Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

YEAR 5 - UNIT TITLE: How Did World War One Affect People From the Northern Territory?
AIMS AND OBJECTIVES:

Key Inquiry Questions

A. What do we know about the lives of people in the Northern Territorys colonial past and how do we know?

B. How did Darwin develop over time and why?

C. Who were the significant people from the Northern Territory who participated in World War 1?

D. How did this shape the Northern Territory?

Key
Question

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment

A.

1.

What was Darwin like in 1900?

Read book: from Harrys arrival to leaving school.
Investigate website page: Darwin
Discuss the photos.
Ask key questions such as:
How does the map of Darwin compare to
now?
Are there any of these buildings still left?
Can you use the old map to find things that
arent here now?
Which cyclone was worse 1897 or 1974?
Compare and contrast one aspect of Harrys life
compared to today. Students could choose (for
example) transport, schooling, housing, transport,
communication or work in Darwin. Use a graphic
organiser to organise ideas.
Report back to group and discuss as a class.
Reflect about what students would miss most if they
lived in 1900.

Historical Knowledge and Understanding / The Australian

colonies / ACHHK094: The nature of convict or colonial
presence, including the factors that influenced patterns of
development, aspects of the daily life of the inhabitants
(including Aboriginal Peoples and Torres Strait Islander
Peoples) and how the environment changed.

ACHHS098 Sequence historical

people and events

Teacher/s name: Christine Collins

Elaborations:

- investigating colonial life to discover what life was like at

that time for different inhabitants (for example a European
family and an Aboriginal or Torres Strait Islander Language
group, a convict and a free settler, a sugar cane farmer and
an indentured labourer) in terms of clothing, diet, leisure,
paid and unpaid work, language, housing and childrens'
lives'.

- mapping local, regional and state/territory rural and urban

settlement patterns in the 1800s, and noting factors such as
geographical features, climate, water resources, the
discovery of gold, transport and access to port facilities that
shaped these patterns.

School: Moil Primary School

1. Assessment: Timeline
showing key stages in the
development of the Northern
Territory from European
settlement onwards based on
Harrys childhood.

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

B.

B.

2.

3.

What significant event happened in 1914 to change the

community?
Read book from: Cable Guard to War 1914.
Tell students that the answer is the Cable Guard

Write the question for this answer.

Discuss whether you think the people in Darwin were surprised
when war was declared? Why or why not?
View website: Introduction
Complete the order of wars that Australia has been involved in.
In pairs, read the cause of World War 1. Complete a think,
pair, share activity from the information they have read.
Reflect and discuss: why have there been so many wars? Why
do wars start? Are wars necessary?

ACHHK095: The impact of a significant development or

event on a colony; for example, frontier conflict, the gold
rushes, the Eureka Stockade, internal exploration, the
advent of rail, the expansion of farming, drought.
Elaborations:
investigating an event or development and explaining its
economic, social and political impact on a colony (for
example the consequences of frontier conflict events such
as the Myall Creek Massacre, the Pinjarra Massacre; the
impact of South Sea Islanders on sugar farming and the
timber industry; the impact of the Eureka Stockade on the
development of democracy)

How did communities in the Northern Territory react in 1914?

Book: Read from Early Leavers to Still Waiting.
Discuss: Why were the men so keen to enlist?
View website: Look at 1914: Slideshow of the men (only).
Choose one of the men to be your relative. Write a list of
questions that you would ask them.
Form pairs and take turns being the man that was chosen. Plan
answers and perform in front of whole class.
Reflect: What seemed to be the most common questions? What
seemed to be the most common answers in the role plays?

Teacher/s name: Christine Collins

School: Moil Primary School

Chronology, terms and

concepts / ACHHS099
Use historical terms and
concepts:

- using historical terms (such as

the gold era, the Eureka
Stockade, the Myall Creek
Massacre, colony)
- understanding the key
concepts related to the content
such as settlement, expansion,
migration, protection,
development, rural, urban)

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

B.

4.

How did the men enlist in the Northern Territory?

Read: From Townsville invitation to Darwin men leave.

Decide if you would take the journey. Vote. Yes voters move into a group and
discuss why they would go. Likewise for No voters. Join back as a whole class
and discuss points from each side.

B.

5.

B.

6.

What was it like to enlist?

Website: View the rest of the segments from 1914.
Locate primary sources if possible: try on the uniform or handle military
equipment as per the website.
How did the men from Darwin get to the war?
Book: Read Part 2: from 25 April 1916 to end of Egypt 4 August 1915.
View the website: 1915
Use Google Earth to view Gallipoli
In pairs, identify places from Google Earth onto hard copy maps, including Anzac
Cove, The Dardanelles, Suvla Bay, Lemnos Island
Swap pair to see if there is agreement as to where key places are.

