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Outcomes

HISTORY
Assignment 2
Abstract
The following assignment is about Australians at War: World War I & World
War II. It includes three lesson plans complete with scope and sequence,
concept map, assessment schedule, assessment task and a unit outline. As
well as an academic justification of the development of the lesson plans.

18300808
Jo-Ann Carder
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Lesson Plans

Contents

Digital portfolio online ............................................................................................. 3


Lesson Plan 1 ............................................................................................................ 4
Lesson Plan 2 .......................................................................................................... 18
Lesson Plan 3 .......................................................................................................... 26
Justification ............................................................................................................ 34
Appendices............................................................................................................ 40
Outcomes............................................................................................................................................. 41
Concept Map ..................................................................................................................................... 45
Assessment Schedule ........................................................................................................................ 46
Assessment Task .................................................................................................................................. 47
Marking Criteria .................................................................................................................................. 49
Unit Outline ........................................................................................................................................... 50

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Lesson Plans

Digital portfolio online

For this assignment, I created a website that displays each element of this
assignment online. I did this using Weebly. The website can be found at:

http://wsuasutraliansatwar.weebly.com/

It is fully published and viewable by the public.

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Lesson Plans
Lesson Plan 1

Topic area: Australians at War Stage of Learner: Stage 5 Syllabus Pages: 76 - 77

Date: 18/7/2015 Location Booked: Classroom Lesson Number: 7/25

Time: 60 minutes Total Number of students Printing/preparation


26 Worksheets and sources.

Outcomes Assessment Students learn about Students learn to

5.5 - identifies In class essay


and evaluates Source Analysis Significant events
the usefulness of and the Using sources
sources in the experiences of investigate the
historical inquiry Australians at features of War
war Compose an
process. Life Skills essay
5.6 - explains
Conduct source
different
HTLS4 Analysis
contexts,
Explores the
perspectives and
features of a
interpretations of
particular
the modern
society or
world and
time.
Australia

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

Literacy Significance
Life Skills Comprehension
Ethical understanding Literacy
ATSI Research

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

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support


criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on learning. 2.2 Engagement regulation

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Lesson Plans
Such pedagogy sets high and explicit expectations and develops positive 2.3 High Expectations 2.6 Student direction
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 meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

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

Teaching Indicators of presence in the lesson


element

1.4 Higher- order Thinking.

1.4 Students are expected to engage in higher order thinking. They will be asked to compose an
essay using information they have presented to them. They will have to assess, evaluate and
Synthesise. They will also use higher order thinking to analyse different sources and what they
mean.

2.2 Engagement

2.2 Students are expected to engage in varying ways. They will be encouraged to participate in
discussion and work together to create a scaffold for a successful essay. They will also have to
engage with a variety of sources relevant to the topic.

3.1-3.3 Knowledge and background Integration

3.1 During this lesson, students will need to use previous knowledge they have on essay writing and

3.3 integrate it with the new essay scaffold. They will also have to utilise any contextual information
they may know about any of the sources. Otherwise, they will use deduction skills to make
sense of the context.

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Lesson Plans

Time Teaching and learning actions Organisation Centred

T/S

5
Students enter the classroom.
Mark the roll Teacher: Marking the Roll.
Reflection What was the biggest change Facilitation
in the nature of warfare between WW1-
Atomic bomb? Student: Unpacking of bag.
Discussion. Mixed

Resources: Students workbooks.

10 Lesson Outline
o Assessment Task 2
o Essay scaffolding Teacher: Explaining the needs of
o Source Analysis scaffolding Assessment Task 2.
Teacher
Student: Asking questions.
15 Assessment Task 2
o Due date: Term 2 Week 5 Resources: Whiteboard
o Part A Essay. 800 word Historical
Inquiry.
o Part B Source Analysis. 300 word
source analysis.
o Part C Diary. Reflection process.
Spend some time thinking about
brainstorming some questions and topics.

Explain Historical Inquiry -historical inquiry is the


process of investigation undertaken in order to
understand the past. Steps in the inquiry process
include posing questions, locating and analysing
sources and using evidence from sources to
develop an informed explanation about the past. -

20 Explain essay scaffolding by handing out Teacher: Handing out worksheet.


worksheet. Teacher will go through the Go through worksheet with
examples and ask students to come up students. Look up sources on
with their own examples throughout the Interactive whiteboard. Let
process students guide where you go.
25 1. Framing a hypothesis
2. Developing questions As a class attempt to do a body
3. Locating, organising and paragraph. Mixed
30
evaluating sources (using ICT)
Student: Going through
4. Answer questions
worksheet.
5. Reflecting on your research
35
6. Developing a persuasive text Resources: IWB
7. Preparing a bibliography

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Lesson Plans
40 Explain source analysis scaffold by Teacher: Facilitating discussion.
brainstorming, what makes a good Hand out sheet. Organise
source. Sort them into Usefulness,
groups.
Relevance and Reliability. What questions
should we ask? Add some questions they
Student: Do source analysis.
dont answer.
Report back to class.
Useful
What are the key ideas here? Resources: Sheet, Sources.
Which ideas are facts?
Which ideas are opinions?
45
How does this source help you
respond to your investigation?
50
Relevant
What is the purpose of this
55
source?
When was this source created?
Who is the audience?
What perspective is presented?

Reliable
Who has created this source?
Where was this source created?
Why was this source created?
Whose point of view is given?
Whose point of view is missing?
Why?
Is there any bias in the point of
view presented by the author?
What bias, attitude and values
might affect this source?
Can I trust the author of this
source?
What supported details are
offered as examples? Can I trust
this information?
Is this information similar to or
different from other sources?

Example for studying sources. What is a good way


to analyse a source?

ADAMANT
Author
Date
Audience
Message
Agenda
Nature
Techniques

Put class into groups of 4. Ask


them to assign a leader, scribe,
Noise monitor and diplomat.
Hand ADAMANT sheet out
Give each group a source and
ask them to fill in the table. Task
time: 10 minutes.
Each group will present their
findings to the class

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Lesson Plans
60 Pack up. Teacher: Setting reflection
question.
Set Reflection question Why are sources
important to history? Student: Packing up.
Students
Resources:

Reflection

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

While preparing this lesson I discovered the need for reliable teaching resources.
Anyone can put up teaching information up on the internet, even myself. I should look
for valid and accurate resources to support my teaching and students learning. I picked
an essay as an assessment task as when I was in high school no one taught me how to
write a proper essay and to this day, I still struggle with them. In addition, it will be helpful
for those interested in literacy-based subjects in the future.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5.5 Students are to do a group source analysis and


report their findings back to the class. Students
may also compare and contrast. They will use
ADAMANT to analyse sources.

