Professional Documents
Culture Documents
Stage: 6
Year: 12
Class: EMH442
Syllabus Content:
Conflict in the Pacific 1937-1951:
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different
types of primary and secondary sources, including ICT,
about key features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and
issues of World War I using appropriate and wellstructured oral and/or written and/or multimedia forms
including ICT.
Students Learn About:
Growth of Pacific tensions
- economic and political issues in the Pacific by 1937
- Japanese foreign policy 19371941
- US and British policies in the Pacific 19371941
- strategic and political reasons for bombing Pearl
Harbour
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be
left outside of the room. Care must be taken when
moving around with the Learning Devices.
Resources:
Modern History Syllabus, Appendix 1,2,3
http://www.youtube.com/watch?v=6hceNfhDFWY
Intro Conflict Pacific SMART Notebook file,
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Electronic SMARTBoard
Learning Outcomes
These should be precise
indicators of intended
student learning
Students will be
gaining an
understanding of the
requirements of Part
IV in the final section
of the study in Modern
History.
Time
Guide
5min
Content/Learning Experiences
Introduction (Engagement)
(Time allocation of activities are fluid in length)
Before students enter the room have the following clip playing on
the SMART board. The purpose of this is to draw their attention
and gain focus.
Roei no uta (Field Encampment Song) (2mins 44 seconds)
http://www.youtube.com/watch?v=6hceNfhDFWY
Welcome students and take roll. Explain to them that today they
are going begin our journey on the Conflict in the Pacific.
Teaching
Strategies
Explicit Teaching
Assessment
Techniques
What will you
use to assess
their learning
Whole Class
Individual Work
Body (Exploration/Transformation/Presentation)
25min
Class Organisation
Grouping & classroom
environment
Explicit Teaching
Observe and
engage groups in
conversation to
ensure they are
work together.
Civilians at war
- social, political and economic effects on civilians in occupied
territories in South-East Asia
- life under Occupation: collaboration and resistance, the use of
slave labour
- the effect of the war on the home fronts in Japan and Australia
End of the conflict
- reasons for the use of the A-bomb and the subsequent
controversy over its use
- reasons for the Japanese defeat
- War Crimes Tribunals and the status of the Emperor
Allied Occupation of Japan to 1951
Inform the students that document titled Introduction: Conflict in
the Pacific booklet will be completed mainly in students own time
and will assist in revision of knowledge and understanding.
30min
Open Intro Conflict Pacific SMART Notebook file, progress through
first three slides,
Second slide has an imbedded link 19th Century Imperialism.
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Students to add own notes beside each slide, provided in hard
copy
10 min
Conclusion (Presentation/Reflection)
Provide students with approximately ten minutes to discuss points
covered thus far and to make notes in Introduction: Conflict in the
Pacific booklet.
Question the students what do they think the Natives of SE Asia
felt about European Dominance and to bring ideas to next lesson.
Explicit Teaching
Discussion
Questioning
Stage: 6
Year: 12
Class: EMH442
Syllabus Content:
Conflict in the Pacific 1937-1951:
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different
types of primary and secondary sources, including ICT,
about key features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and
issues of World War I using appropriate and wellstructured oral and/or written and/or multimedia forms
including ICT.
Students Learn About:
Growth of Pacific tensions
- economic and political issues in the Pacific by 1937
- Japanese foreign policy 19371941
- US and British policies in the Pacific 19371941
- strategic and political reasons for bombing Pearl
Harbour
Prior Knowledge:
Causes of World War 1, Boxer Rebellion, The Meiji
Restoration, Imperialism and Nationalism
Resources:
Modern History Syllabus, Appendix 1,2,3
http://www.youtube.com/watch?v=HfYqssnrUYU
Intro Conflict Pacific SMART Notebook file,
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Electronic SMARTBoard
Teaching
Class Organisation
Assessment
Strategies
Grouping & classroom Techniques
environment
What will you
use to assess
Students sitting at desks their learning
Learning Outcomes
These should be precise
indicators of intended
student learning
Time
Guide
5min
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be
left outside of the room. Care must be taken when
moving around with the Learning Devices.
Content/Learning Experiences
Introduction (Engagement)
(Time allocation of activities are fluid in length)
Before students enter the room have the following clip playing on
the SMART board. The purpose of this is to draw their attention
and gain focus.
