Class/Staga: Stage 5, Year Lesson/Period: J Lesson Length: US agin S Topic/Main Conceats/Themes/Key inquiry Key Concepts: Question(s): ~ Australian identity ~ Construct of the ANZAC Legend + Cause and effect = National vs militaristic identity. + ANZAC Legend SYLLABUS CONTENT to be covered > An overview of the causes of the wars, why men enlisted and where Australians fought. > Commemorations and the nature of the ANZAC legend. LEARNING OUTCOMES to be addressad/ achieved: Explains different contexts, perspectives and interpretations of the modern world and Australia HTS-7 > Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HTS-2 Historical Skills: ‘© Sequence historical events to demonstrate the relationship between different periods, people and places + Use historical terms and concepts in appropriate contents + Interpret history through the actions, values, attitudes and motives of people in the context of the past + identify and analyse the reasons for different perspectives in a particular historical context General Capabilities (Australian Cross Curriculum Priorities (Australian Curriculum, 2012) Curriculum, 2022) (tick those (tick those addressed in this lesson) addressed in this lesson) © Sustainability © Literacy * © Aboriginal and Torres Strait Istander histories and © Intercultural understanding cultures * © Personal and social capability © Asia and Australia’s engagement with Asia © Information and communication technology capability Critical and creative thinking Numeracy Ethical behaviour ‘Other Learning Across Curriculum Areas (Australian Curriculura 2032): (tick those addressed in this lesson) ‘© Civics and citizenship * * Difference and diversity * + Work and enterprise Elements of NSW Quality Teaching Framework addressed: © 5.2.7 Apply specific requirements to ensure student safety in classrooms. ‘© 2.2.3 Apply practical and theoretical knowledge and understanding of the different approaches to learning to enhance student outcomes. «3.2.1 Identify and articulate clear learning goals that reflect important conceptual‘understandings of the content/discipline(s) taught. * 3.2.4 Select, develop and use a variety of appropriate resources and materials that engage students and support their learning, Considerations/Preparation Prior Safaty Risk Equipment required/Room Key Vocab Knowledge/Experience bookings ete, Brief understanding of | Computer room or shared Australia’s involvement | access of computers. in Gallipoli What does ANZAC stand for? ANZAC Legend, Gallipoli, Australian involvement, Identity “Any other considerations? STAGE OF LESSON ‘TEACHING AND LEARNING STRATEGIES TIME RESOURCES: 1 INTRODUCTION What have students already learnt in relation to today’s lesson? Assumed knowledge? Links to last lesson? Context of the lesson Expected learning outcomes/goals Key question/s What does ANZAC day mean to you? ‘© Doyou have family who went to war? © Do you go to ANZAC Day ceremonies? Make brief notes in book on this idea. Last lesson we looked at the way propaganda was used for enlistment and how the posters formed a sense of national and patriotic identity to be involved in the war. ‘We will look at how this identity became acquainted to men who went to wer for both Australia and New Zealand. Smins 2. THE BODY Teacher directed learning? Independent student inguiry/ Show cllp from "Why ANZAC about how the ANZAC identity is defined, with the worksheet have students fill in the sheet with the headings ‘Australian Identity’ and the other “The ANZAC Legend’. Have them write words to define each. 15mins Worksheet Attached below,Tearning? Who is included in the ANZAC Legend? Look at source 7 Source 7 fn the projector, would you say that Indigenous people _ | attached Below were included in the ANZAC Legend? How were and 10mins (Description of | weren’t they included? Discuss and make notes on the the teaching and | board. Have someone read the source. learning '* How have the terms we previously established on activities) our national identity include Indigenous people and women? Do you think this was the case post WWI with reference to the source? 