HT5.6 Students will learn about contexts, perspectives


and interpretations of the past through source
analysis and scaffolding of essays.

Other considerations

Graduate Evidence within this lesson


Standards

2.5 Literacy and Students will be undertaking literacy learning by learning


Numeracy about essay structure and source analysis.

3.4 Select and During this lesson, students will utilise a number of sources
use resources that I have picked. 2 propaganda posters, a photo and 2
quotes by Prime minister Billy Hughes.

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Lesson Plans
4.1 Support Both scaffolding activities are reliant on the students
student knowledge and participation. What do they need extra help
participation with? How do they participate as a group?

WHS

Tables and chairs are evenly spaced. Exits are not blocked. Tables are set up in
group work stations.

Resources Attached:

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

Essay scaffolding

How to undertake History Inquiry

STEP HOW TO
1. Framing a
hypothesis Choose one of the inquiry questions and develop a
hypothesis to frame your research.

Define the key historical terms and historical concepts


in to be used in your inquiry.

2. Developing
questions Develop questions to provide a focus for their
research.

Use a graphic organiser to help organise their ideas to


develop questions.

3. Locating,
organising and Locate a selection of primary and secondary sources
using ICT and other methods.
evaluating
sources Record notes about sources in a table to evaluate
their usefulness in answering the inquiry questions.

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Lesson Plans
4. Answering
Questions Identify the main ideas and evidence to respond to
the research questions.

Record notes, quotes and ideas from sources to help


answer the research questions.

5. Reflecting
on your Complete revisions or refinements as required.
research
Seek feedback from others.

6. Developing
a Persuasive Use the format provided to plan and develop a
text persuasive text (e.g. essay) using historical arguments.

7. Preparing a
Bibliography Record the details about your sources in a table.

Prepare a bibliography that follows the guidelines


provided by your school.

Adapted from: Queensland studies authority. (2013). Australian


curriculum year 9 sample assessment: World war I: Anzac legend.
Retrieved from https://www.qcaa.qld.edu.au/26017.html

Essay scaffold example: Conscription

1. Framing a hypothesis

Conscription
Conscription = Compulsory enlistment for military service.

2. Developing a question

How did Australians view conscription? Did it unite or divide Australia?

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Lesson Plans

Conscription

For Against Impact

United or
Who Who
Divided

Why Why Result

3. Locating, organising and evaluating sources.

Primary

This source shows that the


government needed more men
to sign up to support Britain, the
motherland. This can be used to
explain why the government
was trying to introduce
conscription. It is valuable as it is
a primary source, which gives a
perspective on conscription. It does this by evoking an emotional
response by using the word promise and a sense of duty. It also
encourages nationalism by using the Australian emblem, a kangaroo.

Retrieved from
http://hsc.csu.edu.au/modern_history/core_study/ww1/posters/page74.htm

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Lesson Plans
Secondary As a class look up some online sources on the IWB and
look at some history books.
o Online
Jstor
Google scholar
Where else?
o Books - 994 code is Australian History.
School library

Local library
Name Author Type Where Reference Notes
A Shorter Geoffrey Book School Blainey, Easy to read.
History of Blainey Library Geoffrey. A Lots of
Australia Shorter Information.
History of Known for
Australia. small factual
North mistakes.
Sydney:
Random
House
Publishing,
2000.
The Jack Online Online Hetzel-Bone, Short article.
conscription Hetzel- Article Database Jack. The Only briefly
debate Bone conscription outlines the
during World debate conscription
War I. during World debate.
War I Relatively
[online]. recent.
Bulletin (Law
Society of
South
Australia),
Vol. 36, No. 8,
Sep 2014: 24-
25

4. Answering Questions.

For - conscription
Labor Prime Ministers
Patriots
Protestants
Anglican
Liberals
Media

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Lesson Plans
Late in 1916 the Labor Prime minister, W.M. Billy Hughes, decided that the
reliance on volunteers should be replaced by the compulsory calling up of
young men for service in foreign lands Geoffrey Blainey, 177.

Anti conscription
Irish catholics
Unions
Labor party
Feminists

The trade unions which backed the Labor party, began to complain that
workers more than employers were the economic victims of the war; Real
wages were falling in the face of wartime inflation Geoffrey Blainey 177.

5. Reflecting on your research

Get a parent, friend or teacher to read a draft.


Evaluate your information. Is it relevant?

6. Developing a persuasive text

Introduction
o Thesis (Your point)
o Background information about World War I
o Key dates of the events.
o Outline of argument

Use TEELL to scaffold your body


o T = Topic sentence
o E = Example/Evidence
o E = Evaluation and Discussion
o L = Link to Thesis
o L = Link to next paragraph

Conclusion
o Recap
o Link to the thesis

7. Preparing a Bibliography

History- Chicago
o Book: Authors surname, given name. Title of Book. Place of
publication: Publisher, year of publication.
o Article: Authors surname, given name. "Title of Article." Journal
Title volume, no. issue (year): pages. doi:

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Lesson Plans
Author Title Year Publisher/Journal Where/Vol.

Source Analysis Scaffolds

Questions to ask when analysing sources.

Useful
What are the key ideas here?
Which ideas are facts?
Which ideas are opinions?
How does this source help you respond to your investigation?

Relevant
What is the purpose of this source?
When was this source created?
Who is the audience?
What perspective is presented?

Who has created this source?


Reliable Where was this source created?
Why was this source created?
Whose point of view is given? Whose point of view is missing?
Why?
Is there any bias in the point of view presented by the author?
What bias, attitude and values might affect this source?
Can I trust the author of this source?
What supported details are offered as examples? Can I trust
this information?
Is this information similar to or different from other sources?

Adapted from:

Queensland studies authority. (2013). Australian curriculum year 9 sample


assessment: World war I: Anzac legend. Retrieved from
https://www.qcaa.qld.edu.au/26017.html

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Lesson Plans
ADAMANT

AUTHOR - Do we know anything about who created the source?