Arawashi no uta (2mins 43 seconds)
http://www.youtube.com/watch?v=HfYqssnrUYU
Turn of the display or use Smart tools to hide imagery.
Welcome students and take roll. Explain to them that today they
are going begin our journey on the Conflict in the Pacific.
Body (Exploration/Transformation/Presentation)
10min
10min
30min
10min
10min
Conclusion (Presentation/Reflection)
Students to spend ten minutes discussing points covered thus far
and to make notes in Introduction: Conflict in the Pacific booklet.
Questioning
Explicit Teaching
Questioning the
students at the
beginning,
during and at the
end of the lesson
will assess their
prior knowledge
and what they
have learnt from
the set activities.
Questioning
Explicit Teaching
Observe and
engage groups in
conversation to
ensure they are
work together.
Stage: 6
Year: 12
Class: EMH442
Syllabus Content:
Conflict in the Pacific 1937-1951:
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different
types of primary and secondary sources, including ICT,
about key features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and
issues of World War I using appropriate and wellstructured oral and/or written and/or multimedia forms
including ICT.
Students Learn About:
Growth of Pacific tensions
- economic and political issues in the Pacific by 1937
- Japanese foreign policy 19371941
- US and British policies in the Pacific 19371941
- strategic and political reasons for bombing Pearl
Harbour
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be
left outside of the room. Care must be taken when
moving around with the Learning Devices.
Resources:
Modern History Syllabus, Appendix 1,2,3
Intro Conflict Pacific SMART Notebook file,
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Electronic SMARTBoard
Appendix Six
http://www.youtube.com/watch?v=fYGsdC7Sg38
Learning Outcomes
These should be precise
indicators of intended
student learning
Time
Guide
Content/Learning Experiences
5min
Welcome students and take roll. Explain to them that today they
are going begin our journey on the Conflict in the Pacific.
Display on the board Appendix Six. Chinas acceptance to Japans
21 Demands
15min
10min
15min
Introduction (Engagement)
Body (Exploration/Transformation/Presentation)
Slides 9-12
During Slide Nine
Inform students about Emperor Taisho whom during his reign
expanded its position in Asia, through the 21 Demands.
Display on SMART Board as well as provide copy to each student
Appendix Five.
Read each of the 21 Demands as a class, students are to write their
initial thoughts from the Chinese point of view, in their books on
each demand as it is read (Group) before reading the next,
students are to take no more than 3 minutes at a time to write.
Question students is there a common feeling shared by all
students.
Students are to outline the main features of the Twenty-One
Demands.
Students are to be informed of the historical significance of the 21
demands which cannot be underestimated, not only because it
was a prime example of that Japans dominance of China in that
period but also because of its chronological placement in East
Asian history. The event falls just four years after the fall of the
empire in China and during the first World War. Revisit Intro
Image Chinas acceptance of the 21 demands.
Students are to formulate a response to Japan regarding its 21
Demands. They are to write from a Chinese civilians point of view
who lives in Manchuria.
Students will be provided with the opportunity to read their
letters out to the class
Display Youtube clip
http://www.youtube.com/watch?v=fYGsdC7Sg38
Question students to the main points from the clip
Students to write reflection notes in book.
Teaching
Strategies
Class Organisation
Grouping & classroom
environment
Students sitting at desks
Explicit Teaching
Assessment
Techniques
What will you
use to assess
their learning
Questioning the
students at the
beginning,
during and at the
end of the lesson
will assess their
prior knowledge
and what they
have learnt from
the set activities.
Observe and
engage groups in
conversation to
ensure they are
work together.
Conclusion (Presentation/Reflection)
Question the students about how the events of 21 Demands may
have led to the Manchuria Incident, and do they feel that by the
Europeans giving into Japan secretly in 1918 in hindsight
counterproductive.
Prior Knowledge:
Causes of World War 1, Boxer Rebellion, The Meiji
Restoration. Events leading to attack on Pearl
Harbour, Impact of War on Australias homefront,
War in Pacific strategies, major battles
Stage: 6
Year: 12
Class: EMH442
Syllabus Content:
Conflict in the Pacific 1937-1951:
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different
types of primary and secondary sources, including ICT,
about key features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and
issues of World War I using appropriate and wellstructured oral and/or written and/or multimedia forms
including ICT.
