YEAR

9 - HISTORY Depth Study: World War 1

Due Week 5 Term 2
Name:

Ÿ Identify the motives and actions of people
TASK Ÿ Explain different interpretations of the past
PURPOSE:

A Letter or Diary Entries (600 to 800 words).
ASSESSMENT
TYPE:


ASSESSMENT Class conditions. Using classroom discussion, online sources, video and written resources.
CONDITIONS:



. STEP 1: Decide on the form of your presentation of information (letter or diary).

. STEP 2: View the various resources, videos, websites, examples provided about life on the
frontlines of WW1

. STEP 3: Plan the outline of your presentation of information. It is suggested that you have a
TASK DIRECTIONS: concept of the timeline of the era and the social change, introducing information in a
(PROCESS) sequential sense. Must include words: trenches, no-man’s land

. STEP 4: https://www.theguardian.com/education/2014/jul/23/first-world-war-slang-glossary access
this link and use at least 3 of these terms in your assessment.

. STEP 5: Spell check your work, proofread it and have another person proofread it. Check that
you have covered the considerations required in the rubric and indicated sources used
according to Harvard bibliographical conventions in a separate “Sources” section.

CURRICULUM DEMANDS
Achievement Standards
WHAT CURRIC. KNOWLEDGE, U/STANDINGS AND SKILLS DOES THE
STUDENT NEED?

o Chronologically sequence and explain events and developments
o Explain and analyse the causes and effect of events, developments
o Develop texts (explanations, discussions) incorporating analysis
o Acknowledge sources of information

CONTENT DESCRIPTIONS: TASK SPECIFIC CRITERIA

(CAPTURING THE DEMANDS OF THE TASK – SALIENT FEATURES)
RELEVANT ASPECT OF THE ACHIEVEMENT STANDARD: • Use of ICT
Develop texts incorporating analysis • Research skills
Organize and present findings
Acknowledge sources of information • Analytical skills

ICT
Students develop ICT capability when they locate, process, analyse and communicate historical information. They use
their ICT capability to access a range of digital sources of information; critically analyse evidence and historical trends;
communicate, present and represent their learning; and collaborate, discuss and debate to co-construct their
knowledge.
LITERACY: Use speaking, writing, visual and multimodal elements as learning tools to explore ideas, test possibilities, compare
solutions, rehearse ideas and arguments in preparation for creating texts