DATE - When was the source produced? What is the context?
AUDIENCE - For whom was the source originally created?
MESSAGE - What did the author wish to communicate?
AGENDA - What was the author's reason for producing the source?
NATURE - What type of source is it? How does this affect its content?
TECHNIQUES - How does the author show their point of view in the
language or imagery that they use?

Ward, J. (2015). ADAMANT, Miss Wards history site. Retrieved from


http://www.jkwardhistory.info/how-to-history/source-analysis-
resources/source-analysis-years-9-and-10/

SOURCE 1

Retrieved from
http://resources0.news.com.au/images/2011/05/27/1226064/077532-
enlistment-poster.jpg

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Lesson Plans
SOURCE 2

Retrieved from
http://www.ww1westernfront.gov.au/ploegsteert/messines/images/awm-e01605.jpg

SOURCE 3

Retrieved from http://www.womenaustralia.info/exhib/war/gifs/ARTV00332.jpg

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Lesson Plans

SOURCE 4

Dont leave the boys in the trenches. Dont see them butchered. Dont leave them
below their strength or you will cover Australia with shame. W.M. Hughes c1916
(Prime Minister)

Retrieved from http://billyhughes.moadoph.gov.au/conscription

SOURCE 5

In no circumstances would I agree to send men out of this country to fight against their
will. W.M. Hughes, 1915. (Prime minister)

Retrieved from http://billyhughes.moadoph.gov.au/conscription

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Lesson Plans

Lesson Plan 2

Topic area: Australia at War Stage of Learner: Stage 5 Syllabus Pages: 76-77

Time: 60 minutes Total Number of students Printing/preparation


26 Exemplars and survey.

Outcomes Assessment Students learn Students learn to


about

Marking Impact outline the


Criteria
of the Australian
HT5.5 Identifies and wars on governments'
evaluates the Australia control on the
usefulness of sources home front in
Life Skills
in the historical inquiry both wars for
process. each of the
following
HT5.6 Uses relevant
evidence from HTLS.4
sources to support Explores
historical narratives, the
features
explanations and
of a
analyses of the particula
modern world and r society
Australia. or time.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Life skills Significance


ICT Comprehension
Critical and creative thinking. Literacy
Numeracy Continuity and Change
Research

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 understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires

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Lesson Plans
students to engage in higher-order thinking and to communicate 1.3 Problematic 1.6 Substantive
substantively about what they are learning. knowledge communication

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support


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

Significance 3.1 Background 3.4 Inclusivity


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

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

Teaching Indicators of presence in the lesson


element

1.3 Problematic Knowledge

1.3 Students are given an exemplar and are expected to plan how they can use that information
to better improve their inquiry and analysis skills. They will also have to use the marking criteria
to mark the exemplar as a group.

2.4 Social support

2.4 In groups of four, the students are expected to work together to give feedback on how to
better improve inquiry and analysis skills. They will need to give social support to help their
fellow students.

3.4 Inclusivity

3.4 Students are expected to be inclusive of everyone. Students will be allowed to pick their own
groups; however, they are expected to elect roles for each person in the group. This means
everyone is being included and is expected to participate in some way.

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Lesson Plans

Time Teaching and learning actions Organisation Centred

T/S

10
Students enter the Library.
Mark the roll Teacher: Marking the Roll.
Reflection question, Why did the Facilitation.
government censor things? Does the
government censor things now? Student: Discussion question.
Lesson Outline Mixed
o Marking feedback Resources:
o Exemplar
o Survey

15 Marking feedback
By this time Assignments would be marked
(in theory) and the teacher would know Teacher: Giving general
how well the students did. feedback on how the
o Highest mark
assignment was.
o Average mark
o [x] was done well - e.g. Essay was Student
well argued Student: Active listening
o [x] was not done well e.g. Source
analysis was not deep enough. Resources:

20
Teacher sorts students into groups of four.
Groups must elect a leader, scribe, noise Teacher: Explaining the task.
monitor and diplomat.
25 Teacher will hand out the marking criteria Student: Active listening.
and the first exemplar (Bad) and ask
Collaborative inquiry based
groups to use the criteria to mark the
exemplar. Leader will report to the class learning. Researching. Writing
what mark the group decided on and
30 Resources: Exemplars. Group Student
why.
Teacher will then hand out the good work table configuration.
exemplar and ask groups to use criteria to
mark the exemplar. Leader will report to
the class what mark the group decided on
and why.
35 Would you keep the first mark the same?
Why?
How could you improve the first exemplar?

40 Source Analysis exemplar (average) Do Teacher: Explaining the task.


together as a class.
45 How can this be improved? Student: Active listening. Students
Collaborative inquiry based
learning. Researching. Writing

Resources: Exemplars. Group


work table configuration.

50 Survey questions:

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Lesson Plans
What type of Assignments do you like? Teacher: Giving survey sheet. Students
What parts of this assignment did you Setting up flipped classroom for
55 enjoy? Why? next lesson.
What parts of this assignment did you not
enjoy? Why? Student: Filling in survey sheet
What could be improved?
Resources: Survey
Was this assignment too hard, too easy or
just right?
Did you feel confident with you own
question?
Did your teacher give you enough
support?
Any additional comments:

Set flipped classroom requirements for next lesson.

Assign half the class Australia and half the


class Turkey.
Visit Weebly page for instructions.

http://wsuasutraliansatwar.weebly.com/post-
lesson-2.html

Landing on Gallipoli
o Read the given information.
o Look for your own information in
preparation for the roleplay the
next day

60 Set reflection question. Why is historical Teacher: Dismissing students.


inquiry important.
Pack up Student: Packing up.

Resources: Students

Reflection

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

This lesson was different for me. When I was in high school there was no such thing as an
exemplar and most of my assignments had no written feedback, As a result, I struggled
to improve because I could not identify the difference between good, high standard
and sophisticated. I want to give my students every opportunity to improve. I saw bad
marks as a failure as a student. I want my students to understand that this gives you
ways of improving yourself and your skills.

How am I measuring the outcomes of this lesson?

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Lesson Plans
Learning Outcome Method of measurement and recording

HT5.5 Students learn how to improve their source


analysis skills by identifying features then
evaluating their responses in collaboration.

HT5.6 Students will as a class discuss how the


evaluation of sources can inform important
historical inquiry.

Other considerations

Graduate Evidence within this lesson


Standards

2.5 Literacy and Students will be undertaking literacy learning by learning


numeracy
strategies
about improving essay structure.