Students Learn About:
Growth of Pacific tensions
- economic and political issues in the Pacific by 1937
- Japanese foreign policy 19371941
- US and British policies in the Pacific 19371941
- strategic and political reasons for bombing Pearl
Harbour
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be
left outside of the room. Care must be taken when
moving around with the Learning Devices.
Resources:
Modern History Syllabus, Appendix 1,2,3
Intro Conflict Pacific SMART Notebook file,
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Electronic SMARTBoard
Appendix One.
Learning Outcomes
These should be precise
indicators of intended
student learning
Students will be
providing a detailed
response of their
understanding of
events. They will be
creating a essay
providing a balanced
response. Students will
be sharing information
in to the whole group
after the fact.
Time
Guide
Content/Learning Experiences
5min
Introduction (Engagement)
Teaching
Strategies
Class Organisation
Grouping & classroom
environment
Direct Instruction
Individual Work
Body (Exploration/Transformation/Presentation)
60min
5min
Observation
Assessment
Techniques
What will you
use to assess
their learning
Questioning the
students at the
beginning,
during and at the
end of the lesson
will assess their
prior knowledge
and what they
have learnt from
the set activities.
Observation
whilst students
are completing
the work will
assess their skills
Prior Knowledge:
Causes of World War 1, Boxer Rebellion, The Meiji
Restoration. Events between 1937-39 Japan
Invading China, Marco Polo Bridge Incident.
Nanking Incident
Stage: 6
Year: 12
Class: EMH442
Syllabus Content:
Conflict in the Pacific 1937-1951:
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different
types of primary and secondary sources, including ICT,
about key features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and
issues of World War I using appropriate and wellstructured oral and/or written and/or multimedia forms
including ICT.
Students Learn About:
Growth of Pacific tensions
- economic and political issues in the Pacific by 1937
- Japanese foreign policy 19371941
- US and British policies in the Pacific 19371941
- strategic and political reasons for bombing Pearl
Harbour
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be
left outside of the room. Care must be taken when
moving around with the Learning Devices.
Resources:
Modern History Syllabus, Appendix 1,2,3
http://www.youtube.com/watch?v=6hceNfhDFWY
Intro Conflict Pacific SMART Notebook file,
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Electronic SMARTBoard
http://www.spiderscribe.net/
Username: craig.edwards21@det.nsw.edu.au
Password: 12345mod
http://www.youtube.com/watch?v=lK8gYGg0dkE
Learning Outcomes
These should be precise
indicators of intended
student learning
Students will be
researching and
forming an
understanding of
events. They will be
creating a comparison
table, glossary of
terms, finding
appropriate images
and maps and
uploading them to
Spider Scribe. Students
will be sharing
information in
pairs/groups and
working together as a
whole group. They will
be working towards
sharing research
through a fluid ICT
presentation with the
whole class.
Time
Guide
Content/Learning Experiences
Teaching
Strategies
Class Organisation
Grouping & classroom
environment
Teacher explanation
Individually at desks
5min
Welcome students and take roll. Explain to them that today they
are going explore the events directly leading up to Pearl Harbour.
Introduction (Engagement):
(Time allocation of activities are fluid in length)
Explain to the students that by the end of the lesson they will
understand why Japan felt that it needed to attack Pearl Harbour.
Explain that we will be working on multi lesson tasks. Inform the
students that they will be using the Web2.0 tool - Spider scribe to
create a mind map which will include a Glossary of key terms. Eg.
Tripartite Pact,
30min
Body (Exploration/Transformation/Presentation):
Students are asked to use their Learning Device and logon to the
website www.spiderscribe.net. While students logon they are to be
given the Inquiry Focus Question which they will begin to map
throughout the lesson on spider scribe.
Was attacking Pearl Harbour the right decision?
Students are to upload relevant information, maps, and video,
sound recordings (primary and secondary sources) as they
evaluate their usefulness, reliability to spider scribe.
Students are to work in pairs to create a comparison table in
Microsoft Word of the events leading up to the bombing of Pearl
Harbour. They are to included information about;
The Greater East Asia Co-Properity Sphere, French Indo-China, The
Tripartite Pact, Germany Invasion of Russia, Emporer Hirohito
declaration, Japanese reaction to war.
