).

Furthermore, information and communication technologies (ICT) were applied

throughout the entire unit outline, and the implementation of ICT is stated in Standard 2.6 of

the Australian Professional Standards for Teachers (APST) to assist student learning (AITSL,

n.d.). ICT is viewed as a necessity for preparing students for the 21st Century, in addition to

benefiting learning and increasing motivation, but is sometimes underutilised by teachers

(Kale & Goh, 2012). The present unit outline features hyperlinks for students to follow and

encourages computer based research throughout the entirety of the 10 week period, and also

contains specific ICT materials including Kahoot quizzes and a Prezi presentation which

students are directed to actively participate in creating for themselves (week 3).

And finally, differentiation is utilised consistently throughout the unit outline.

Differentiation is, broadly speaking, the accommodation of differences between learners to

best achieve learning goals for all students (Bartlett, 2015). This is recognised the NSW

Education Standards Authority as important, and is said to include such strategies as

developing vocabulary, collaborative and individual learning, and meeting learning

preferences, (NESA, n.d.). Moreover, Standard 1.5 of the APST to “meet the specific

learning needs of students across the full range of abilities” (AITSL, n.d., para. 9). Although

teaching to match learning styles is contentious and not especially related to improved

student learning (Dembo & Howard, 2014), an awareness and support of student preferences

can “develop more engaging learning environments” (Bartlett, 2015), and is found to increase

student achievement motivation (Roiha, 2014). Each week of the unit outline incorporates
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 21

multiple modes of evidence, from visual posters and photographs to audio-visual videos to

cater for visual learning, and class debates and discussions occur regularly suggested as a

benefit for auditory learners (Bartlett, 2015). Additionally, while textbooks have been

criticised for being one-size-fits-all and not permitting sufficient differentiation (Bartlett,

2015), the use of such resources in the precedent unit outline is minimal and is always

adapted for purpose. For example, in week 3 the source based resource and questioning was

adapted to include poster sources as well as speech excerpts, and students were given options

to engage individually or in pairs, and a choice of which sources to focus on.

Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 22

References

AITSL. (n.d.) Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Bartlett, J. (2015). Outstanding differentiation for learning in the classroom. Retrieved from

https://ebookcentral.proquest.com

Blessinger, P., & Carfora, J. M. (Eds.). (2014). Inquiry-based learning for the arts,

humanities and social sciences : a conceptual and practical resource for educators.

Retrieved from https://ebookcentral.proquest.com

Dembo, M. H., & Howard, K. (2007). Advice about the use of learning styles: A major myth

in education, Journal of College Reading and Learning, 37(2), 101-109. doi:

10.1080/10790195.2007.10850200

Endacott, J. & Brooks, S. (2013). An updated theoretical and practical model for promoting

historical empathy. Social Studies Research and Practice, 8(1), pp. 41-58. Retrieved

from http://www.socstrpr.org/wp-content/uploads/2013/04/MS_06482_no3.pdf

Haenen, J. & Tuithof, H. (2008). Cooperative learning: The place of pupil involvement in a

history textbook. Teaching History, 131, pp. 30-34 Retrieved from

http://www.jstor.org/stable/43259339

Kale, U., & Goh, D. (2012). Teaching style, ICT experience and teachers’ attitudes toward

teaching with Web 2.0. Education And Information Technologies, 19(1), 41-60. doi:

10.1007/s10639-012-9210-3

McTighe, J. & Wiggins, G. (2012). Understanding by Design framework. Retrieved from

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

NESA. (2012). History K-10 syllabus. Board of Studies NSW. Retrieved from

http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf
Matthew Cooke, 17299158 History Unit Outline, Stage 5—WWII 23

NESA. (n.d.) Differentiated Programming. Retrieved from

https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

Roiha, A. S. (2014). Teachers’ views on differentiation in content and language integrated

learning (CLIL): Perceptions, practices and challenges, Language and Education,

28(1), 1-18. doi: 10.1080/09500782.2012.748061

Van Straaten, D., Wilschut, A., & Oostdam, R. (2016) Making history relevant to students by

connecting past, present and future: a framework for research, Journal of Curriculum

Studies, 48(4), 479-502, doi: 10.1080/00220272.2015.1089938