3.5 Use effective Communicates clearly using verbal and non verbal
classroom
communication
communication. Roving around when students are doing
group work and praising good behaviour.

4.1 Support student Students are encouraged to participate in-group work. They
participation
are given individual roles to ensure that everyone
participates.

WHS

Tables and chairs are evenly spaced. Exits are not blocked. Tables are set up in
group work configuration.

Resources Attached:

Exemplar
(Average/Bad

Trade unions also played an important role in the conscription debate and

contributed to the divide through traditional issues of Proletariat vs Bourgeoisie.

Trade unions begun to complain that the workers, not employers of workers were

the economic victims as wages fell with wartime inflation. The fight over wartime

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Lesson Plans
conscription was partly an extension of the fight between capital and labour of the

workplace where the wage earners standards of living were failing. Conscription

was seen as a threat against unionism and was therefore rejected by unions and

labour organisations that backed the Labor party.

(Good)

Trade unions also played an important role in the conscription debate. They

believed that the war effort further contributed to the divide of Proletariat vs

Bourgeoisie, i. e. meaning upper class vs middle class and working classes. Trade

unions, which were also backed by the majority of the Labor Party, began to

complain that the workers were the economic victims as wages fell with wartime

inflation, while employers profited from a limited workforce. Geoffrey Blainey

suggests unions believed, the fight over wartime conscription was partly an

extension of the fight between capital and labour of the workplace due to the

wage earners standards of living were falling. Conscription was seen as a threat

against unionism and was therefore rejected by unions and labour organisations.

Source:

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Lesson Plans
This source is both relevant and useful when exploring the issue of conscription

during World War I. It clearly shows one point of view which is anti-conscription. It is a

propaganda poster released by the anti-conscription campaign committee in the

Labor party, which means that the source has political roots. The date is unknown.

The audience is families; this is shown by the emotional picture of a child upset that

if conscription is made compulsory, he could lose his father. The message of this

source is obviously vote against conscription or you will lose the ones you love. It has

a strongly political agenda as it was released by the Labor party who was backed

by unions was strongly against conscription. This means that the labor party had to

please their backers by also being anti-conscription.

Survey:
1. What type of Assignments do you like?
2. What parts of this assignment did you enjoy? Why?
3. What parts of this assignment did you not enjoy? Why?
4. Do you feel that essays are important?
5. What could be improved?
6. Was this assignment too hard, too easy or just right?
7. Did you feel confident with you own question?
8. Did your teacher give you enough support?
9. Any additional comments:

Flipped Classroom preparation.

Visit the website and follow the instructions.

1. Read the information.


2. Post important information.
3. Visit virtual Gallipoli landing site. (Optional)
http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#

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Lesson Plans

Marking Criteria

Marking Criteria for Assessment Task 2: Inquiry based Research


Criteria Fail Pass Credit Distinction High
0 - 24.5 25 - 32 32.5 - 37 37.5 - 42 Distinction
42.5 - 50
Part A =25 0 - 12 13 15 16 18 19 - 21 22 - 25
1000 word Essay not Essay shows Essay is well Essay is Essay is
essay submitted or some written and extensive and contains
demonstrates understanding encompasses demonstrates sophisticated
limited or no of contexts, understanding a deep and in depth
understanding perspectives of contexts, analysis of analysis and
of the or perspectives motives and evaluation of
contexts, interpretations. and actions. motives and
perspectives Somewhat interpretations. Provides clear actions.
or explains and Provides a understanding Provides highly
interpretations analyses the good of contexts, integrated
motives and explanation perspectives understanding
actions of the and analysis and of contexts,
past of motives interpretations. perspectives
individuals. and actions and
of past interpretations.
individuals.
Part B =15 0-7 8-9 10-11 12-13 14 - 15
Source Source Source Source Source Source
Analysis analysis not analysis analysis analysis analysis
submitted or demonstrates contains a demonstrates demonstrates
shows limited a brief well-prepared a high a
understanding explanation analysis of the standard of sophisticated
of sources. and analysis of source and analysis and ad deep
the usefulness begins to evaluation. standard of
of the source. evaluate why analysis and
it is important. evaluation.
Part C =10 0-5 6-7 8 9 10
Diary + Diary not Diary shows a Diary shows a Diary shows Diary shows
Academic submitted satisfactory clear and well mostly original, original, in
thinking thought out deep, thinking depth,
work Assignment is process and thinking process with thinking
poorly adequate process and academic process and
presented sources. relevant sources. reflection with
and sources Assignment is sources. Clear and relevant
are not cited. generally Well- concise academic
clear; structured structure; sources.
coherent and and effective grammar and Clear and
grammatically grammatical syntax mostly concise
correct; within expression; correct; structure;
word/time adheres to grammar and
length; word/time syntax mostly
length; correct;

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Lesson Plans

Lesson Plan 3

Topic area: Australians at War Stage of Learner: Stage 5 Syllabus Pages: 76-77

Date: 18/2/15 Location Booked: Gym Lesson Number: 19

Time: 60 minutes Total Number of students Printing/preparation


26 Gym settup

Outcomes Assessment Students learn about Students learn to

HT5.4 - Explains and Debrief The scope and describe


analyses the causes nature of the nature
and effects of Life Skills warfare of warfare
events and
developments in during the
the modern world Gallipoli
and Australia. HTLS.4 Explores the campaign
features of a particular
society or time.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

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Lesson Plans

Life skills Significance


Difference and diversity Comprehension
Work and enterprise Empathetic understanding
Literacy Research

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

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support

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

Significance 3.1 Background knowledge 3.4 Inclusivity

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

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

Teaching Indicators of presence in the lesson


element

1.3 Problematic Knowledge

1.3

| 27
Lesson Plans
Students will go through the several phases of the Gallipoli campaign. At the end of
the game, they will be asked how their knowledge can be used in conjunction with
the role play.

2.2 Engagement

2.2

3.4 Narrative

3.6 This role-play will tell a narrative and sequence the events of the Gallipoli campaign
in a fun and engaging way.

| 28
Time Teaching and learning actions Organisation Centred

T/S

5
Students enter the gym.
Mark the roll Teacher: Marking the Roll.
Gym is already set up
Student: Bags put in
changerooms.
Mixed
Resources:

10 Discussion of the reflection question.


Why is Historical inquiry important?
Teacher: Facilitating discussion.
Prompting if discussion falters.

Student: Discussing question.