3. CONCLUSION | Discuss with students the way that the war has been Smins appreciated and projected through the posters and the (peckup ane resources we have looked at. Assess the ability of 5 resources and the diversity in opinion. Look at how these Summary of opinions have shaped our understanding in the Australian lesson identity and how in understanding this we can reflect on the experiences of those involved during the war. Future directions/ linking to next _ | Have students work on the worksheet to tie up content. | Remaind | Attached Below. lesson etc) erof lesson. ‘Assessment ‘Assessment of Learning (Assessment of/for Learning)‘Suvali gay #2 'M0¥4 Of GOVZNY [217 iM(aV2NY [ey MOM GNAD31 IWZNY ALLLNSGI NVIWHLSAW428g of #™ 2 oot Aare ye ze ON3931 DWZNW" ae | yre| ea Z au me P09t C70 Z Sve G0G/ RIL" po Be sad Moeag $ Se | ba} Spgs -, 700g “weap Sena) need AMUNGI NvTvausny ne - Layo vt| Class/Stage: Stage 4, Year? Lesson/Period: S Lesson Length: (p<) min § Topic/Main Concepts/Themes/Key Inquiry Question(s): | Key Concepts: ‘overview ofthis first booklet on life in ancient Greece and Everyday life, family life in Athens and Sperta, Societat | Athens. and governmental role and geography. | SYLLABUS CONTENT tobe covered | The physical features of the ancient society and how they influenced the civilisation that developed there > Roles of key groups in the ancient society, including the influence of law and rel > The significant beliefs, values and practices of the ancient society, with a particular emphasis on ONE of the following areas: warfare, or death and funerary customs LEARNING OUTCOMES to be addressed achieved: v describes major periods of historical time and sequences events, people and societies from the past uses a range of historical terms and concepts when communicating an understanding of the past. > _selects and uses appropriate oral, written, visual and digital forms to communicate about the past Historical Skills: ‘© sequence historical events and periods ‘© sea range of communication forms and technologies ‘+ _ask a range of questions about the past to inform an historical inquiry General Capabilities (Australian Curriculum, ‘Cross Curriculum Priorities (Australian Curriculum, 2032) (tick those 2012) (tick those addressed in this lesson) | addressed in this lesson) © Literacy * Sustainability * ‘© Intercultural understanding * | © Aboriginal ane Torres Strait Islander histories and cultures ‘© Personal and social capability © Asia and Australia’s engagement with Asia ‘© Information and communication technology capability * ‘© Critical and creative thinking * © Numeracy © Ethical behaviour * 7 ‘Other Learning Across Curriculum Areas (Australian Curriculum 2012): (tick those addressed in this lesson) ‘© Civics and citizenship * © Difference and diversity * + Work and enterprise | Elements of NSW Quality Teaching Framework addressed: ‘© 12.2 Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students. ‘+ 2.24 Apply knowledge and understanding of students’ skill, interests and prior achievements and their impact on learning. 1» 4.2.3 Respond to student discussion to promote learning and encourage other students to contribute. v Prior Knowledge/Experience Everyday life, family life, government, role of society. Equipment required/Room bookings | Key Vocab ete. Give them their source evaluation | TN® 28988, Spartan and Athenian society, sheet and access this link rmultary, religion and geography hitp://www.britishmuseum org/ Safety Risk ‘Any other considerations? Too much walking around the room could cause disruptionSTAGE OF LESSON 1, INTRODUCTION What have students already learnt in relation to today's lesson? Assumed knowledge? Links to last lesson? Context of the lesson Expected learning outcomes/goals Key question/s 2. THE BODY Teacher directed learning? Independent student inguiry/ learning? (Description of the teaching and learning activities) 3. CONCLUSION (Pack up and organise ‘Summary of lesson Future directions/ linking to next lesson ete) ‘Assessment {Assessment of/for Learning} Pack up and refer this lesson to being an overview of this ‘Assessment of learning ‘TEACHING AND LEARNING STRATEGIES Assign names for each group table and this will be their seat for the beginning of the lesson. They won't need their books as we will be using a research sheet and an interactive website as a class. We will go through the site as a class and pick sources from both Athens and Sparta from each topic; ‘Everyday Life’, ‘Government’, ‘Geography’. We will answer the questions and spend some time assessing the sources usefulness to then come up with their own statement on Athenian and Spartan society. Have the class finish up with the source activity and have them think on their own an evaluation for each city state to share with the class, booklet and the way that we have deciphered and interpreted information for a critical purpose on ‘understanding ancient life. How is the rest of the classes, responses different? Smins TIME RESOURCES: Smins 25mins | Worksheet attached below. Smins