Lesson Plan

Date: Class/Group: Time: P1 & 2

22 June 2017 HASS History - Year 9 (3/11) Room: 115
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: ANZAC Centenary Link Program (Belgium)
Curriculum links: Specific Objectives/Learning Goals:
The causes of World War I and the Students will:
reasons that men enlisted to fight in the Extend their knowledge of Australias
war (ACDSEH021). involvement by visiting the CBC War Museum
General Capabilities: and completing 8 activities.
Literacy
Critical and creative thinking
Ethical Understanding

Cross-curriculum priorities:

Skills Student Diversity:

Questioning and Researching
Analysing
Evaluating
Communicating and Reflecting
Prior Learning:
Students have spent the previous 6
weeks of Term 2 learning about
World War 1 and have completed 2
Summative Assessments (CATs).
Each class of Year 9s (3 & 11) have students with
learning and/or behavioral difficulties. The implication
of this is that more attention and scaffolding is required
for these students. The teacher must be careful not to
pay too much attention to the detriment of the other
students.
Resources/Materials required:
My Laptop and wireless mouse
Internet via WIFI

Teacher resources:
PowerPoint

http://anzaccentenaryschoollink.info/

Student resources:
A4 paper

Students have displayed that they are distracted and distracting by iPads so I have limited their use in
class.

www.firstworldwar.com

Class website: cbchass9.weebly.com

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Lesson Steps
Time: Procedure Comment
Pre- Turn on projector
lesson Plug in laptop
Arrange desks as needed
Lay out resources as needed
Place iPads on three workstations
Load PowerPoint Wait until there is quiet

5 mins Welcome and Roll Remind students of the

Class rules. Emphasise
Discuss learning objectives and instructions that no one has the right to
stop you from learning.
50 Students are divided in groups of 4 and sit at 8 workstations
mins around the class. Each Station has its own activity and set of
instructions to complete in 10 minutes.

10 One group at a time will be taken through the War Museum for Walk around the class and
mins 10 minutes while the other students work on their activity. check on progress and
give help where required.
At the end of each 10 minutes, student move to another
20 station. Some stations are for notes and letters to be sent to
mins the school in Belgium who we are paring up with.

5 mins
Review the lesson objectives. Walk around the class and
read responses and
suggest content Who,
What, Why.
Evaluation of Student Learning:
1. Were the students engaged during the lesson?
2. Were the objectives met? If not, why not?
3. Were they able to successfully create their own Excel spreadsheet?
4. Was there sufficient scaffolding leading up to the lesson, i.e. were the students in the ZPD?
5. What was the feedback from the students? Did they enjoy it - was it fun?

Self-Evaluation/Reflection:
1. How did the overall lesson seem to go?
2. Did I stay on time?
3. What was the feedback from the students? Did they enjoy it - was it fun?
4. Did any students struggle to meet the objectives?
5. What would I do differently next time?

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Station 1 Facts about Belgium

1. Using the iPad, find the following facts about

Belgium. Write these facts on the sticky notes
and stick them around the map of Belgium.
What date was Belgium invaded in WW1?
Belgian population in 1914?
Belgian Population in 2017?
Main industry of Belgium in 1914
Main industry in Belgium in 2017
What type of government rules?
What is the name of the current leader?
What is the main language spoken in
Belgium?
How old are students when they finish
school/ graduate?
What type of housing do they mainly live in?
What do they wear? Do they have traditional
clothing? If yes, what does it look like?

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Station 2 Write about how you feel about WW1

Using your knowledge you have gained over the term and
what you discovered while creating your Gallipoli power
point, as well as your class book, discuss your knowledge and
feelings about The Great War (WW1) by answering the
questions below.
Gallipoli Write your name and these answers on the green
strips and place into the jar.
1. How many Australian soldiers fought at Gallipoli?
2. What happened at the Battle of Lone Pine?
3. What was a `drip rifle and how did it help Australian
soldiers?
4. How long did the Gallipoli campaign last?
5. Do you think Australia should have gone to Gallipoli to
fight? Give reason for your answer.

Life in the Trenches Write your name and these answers on

the red strips and place in the same jar as the green.
1. What was an average meal for soldiers in the trenches?
2. What was hard tack also known as?
3. What diseases affected soldiers in the trenches?
4. What do you think some positives are about fighting in
trenches, when compared to how we fight wars today?
(What makes fighting in trenches better than todays
fighting?)
5. What do you think are some positives about how we fight
wars today, compared to trench warfare? (What makes
fighting today better than in the trenches?)

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Station 3 Write about how you think Belgium
students feel about WW1
Think from the Belgian students perspective to complete this
task.
Using your knowledge and feelings about The Great War
(WW1), think about and discuss the following questions:
Do the Belgians still feel angry at Germany?
Did their relatives live, die or fight in WW1?
Do they have a day like ANZAC Day in Belgium?
What daily reminders do they have around about
WW1?
What would they see in their town/community
about WW1?

Now using this discussion, complete the Y chart

writing in, what you think it would look like, feel like
and sound like in the town where our Belgian school
friends live.

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Station 4 Remembering WW1 & Kings Park
memorial

NOTE: These comments you write will go into

the box to be sent to the Belgium school.
Write on the strips of paper, add your name.

Describe Australias ANZAC Day in as much

detail as you can, include talking about the War
Memorial at Kings Park. (What it is like, the
whisper wall, the flame etc.) And your experiences
there (picnics, pokemon hunting etc.)

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Station 5 Graves Annotate the headstones.

Using the list below, annotate/ label the real soldier headstones with
the terms that fit the description. One has been done for you as a guide.
Bitterness, Bravery, Civil duty, Division, Faith, Family, Loneliness, Loss, Love,
Mateship, Memory, National identity, Patriotism, Peer pressure, Pride,
Religion, Sacrifice, Self-sacrifice, Shame

Patriotism National Identity Pride

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Station 6 Two communities meet
Using the worksheet, the first common task with our
partner school will be to introduce ourselves and our
community (Comet Bay College and Secret Harbour),
and to find out about their Belgian community.
Use this table to gather information about our
community today and in 1914, and this will be sent to
our partner school.
We will receive similar information back from our
partner school.

Feel free to write an introductory note about who you

are and where you live, what you like doing etc. for the
students in Belgium to read about. They can then find
you on the Facebook page or include your email address
for them to contact you through.

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Station 7 Letter & Diary entries, Sources 1-10
What do soldiers and nurses tell us about their
experience of war?
Here are a number of extracts from soldiers and
nurses letters and diaries telling us about the
Western Front. Use this to guide your task.
Create a short summary of the experiences had by
nurses and soldiers during WW1.
You can write this summary as a letter, an
imaginary diary entry, a poem, a song or any
other means of communication. Well share this
with our partner school.

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Station 8 Letter & Diary entries, Sources 11-16
What do soldiers and nurses tell us about their
experience of war?
Here are a number of extracts from soldiers and
nurses letters and diaries telling us about the
Western Front. Use this to guide your task.
Create a short summary of the experiences had by
nurses and soldiers during WW1.
You can write this summary as a letter, an
imaginary diary entry, a poem, a song or any
other means of communication. Well share this
with our partner school

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