Student
Resources:

15 Explanation of the Role-play.


o Purpose: To recreate the
Gallipoli landing in a physical Teacher: Explaining the task.
way by using historical inquiry.
o There will be a number of Student: Active listening.
phases.
o Turkish soldiers will be upstairs Resources:
on the stage with foam balls.
o Australians will start in the
Student
water and attempt to hit the
Turkish soldiers with foam balls.
o Each team will have two
medics who will rescue the
dead and revive them.
o If the entire team dies before
the next phase then the other
team receives a point.
o Choose two team
commanders Commanders
will give orders where to
retreat where to move.
o Choose two medics for each
team These medics will tag
wounded soldiers, take them
to a field hospital, and turn
over an egg timer. When the
egg timer is done, the soldier
may return to battle and the
medic may rescue another
soldier.

20 Game Play begins Teacher: Facilitating. Managing.


Intro - 5 mins Will use whistle to signal end of
25 Gym will have lights turned off (As long as there is
enough light to see.) The Australians will attempt to

| 29
30 sneak up to the stage before the Turkish soldier are each phase. In addition, time to
aware of their presence. set up the next phase.
35
Phase 1 - 5 mins Student: participating in the war
40 Lights turned on, the Turkish Soldiers have the
upper ground on the cliffs they use it to destroy
Resources: Gym and equipment
Australian soldiers. Students
45
Phase 2 - 5 mins
A Turkish trench right in front of the stage is taken
by the Australians giving them some equal
footing.

Phase 3 - 5 mins
Australian soldiers begin to establish better
trenches by moving the barricades together.
Those carrying the barricades can not attack, they
will need protection.

Phase 4 - 5 mins
The commander of the Australian team must
choose another soldier and send an evacuation to
General Sir Ian Hamilton (Teacher).

Teacher sends back message saying evacuation is


not an option. They need to make one last
offensive.

ABC. (2015). "ANZAC landing in 3D." Gallipoli: The


first day. Retrieved from
http://www.abc.net.au/innovation/gallipoli/gallip
oli2.htm#
50 Teacher: Facilitating. Asking Students
questions.
Discussion and Pack up
o Get answers from both sides. Student: Discussion
55 o How did your experience match
up with your knowledge of the Resources:
war
o Why do you think they landed at
the wrong beach?
o How do you think it affected the
war?
o Was it accurate? What was
different?
o How did you feel?
o Were you prepared?
o What happened next?

60 Teacher: Dismissing students. Mixed


Set Reflection questions. What is the
importance of inquiry, has you mind Student: Packing up.
changed during this lesson?
Pack up Resources:

Reflection

| 30
What have I learned about the teaching and learning process when preparing this
lesson?

I have always wanted to do this. Even when I was at school, I always tried to convince
our teacher to take us to laser tag or paintballing. This is a simple way of bringing history
to life in a fun and engaging way. The important part of the lesson however, in the
reflection discussion at the end where students compare their experiences with their
historical inquiry.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5.4 - Using their home research, they will be


explaining the cause and effect of Australians
landing at Gallipoli. Why it did not work very well.

Other considerations

Graduate Evidence within this lesson


Standards

3.1 Establish While the game is not difficult. The hard part is using the
challenging
learning goals.
game to supplement their learning and draw conclusions on
how that information relates to historical inquiry.

4.1 Support student This game heavily relies on the participation of all students to
participation.
achieve a common competitive goal. There will be 13-15
students on each side. In addition, some students will have
special roles such as Commander or medic.

WHS

Students will be running around the Gym hall both on and off stage. Making sure
that the balls they are using are not too hard. Making sure that the barricades
and visible so no one runs into them. Making sure, the Turkish soldiers do not fall
off the raised stage.

Resources Attached:

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

| 31
Game Map

Gameplay Script

Intro - 5 mins
Its 2am on 25 April 1915, and thousands of soldiers are about to land at
several locations around the Gallipoli Peninsula, Turkey. It is the largest
amphibious landing since classical times.1, 500 Australians are making their
way toward land, across the darkness of the Aegean Sea. An Ottoman
captain watches the silhouette if their approaching ships. You are about to
enter the Gallipoli Peninsula at Z beach, which will become known as ANZAC
cove.

Students: Gym will have lights turned off (As long as there is enough light to
see.) The Australians will attempt to sneak up to the stage before the Turkish
soldier are aware of their presence.

Phase 1 - 5 mins
An Ottoman captain observes the silhouette of ships against the horizon and
places all shore platoons on alert. Aboard the ships, the first wave of ANZAC
troops readies for their attack. Due to unforeseen events, the Covering Force
lands in disorder and under fire from Ottoman positions on higher ground.

Students: Lights turned on, the Turkish Soldiers have the upperground on the
cliffs they use it to destroy Australian soldiers.

Phase 2 - 5 mins

| 32
Ottoman trenches on the first ridge fall to the Anzac advance. Shrapnel
artillery fire descends upon the Second Wave of ANZAC soldiers as they try to
land, whilst advances units of the Covering Force continue toward their
objective. The ANZAC forces gain a limited foothold. Crucial decisions are
made on both sides that decide the outcome of the day.

Students: A Turkish trench right in front of the stage is taken by the Australians
giving them some equal footing.

Phase 3 - 5 mins
The ANZAC frontline is formed. Ottoman reinforcements arrive and establish
their defence with more troops and artillery, whilst fresh ANZAC forces
continue to land under sustained bombardment. The Ottoman hold on the
high ground remains a significant advantage.

Students: Australian soldiers begin to establish better trenches by moving the


barricades together. Those carrying the barricades can not attack, they will
need protection.

Phase 4 - 5 mins
With casualties mounting, and having failed to achieve their objective for the
day, ANZAC commanders meet to discuss strategy. They send an evacuation
request to General Sir Ian Hamilton.

Students: The commander of the Australian team must choose another


soldier and send an evacuation to General Sir Ian Hamilton
(Teacher).Teacher sends back message saying evacuation is not an option.
They need to make one last offensive.

ABC. (2015). "ANZAC landing in 3D." Gallipoli: The first day. Retrieved from
http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#

| 33
Justification

The purpose of this justification is to reflect on a credible approach to

assessment for learning in history using recent research. This approach to,

assessment for learning, can be seen through three non-sequential lessons for

stage five topic, Core Study 3, Australia at War. This justification will

demonstrate how I have incorporated assessment for learning strategies to

identify, respond and enhance future learning in my classroom. There are

three main strategies that I have utilized, collaborative learning, literacy

learning and lastly higher order thinking skills.