B.

7.

8. Website: Go to glossary. Use slang to make up a sentence.

9. Write it down and draw what it means.
10. Read your sentence to the class and see if they can guess its meaning. Have
fun with it!

Teacher/s name: Christine Collins

School: Moil Primary School

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

C.

C.

8.

9.

How were the Darwin men involved in Gallipoli?

Read: August Offensive to January 1916
Imagine that you are Harry and have just received a letter
from your brother or sister.
Write a reply telling your family about how your life is going,
asking about their life. Include your private thinking and
feelings about Gallipoli.
View the website: 1916 The Dardanelles.
Make the Anzac biscuits not the modern ones but hard
tack

Design a menu based upon the supplies that the men were
given.

The Australian colonies / ACHHK097

The role that a significant individual or group
played in shaping a colony; for example,
explorers, farmers, entrepreneurs, artists,
writers, humanitarians, religious and political
leaders, and Aboriginal and/or Torres Strait
Islander peoples.
Elaborations:
- investigating the contribution or significance
of an individual or group to the shaping of a
colony in the 1800s (for example groups such
as explorers or pastoralists; or individuals such
as Blaxland, Lawson and Wentworth, J. G.
Macdonald, Elizabeth and John Macarthur,
Caroline Chisholm, Saint Mary Mackillop, Peter
Lalor, James Unaipon)
- exploring the motivations and actions of an
individual or group that shaped a colony

What happened to the men in France?

Read: from 19 March 1916 to 1st July 1916
Website: View 1916

Teacher/s name: Christine Collins

Explanation and communication /

ACHHS105 Develop texts, particularly
narratives and descriptions, which
incorporate source materials
Develop texts, particularly narratives and
descriptions, which incorporate source
materials: creating visual, oral or written
journals reflecting the daily life experiences
of different inhabitants of a convict or
colonial settlement

2. Assessment: letter to family.

Historical questions and research /
ACHHS100 Identify questions to inform an
historical inquiry
Develop key questions about the local
community or region (for example: Why
was the area settled? What people came
to live in the area? How did they make
their living? How did men, women, and
children live?)

School: Moil Primary School

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

C.

10.

Did any NT doctors and nurses participate in WW1?

Website: view 1917

Analysis and use of sources / ACHHS103

Compare information from a range of
sources
- examining two sources of evidence to
identify similarities and/or differences, and
describing what they reveal about the past
Explanation and communication /
ACHHS106
- Use a range of communication forms
(oral, graphic, written) and digital
technologies

C.

11.+

What happened to men from the NT in the war?

Read: Battle at Pozieres to 12 August 1916.
View website: Moil Men
Choose one of the men (or medical staff or notable
men) to investigate further.
Use the suggested websites to complete the reports*
(attached)
Find out as much information as possible, addressing
each of the headings on the worksheets.
Share the information from the choice of:
- A report; PowerPoint; poem; slide show.

- Use a range of communication forms

(oral, graphic, written) and digital
technologies: using ICT to create
presentations which are suitable for the
target audience and include text, images
and/or audio-visuals.
3. Major Assessment: Report (varying
formats)

+ The research may require several lessons to gather

research and present findings.

Teacher/s name: Christine Collins

School: Moil Primary School

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

D.

D.

D.

12.

13.

14.

How did the families of the NT men cope?

Read from 15 August 1916 to 17 August 1918
Discuss why Mrs Pott continued to volunteer for the
Red Cross even when her son was gone.
View website: Statistics
Answer the questions that are posed online.
Share answers.
How do we remember their contribution to the NT and
Australia?
Read book to end.
The students are now someone that Harry knew.
Reflect on the Harrys story and write a letter to Harry
to tell him what you think about what he did from that
point of view. You could be his Mother, brother, sister,
friend, soldier colleague, school friend, teacher,
doctor, nurse, Administrator etc.
Share letters and discuss why they are different.
Website: View Remembering
Choose one of the key aspects of Anzac Day
ceremonies eg minute of silence, the Ode, Last Post
etc. Research and record the information. Find an
online example to share with class.
Share information in the order a ceremony would be
conducted.
Book: read poem at the end.
Reflect on what it means as a group.
Reflect upon the unit of work and use the worksheet
to record your thoughts.