Students are then to upload the document to spider scribe for the
whole class to see. Students may use the class text books or
appropriate internet sites to obtain their response.
15min
Use of graphic
organiser
Use of ICT
Skill Acquisition
and/or
development
Paired Work
Use of ICT
Skill Acquisition
and/or
development
Whole Group
Assessment
Techniques
What will you
use to assess
their learning
Questioning the
students at the
beginning,
during and at the
end of the lesson
will assess their
prior knowledge
and what they
have learnt from
the set activities.
Observation
whilst students
are completing
the work will
assess their skills
Observe how
each student is
working within
the group.
Teacher to look
up on Spider
Scribe at each
uploaded file.
Observe and
engage groups in
conversation to
ensure they are
work together
Group Work
10min
10min
Catering for
multiple
intelligences
Discussion
Stage: 6
Year: 12
Class: EMH442
Syllabus Content:
Conflict in the Pacific 1937-1951:
Students Learn to:
- ask relevant questions in relation to World War One
- locate, select and organise information from different
types of primary and secondary sources, including ICT,
about key features and issues related to World War One
- evaluate the usefulness, reliability and perspectives of
sources
- use historical terms appropriately
- Communicate an understanding of the features and
issues of World War I using appropriate and wellstructured oral and/or written and/or multimedia forms
including ICT.
Students Learn About:
Growth of Pacific tensions
- economic and political issues in the Pacific by 1937
- Japanese foreign policy 19371941
- US and British policies in the Pacific 19371941
- strategic and political reasons for bombing Pearl
Harbour
Risk Assessment:
WHS issues relating to student and teacher movement
around the room must be considered. Students must be
provided with a clear working space, all bags are to be
left outside of the room. Care must be taken when
moving around with the Learning Devices.
Resources:
Modern History Syllabus, Appendix 1,2,3
Intro Conflict Pacific SMART Notebook file,
http://www.docstoc.com/docs/88153851/imperialism--PowerPoint
Electronic SMARTBoard
Axis and Allies Pacific 1940 second edition X 3 copies
Scissors
Learning Outcomes
These should be precise
indicators of intended
student learning
Time
Guide
Content/Learning Experiences
5min
Introduction (Engagement)
Teaching
Strategies
Class Organisation
Grouping & classroom
environment
Direct Instruction
30min
25min
Students will setup the board game, based off the country they
depicted earlier they will represent those countries.
If students really wish to swap, then allow.
Read to class
It is spring, 1940, Japan is at war with China, but not with any
other country. Any attacks on British, Dutch, ANZAC, or American
territories or ships by the Japanese will be considered an act of
war by all of the remaining Allied powers. A British or ANZAC
attack on Japan, however, would not bring the U.S into the war.
The Japanese player can elect to go to war with the Allies
immediately. If Japan does, the United States will automatically
kick into its wartime economy. With tensions already high due to
Japans occupation of parts of China any further conquest in the
Pacific will force the United States to go to war with Japan. Should
Observation
whilst students
are completing
the work will
assess their skills
Observe how
each student is
working within
the group.
Body (Exploration/Transformation/Presentation)
Each table gets two pieces of cardboard, one colour for allies and
another for axis countries. The students are to cut their basic
shape of their country out.
On the cardboard they will write the major events that their
country took part in during WWII using their knowledge and notes
to complete. They may also use information from the internet
using laptops or smart devices.
Students will use approx. 2-3 minutes each to present their
country to the class. The cardboard will be hung up in the
classroom.
Students will be instructed to take notes during each short
presentation.
Assessment
Techniques
What will you
use to assess
their learning
Paired/Group Work
Use of ICT
Skill Acquisition
and/or
development
Direct Instruction
Scripted
Questioning
Questioning the
students at the
beginning,
during and at the
end of the lesson
will assess their
prior knowledge
and what they
have learnt from
the set activities.
Japan not attack immediately and use this time to better prepare
and position its forces?
Students will be advised that each round they will need to
document any changes in territory ownerships, major battles or
other significant events that occur whilst playing.
10min
Direct Instruction
Conclusion (Presentation/Reflection)
Students are to share as a group a recount of the events that have
transpired so far in their game.
Students are to compare the events from each game and how they
differ from each other and then also to real life events.
Questioning