HISTORY

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)

Religious Education / Spiritual Education

Concept: WW1 Term: 4

Weeks: 5-7©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Geography History The Arts

Weeks:
5: Cause of WW1 and why men
enlisted
6: The Nature of Warfare in WW1
7: WW1 influence on Australian
society (with focus on propaganda)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4 Weeks 5-7 YEAR LEVEL: 9 LEARNING AREA/TOPIC: History. Depth Study 2:
Investigating World War 1 (1914-1918)

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOUR
LESSON
Wk 5, The Causes LINKSIdentify causes This OBJECTIVE
lesson will (what &ofhow)
Creation a Intro EXPERIENCES QUESTIO
1: What were CES can
Students
Lsn 1 Historical
of World Historical
of WW1 Skills
and focus on the digital timeline of (include
1- Students learnera diversity)
will watch presentation some of NS
the use this
Knowledge
War 1 & & understand causes of WW1. the events that about the events that led up to the key events in website to
Understanding
Why Men reasoning Students will learn led up to the start start of WW1. the lead up to create a
Enlisted behind actions to map out key of WW1 WW1? timeline:
events in the Body 2: Who do you http://www.re
cause of WW1 1- A brief cloze activity will help students think was adwritethink.o
associate key dates with the respective most at fault rg/files/resour
events that led up to WW1’s start. for the start of ces/interactive
2- Once the cloze activity is done, the the conflict? s/timeline_2/
teacher will mark them by asking the
class the questions in order. Students
who answer correctly will be added to
an online class raffle for a prize at the
end of the term.
3- The main activity will be the creation of
a timeline using the provided website
(or an alternative for students who
have preference) that outlines the key
events that led up to the start of WW1.
Students may refer to their Oxford Big
Ideas textbook or the Cloze exercise for
help.
Conclusion
1- If a student’s personal timeline isn’t
completed, they will be tasked with
finishing it for homework.
Wk 6, The Nature understand Students will learn Students will be Intro 1: How did For their
Lsn 1 of Warfare the nature of about the assessed by being 1- A brief presentation will be given about technology video,
in WW1 warfare in advances in able to identify the nature of warfare in WW1, advance students may
WW1 and technologies and how technology Focusing on the advances in military before/during use the
locate major the new types of changed and technology. the war? camera on
conflicts warfare brought advanced as a 2: Did the war their phone,
Australia took about by the start result of the war, Body effect the iPad or laptop.
part in. of the war and how those 1- Students will partner up and discuss advance of The video
changes and how they think technology effected the technology, or doesn’t have
advancements outcome of the war (They will have did the to be well
effected the remedial knowledge at this point). advance effect edited but
outcome. 2- Students will form groups of 4 and be the war? must address
tasked to create a short (5 minute) their topic.
video that talks about an advancement One video of
of a specific technology during the war 2-3 minutes is
(i.e. boats, guns, communication, tanks, required per
etc…). These videos will be presented in group.
the weeks final lesson, for assessment.
a) The video will need:
- A variety of sources researched
(Just using Wikipedia isn’t going
to cut it)
- A voice over by one or more of
the students in the group
- Appropriate imagery (Students
may use royalty free images
from Google, or use any other
database they find for non-
copyright imagery
b) The assessment is a group
assignment, and all students in the
group will receive the same mark
Conclusion
1- Students will be told that if the video
they’re making isn’t finished yet, the
class will continue work on it next
lesson, but after that it will be up to
them to finish it outside of class.
Wk 7, WW1 Identification Students will be Understanding of Intro 1: What QR codes
Lsn 1 influence on of key able to create a key elements and 1- Students will scan QR codes around the were scattered
Australian elements of propaganda appropriate room that show different propaganda some of around the
Society Australian poster that would content of posters used in Australia (and some other the key room
(With focus propaganda have been propaganda countries for comparison). elements
on appropriate for posters will be that are https://www.c
Propaganda Australia in WW1 assessed through Body shared by anva.com/
their creation of 1- Students will create a mind map that shows many If students
their own poster the key elements shared by many propagan don’t wish to
propaganda posters (key factors being da create a Canva
looked for are pride, nationalism, hope, posters? account, they
unity, etc.). This will be created with 2: Why will need to
reference to the QR code activity (What did were use an
students notice as a similarity between these alternative
many or all the posters?) elements resource.
2- Students will be tasked with creating their chosen/w
own version of a propaganda poster that hy were
might have been used in Australia in WW1. they
They may use sites like Canva, or they can effective?
use another application of their choice.
a) A sample propaganda poster created by
the teacher using Canva will be shown
to the student as an example of how
easy it is to use
b) If students are struggling with using
Canva, the teacher can assist them or
suggest that they use another site or
simply create a physical propaganda
poster using an A3 sheet and markers
provided by the teacher.
Conclusion
1- If the poster isn’t complete by the end of
the lesson, it must be finished for
homework. The posters will be hung around
the classroom at the beginning of the next
lesson.
ICT Tools

The ICT tools chosen include presentations, a timeline creation website (readwritethink.org), a visual design app (Canva) and the creation of a video. These
were chosen to give a balance of teacher and student led activities. The presentations integrate ICT through the use of a projector, but the far more
interesting applications of ICT tools are the student led activities, like the timeline, propaganda poster and video making. These three student led learning
opportunities are designed to engage students by allowing them to be creative and control the outcome of their work. Whilst light instruction will be given
and feedback/help available, students will be in control of how they interact with the ICT tools and will ultimately be far more engaged with the activities as
a result. Each of the three student led activities contrast with the teacher led presentation and create a balance of learning types.

How is this curriculum underpinned by established Learning Theory?

The ways the lessons unfold are largely influenced by established learning theories. For example, in relation to the idea of social constructivism (the idea
that knowledge is effectively gained/created through interpersonal interactions), activities like the partner discussion and the group film making project in
week 6 both foster expansion of knowledge through interaction with others. These activities contrast some of the more individual tasks, like timeline
creation or the making of a faux propaganda poster, allowing for a balance of social and personal learning. Students are given multiple opportunities to
create knowledge through group work as well as through independent learning.
Ideas like Bloom’s taxonomy are less easy to explain regarding this FPD, as each of the chosen lessons are designed as introductions to a different part of the
history course, but Bloom’s influence still had an impact on the layout of the lessons. Each of the lessons begins at the knowledge part of the taxonomy, but
gradually evolve to integrate more advanced learning, such as creation. This is best shown in week 7’s lesson. This week sees students starting the class with
a QR code scanning activity. This is focused around the early stages of Bloom’s model, simply acting as a means of growing student’s knowledge. Their
understanding is then cemented in the mind map activity, where they use the knowledge they have gained from the information behind the QR codes to
point out key elements of propaganda posters. The lesson then peaks with the creation of a faux propaganda poster. Students have moved from knowing
the topic, to understanding the topic, and now to being able to create something in the topic, specifically a faux propaganda poster that reflects the key
elements that they investigated throughout the previous two activities.