Teacher/s name: Christine Collins

School: Moil Primary School

Perspectives and interpretations /

ACHHS104 Identify points of view in the
past and present
identifying the different motives and
experiences of individuals and groups in
the past (for example the reasons people
migrated to Australia and their diverse
experiences)
4. Assessment: letter to Harry

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

The key resources for this unit of work are:

Book: From Darwin to Dardanelles by Christine Collins (in production);
Website: darwintodardanelles.com
* From these resources, all other references are sourced.
Key
Question

Lesson

A.
B.

1
2
3
4
5

Book:
Harrys arrival to leaving school.
Cable Guard to War 1914
Early Leavers to Still Waiting
Townsville invitation to Darwin men leave
--

Website:
Darwin
Introduction
Look at 1914: Slideshow of the men (only)
-Rest of the segments from 1914
1915

7
8

Read Part 2: from 25 April 1916 to end Egypt 4 August

1915
-August Offensive to January 1916

9
10
11+
12
13
14

19 March 1916 to 1st July 1916

-Battle at Pozieres to 12 August 1916
15 August 1916 to 17 August 1918
To end of text
Poem at the end

1916
1917
Moil Men
Statistics
Remembering
--

6
C.

D.

Resources List

Teacher/s name: Christine Collins

Glossary
--

School: Moil Primary School

Other:

Primary sources: eg uniform, hats, helmets,

equipment
Google Earth

Ingredients for Anzac Biscuits

(see website)
Report template (print from website)

Reflection worksheet (print from website)

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

Assessment Schedule:
1.
2.
3.

4.
*rubrics attached

Assessment: Timeline: showing key stages in the development of the Northern Territory from European settlement onwards based on Harrys childhood. Paper
or web-based.
*Assessment: letter to family (narrative): Develop texts, particularly narratives and descriptions, which incorporate source materials: creating visual, oral or
written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement
*Major Assessment: Report (varying formats): Identify questions to inform an historical inquiry
Compare information from a range of sources
Use a range of communication forms
*Assessment: letter to Harry (narrative): identifying the different motives and experiences of individuals and groups in the past

Teacher/s name: Christine Collins

School: Moil Primary School

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

Report Assessment: Student: _____________________________________________ Date ______________

Year 5 Narrative: letters

Language & Literacy Elaborations

Criteria

Explanation &
communication
Identify points of
view
Audience
Text Structure

Ideas
Vocabulary
Cohesion
Paragraphing
Sentence Structure
Punctuation
Spelling
Character &
Setting

Below
Year
Level

At Year
Level

Below
Year Level

At
Year Level

Above
Year
Level

History Outcomes
Identifies different motives and experiences of individual from the past
identifying the different motives and experiences of individuals and groups in the past
English Outcomes
- Chooses text features appropriate to audience
- Uses appropriate text structure
- Sequences content according to that text structure
- Introduces the topic, groups related information in well-sequenced paragraphs has a concluding statement
Writing has flow and sense, organisation of ideas
- Uses vocabulary, including technical vocabulary, appropriate to purpose and context
Text has flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is
not having the desired impact
Uses paragraphs to present and sequence text
- Using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun
reference, adverb and noun groups/phrases for effective descriptions
Uses appropriate forms of possession using apostrophe and /s/
Uses: - phonological knowledge; - visual knowledge; generalisations
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts
students have experienced
ON-BALANCE JUDGEMENT

Teacher/s name: Christine Collins

School: Moil Primary School

Above
Year Level

Curriculum Sharing Project

Curriculum Unit Template for Primary teachers

Letter Writing Assessment: Student: _____________________________________________ Date ______________

Year 5 Report
Language & Literacy Elaborations

Criteria

Historical questions &

research
Analysis & use of
sources
Explanation &
communication
Audience
Text Structure

Ideas
Vocabulary
Cohesion
Paragraphing
Sentence Structure
Punctuation
Spelling
Visual Components

Below
Year
Level

At
Year
Level

Above
Year
Level

Below
Year Level

At
Year Level

Above
Year Level

History Outcomes
Identify questions to inform an historical inquiry
Compare information from a range of sources
Use a range of communication forms
English Outcomes
- Chooses text features appropriate to audience
- Uses appropriate text structure
- Sequences content according to that text structure
- Introduces the topic, groups related information in well-sequenced paragraphs has a concluding statement
Writing has flow and sense, organisation of ideas
- Uses vocabulary, including technical vocabulary, appropriate to purpose and context
Text has flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element
is not having the desired impact
Uses paragraphs to present and sequence text
- Using appropriate grammatical features,
- Use sentence beginnings to signal to the audience how the text will develop
Uses appropriate forms of possession using apostrophe and /s/
Uses: - phonological knowledge, visual knowledge, generalisations,
Chooses images and sound appropriate to purpose and audience
ON-BALANCE JUDGEMENT

Teacher/s name: Christine Collins

School: Moil Primary School