Each of these practices come from my own personal teaching

philosophy whereby I believe that learning is a social activity where working

in groups can encourage better engagement. Further literacy and higher

order thinking are essential skills in historical inquiry. My chosen topic for the

stage 5 assessment were the impacts of the World wars on the Australian

home front during World War I and World War II (Board of Studies, 2012, 77).

Assessment for learning, defined as assessment that used to improve or

enhance learning rather than just measuring achievement (Hargreaves, 2012,

186). Assessment for learning (AFL) is also known as summative learning and is

applied using feedback, re-evaluation and reflection. AFL considered valid,

only, if it leads to further learning instead of promoting learning. AFL is linked

strongly to my lesson plans, in particular lesson 2 when using exemplars and

group work. Additionally, lesson 1 is a lead up to the assignment, which is

both, assessment as learning and assessment of learning. Students are being

| 34
measured on their ability to write and analyse sources, as well as, record their

own process and reflect on it.

Studies done by Ateh and Wyngowski (2015, 87) show that only 1/3 of

preservice teachers from a northwestern university used assessment for

learning strategies within their lesson plans in their first year of practicum.

However, by their last year 100% of students adopted assessment strategies in

their teaching. This was considered essential as HSIE teachers rely heavily on

analysis, exploration and interpretation skills that can be improved by

assessment for learning.

Collaborative learning is the first of the teaching strategies I used within

my assessment for learning. Hargreaves (2007) promotes the importance of

collaborative learning by stating that collaboration lets students build on

each others ideas and shared knowledge. Furthermore, disagreement

encourages reflections on ones own ideas, by adjusting them to new points

of view or information, while also giving them a chance to hold their own

beliefs. I really like the idea of collaborative learning and utilised it in all three

of my lessons.

In lesson 1, students are put into groups of four and given a role that

encourages everyone to have an equal opportunity to participate

(Hargreaves, 2007,185) the leader, scribe, noise monitor and diplomat. In

lesson two, they are given both average and good exemplars and asked to

mark them using their own ideas. They are expected to bounce ideas off

each other and justify their own answers. Students are also asked to reflect on

| 35
their own essays. Learning how they can utilise feedback gained from this

activity to enhance their learning. Lastly in lesson three, there are two groups

that need to work together to achieve an end goal. Afterwards they are

expected to use the information they gained at home (flipped lesson) and

during the game to inform their understanding of historical inquiry,

perspectives and significance.

Hargreaves (2007, 197) suggests that there are significant benefits to

collaborative learning such as better subject matter retention; flexible

learning; increased positivity and success in assessments and even improves

teacher student relations which raises the success rate of other assessment for

learning strategies.

The second of the approaches used within my lesson plans is literacy

learning. History is an incredibly writing heavy subject, which tends to put off

poorly literate students. Strong literacy instruction is essential for students to

engage with historical inquiry and interpretations. Common history

assignments include essays, source analysis and empathy tasks, all

assignments that include writing. Mountford and Price (2007, 235) stress the

importance of focusing of historical skills such as reliability, utility, causation,

cross-referencing, comprehension, interpretation and description of key

features. This is done by question de-construction, source annotation and

discussing the marking criteria. They also talk about the benefits of

collaboration. Ateh and Wyngowski (2015, 86) also mention the importance

of literacy learning. History requires students to evaluate and analyse sources

| 36
and information then synthesise the information in a sophisticated way to

present a point of view. I have strongly linked literacy learning to my lesson

plans.

Lesson 1 is all about scaffolding the assignment. Students are expected

to deconstruct the task, create their own question and learn a simple way to

layout their essay. Source analysis is another significant activity within lesson

one. In lesson 2, this scaffolding is then reinforced to promote assessment for

learning by giving sufficient feedback and reflecting on how we can improve

and enhance their literacy skills. This is done by examining the marking criteria

and learning how to evaluate writing collaboratively on its ability to express

sophisticated historical perspectives. They do this by studying a number of

exemplars and by analysing what makes a good essay or source analysis.

Lastly, they are asked to reflect on how they can improve their own writing

using the exemplars.

Higher order thinking skills are strongly related to history, as history is for

the most part analysis and evaluation of sources and written work. As you

may have observed I have used the words, analyse and evaluate several

times throughout this justification. This shows how important these higher order

skills are to historical inquiry; it should be a teacher goal to use assessment for

learning to get students from lower order skill such as remembering and

understanding to higher order skills such as evaluation and synthesis.

(Forehand, 2010) This means evaluating and analysing historical facts or

concepts to undertake historical inquiry. This is done several times throughout

| 37
all three of my lessons. In lesson 1, students need to analyse and evaluate a

number of written and photographic sources to understand context,

perspective and interpretations. In lesson 2, this theme is continued but shows

how higher order thinking skills are used for assessment for learning by

improving their analytical and evaluation skills. Lesson 3 is unique as it relies on

a flipped classroom method. In theory, students would investigate the

landing of Gallipoli, then experience the landing of Gallipoli then combine

them in reflection to evaluate how accurate their experiences were to

enhance learning.

In conclusion, I have utilised the above approaches to inform three

non-sequential lesson plans on Australia at War. Collaborative learning,

literacy learning and higher order thinking skills are used comprehensively

within my lesson plans as they support social learning. I chose the topic

Australia at War and specifically the impact of the war on the home front

because I love the nature of warfare as it shows both human greatness and

human depravity. It reminds me that humans are capable of great kindness

and gives me hope that we do not make the same horrible mistakes again.

| 38
Referencing
Ateh, C. & Wyngowski, A. (2015). The Common Core State Standards: An Opportunity to
Enhance Formative Assessment in History/Social Studies Classrooms, The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 88:3, 85-90, DOI:
10.1080/00098655.2015.1023245

Board of Studies NSW, (2012). History K-10 Syllabus: Volume 2. Sydney NSW: Board of Studies
NSW

Cavanagh, M., & Prescott, A. (2015). Your professional experience handbook: A guide for
preservice teachers. Frenches Forrest, NSW: Peasron.

Clarke, M., & Pittaway, S. (2014) Marshs becoming a teacher (6th Ed.). Frenches Forrest, NSW:
Peasron.

Forehand, M. (2010). Blooms taxonomy. Emerging perspectives on learning, teaching and


technology, 41-47.

Hargreaves, E. (2007). The validity of collaborative assessment for learning, Assessment in


Education: Principles, Policy & Practice, 14:2, 185-199, DOI:
10.1080/09695940701478594

Mountford, P., & Price, I. (2004). Thinking skills, assessment for learning and literacy strategies in
teaching history, Teacher development. 8:2, 233-240.

| 39
Appendices
Outcomes

Scope and Sequence

Concept map

Assessment Schedule

Assessment Task

Unit Outline

Lesson Outline

| 40
Outcomes

Stage 5 Outcomes

A student:

HT5.1 Explains and assesses the historical forces and factors that shaped the modern world and Australia.

HT5.2 Sequences and explains the significant patterns of continuity and change in the development of the modern world
and Australia.
HT5.3 Explains and analyses the motives and actions of the past individuals and groups in the historical contexts that
shaped the modern world and Australia.
HT5.4 Explains and analyses the causes and effects of events and developments in the modern world and Australia.

HT5.5 Identifies and evaluates the usefulness of sources in the historical inquiry process.

HT5.6 Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world
and Australia.
HT5.7 Explains different contexts, perspectives and interpretations of the modern world and Australia.

HT5.8 Selects and analyses a range of historical sources to locate information relevant to an historical inquiry.

HT5.9 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.

Outcomes

| 41
Concepts

Concept

Continuity and Change Some aspects of a society, event or development change over time and others remain the same, eg
the rise and fall of ancient civilisations; changes in religious beliefs or ideas; continuity of aspects of
everyday life across centuries.

Cause and Effect Events, decisions and developments in the past that produce later actions, results or effects, eg the
causes of the 'fall' of the Roman empire and its effects; the reasons for and results of the Crusades.

Perspectives People from the past may have had different views shaped by their different experiences, eg the
conquest of the Americas would be viewed differently by an Inca noble and a Spanish conqueror; the
arrival of the First Fleet would be viewed differently by a British naval captain and an Aboriginal elder.

Empathetic The ability to understand another's point of view, way of life and decisions made in a different period of
Understanding time or society, eg an understanding of why medieval villagers believed the Black Death was sent by
God as punishment; why ancient Egyptians believed their kings were divine.

Significance The importance of an event, development, group or individual and their impact on their times or later
periods, eg the importance/impact of the Viking invasions on the British Isles; the significance of the
Black Death for medieval societies.

Contestability How historians may dispute a particular interpretation of an historical source, historical event or issue,
eg did the Roman empire 'fall', were the Mongols 'bloodthirsty conquerors', did the British 'settle' or
'invade' Australia?

| 42
Scope and Sequence

Scope and Sequence For Stage 5


Semester 1
TERM 1 TERM 2

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

The Making of the Modern World


Overview
Making a better world Industrial Revolution Australians at War.
Outcomes Outcomes
HT5.1 HT4.1
HT5.2 HT4.2
HT5.4 HT4.4
HT5.6 HT4.5
HT5.9 HT4.7
HT5.10 HT5.9
HT5.10

Site Study Site Study


Powerhouse Museum Virtual study-War memorial
Week 6

Assessment Assessment
Empathy Task Essay
20% 25%
Due Week 7 Due week 6

| 43
Scope and Sequence

Scope and Sequence For Stage 5


Semester 2
TERM 3 TERM 4

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

The Modern World and Australia


Overview
Rights and Freedoms The Globalising world Popular Culture
Outcomes Outcomes
HT5.2 HT5.1
HT5.3 HT5.3
HT5.6 HT5.4
HT5.8 HT5.5
HT5.9 HT5.7
HT5.10 HT5.9
HT5.10

Site Study Site Study


N/A Virtual study - Mopop

Assessment Assessment
Civil Rights Campaign Exam
25% 30%
Due Week 8. Due week 8

| 44
Concept Map

Concept Map

| 45
Assessment Schedule

Assessment Schedule for Stage 4

Assignment 1 Weighting Outcomes Due Date


Empathy Task 20% - HT5.2 Term 1 Week 7
A day in the life of a - HT5.4
commoner, aristocrat or - HT5.6
industrialist.

Assignment 2 Weighting Outcomes Due Date


Inquiry Based Research and 25% - HT5.3 Term 2 Week 5
source analysis - HT5.5
On significant events or - HT5.6
experiences during the wars. - HT5.7
- HT5.8

Assignment 3 Weighting Outcomes Due Date


Civil Rights Campaign 25% - HT5.1 - HT5.4 Term 3 Week 8
Speech - Investigate a civil - HT5.2 - HT5.5
rights campaign and deliver a - HT5.3 - HT5.10
speech in favour of that
campaign.

Assignment 4 Weighting Outcomes Due Date


End of Year Exam 30% - HT5.1 - HT5.6 Term 4 Week 8
Content and skills exam - HT5.2 - HT5.7
- HT5.3 - HT5.9
- HT5.4

Assessment Schedule

| 46
Assessment Schedule

Spartan High School for Children

Stage 5 History

Assessment Task
Due Date: Term 2 Week 5 Assessment Name: Inquiry Based
Research
Mark: 50 Weighting: 25%

Outcomes to be assessed
5.3 - Explains and analyses the motives and actions of the past individuals and groups
in the historical contexts that shaped the modern world and Australia.
5.5 - Identifies and evaluates the usefulness of sources in the historical inquiry process.
5.6 - Uses relevant evidence from sources to support historical narratives, explanations
and analyses of the modern world and Australia.
5.7 Explains different contexts, perspectives and interpretations of the modern world
and Australia
5.8 - Selects and analyses a range of historical sources to locate information relevant
to an historical inquiry.
Task Description

You will pick a significant impact of World War I and/or World War II and
undertake an inquiry based research project and source analysis. This
assignment will require the collection, analysis and organisation of sources;
hypothesis of a question and eloquent communication of historical
understanding.

Part A:

A 800 word essay on a impact of World War I and/or World War II on the
homefront:

You must devise your own question for inquiry and have it approved by your
teacher by lesson 2 week 3. Your question should focus on the context,
perspectives and interpretations of your impact. You may concentrate on
one world war or do a comparison between the two. A significant event or
experience is defined as one of the following:

conscription
use of government propaganda
changing roles of women
enemy 'aliens'
wartime controls/censorship

| 47
Concept Map

Part B:
300 word Source Analysis:
Find a primary source that relates to/informs your inquiry-based research
project and analyse how useful, valuable and reliable it is. You must consider
the author, purpose, context and your own knowledge to determine the
usefulness of the source. How does it help your inquiry project?

Part C:
Diary:
The purpose of the diary is to show the process you undertook during your
research. It will also record the sources and references you used. You must
have at least five diary entries.

What do I need to submit?


800 word essay
300 word source analysis + Source
Diary of at least 5 entries

Notes:
Assignments should be students own work. Intentional plagiarism will
result in a mark of zero.
Question must be approved by teacher by Lesson 2 Week 3.
Question may change depending on research Teacher must be
informed.

| 48
Marking Criteria

Marking Criteria for Assessment Task 2: Inquiry based Research

Criteria Fail Pass 25 - 32 Credit 32.5 - Distinction High Distinction 42.5


0 - 24.5 37 37.5 - 42 - 50
Part A =25 0 - 12 13 15 16 18 19 - 21 22 - 25
1000 word Essay not submitted Essay shows some Essay is well written and Essay is extensive Essay is contains
essay or demonstrates understanding of contexts, encompasses and demonstrates a sophisticated and in
limited or no perspectives or understanding of contexts, deep analysis of depth analysis and
understanding of interpretations. perspectives and motives and actions. evaluation of motives
the contexts, Somewhat explains and interpretations. Provides clear and actions. Provides
perspectives or analyses the motives and Provides a good understanding of highly integrated
interpretations actions of the past explanation and analysis contexts, understanding of
individuals. of motives and actions of perspectives and contexts, perspectives
past individuals. interpretations. and interpretations.
Part B =15 0-7 8-9 10-11 12-13 14 - 15

Source Source analysis not Source analysis Source analysis contains a Source analysis Source analysis
Analysis submitted or shows demonstrates a brief well-prepared analysis of demonstrates a high demonstrates a
limited explanation and analysis of the source and begins to standard of analysis sophisticated ad deep
understanding of the usefulness of the source. evaluate why it is and evaluation. standard of analysis and
sources. important. evaluation.

Part C =10 0-5 6-7 8 9 10

Diary + Diary not submitted Diary shows a satisfactory Diary shows a clear and Diary shows mostly Diary shows original, in
Academic thinking process and well thought out thinking original, deep, depth, thinking process
Assignment is poorly adequate sources. process and relevant thinking process with and reflection with
work presented and Assignment is generally sources. academic sources. relevant academic
sources are not clear; coherent and Well-structured and Clear and concise sources.
cited. grammatically correct; effective grammatical structure; grammar Clear and concise
within word/time length; expression; adheres to and syntax mostly structure; grammar and
word/time length; correct; syntax mostly correct;

Marking Criteria

| 49
Unit Outline

Unit Outline
History
Year 9 (Stage 5) Number of
Weeks: 10

Key Concepts/ Big Ideas The importance of this learning


Causes Human experience
Nature of Warfare Shaping forces
Experience The modern world after 1918
Significance
ANZAC legend

Unit context within Scope and Sequence Targeted Syllabus Outcomes


Focus: Core Study/ Depth Study 3.
Australians at War HT5-1
HT5-2
Cross Curriculum: HT5-4
Numeracy
HT5-5
Ethical Understanding
HT5-7
Civics and citizenship
Critical and Creative thinking HT5-9
Literacy HT5-10
Sustainability
ICT
ATSI History and Culture
Difference and Diversity
Personal and social capability
Intercultural understanding

Literacy Targets Numeracy ICT Targets Cross Assessment


Targets Curriculum
1 1 1 Life Skills Summative 3
Literacy
Numeracy

| 50
Lesson Outline

Lesson Content Teaching, Resources


learning and
Assessment
1 (Week 1)
Overview Introduction Video
Activities
2
Outline the main causes Mindmaps IWB
of both wars Short term and /Whiteboard
long term causes
3
Locate and Sequence Locating places Maps
the places where on maps and Videos
Australians fought in creating
both world wars. timelines

4 (Week 2)
Explain why Australians Create an Booklets
enlisted to fight in both informational
world wars brochure Why
you should go to
war
Context of the
wars

5 Textbook P:E Hall


Describe the nature of Roleplays
warfare during the renacting
Gallipoli campaign Gallipoli with
dodgeball

6 (Week 3)
Outline and sequence Timelines and Worksheets
the changing scope Tables on
and nature of warfare weapons.
from trenches in World Numeracy
War I to the holocaust
and the use of atomic
bombs to end World
War II.

7
Pre-Assignment Lesson How to:
Essay structure Sources and
Source analysis Worksheets

8
Sources - POW Group work Sources
Literacy Worksheet

9 (Week 4)
Sources Western Front Group work Sources
Campaign Literacy Worksheet

| 51
Lesson Outline

10 Sources Role of
Women Group work Sources
Literacy Worksheet
11 (Week 5)
Sources - ATSI Group work Sources
Literacy Worksheet

12 Sources Battle of
Hammel Group work Sources
Literacy Worksheet

13
Conscription Sources Textbook
ASSIGNMENT DUE Debate

14 (Week 6)
Government Create your own Government
Propoganda source. sources

15
Changing Roles of Booklet Modified
Women Battle of the battle of the
Sexes game sexes game

16 (Week 7)
Enemy Aliens Internment ICT CLASS
camps
Cowra
Holsworthy

17
Wartime control and War bonds A letter
censor ship Rationing censor
Censorship Sources
given a letter to Table of
censor rations.

18
Post-Lesson 1 Discussion about Exemplar
Assignment
results.
Marking Criteria
and Exemplar

19 (Week 8)
Post Lesson 2 Why is inquiry
important?
Reflection -

20
Analyse the changing League of Prompts for
relationship of Australia Nations mock each country
with other countries after debate
World War II

| 52
Lesson Outline

21 (Week 9)
Explain the impact of Psychological Guest
the wars on returned and physical Speaker from
soldiers/civilians damages. local RSL
RSL

22
Explain how and why ANZAC day Booklet
Australia have Gallipoli Virtual tour
commemorated the Rememberence War Memorial
wars day
War memorial
Site study
23 Explain different Debate on the
perspectives on the ANZAC legend
ANZAC Legend How do people
see us? How do
we see
ourselves?

24 (Week 10) Spare


25 Spare

| 53

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