UNIT OUTLINE: SEMESTER 1, 2019

5
TEACHING METHODS – HaSS Student Name: Luke Christmas ID No.: 32008760

FORWARD PLANNING DOCUMENT

Year Level: 9 Learning Area Discipline / Unit: HASS: History

General Capabilities:

Personal and Social

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Intercultural Understanding
Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

FPD COVER PAGE

The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 • Fax: (08) 9433 0544 • Email: fremantle.reception@nd.edu.au • Internet: www.nd.edu.au •
 UNIT OUTLINE: SEMESTER 1, 2019

Week/ Knowledge & Concepts & Specific Specific Skills Teaching & Learning Experiences (include Focus/Key questions) Resources and
Lesson Understandings Lesson Objectives Assessments (type
& weighting)
The places where What were the key aspects • Critically analysing Intro: Topic: what were the key aspects of World War 1 that made it Powerpoint
Australians fought of World War 1 that made it historical sources different to previous wars. State objectives. Shows YouTube video. Tech Developments
Wk 1 of WW1 Video
and the nature of different to previous wars • Ability to work Body: Task: Class brainstorm on the whiteboard on features of war
http://www.youtube.c
warfare during World • Identify the key features collaboratively with prior to World War 1 (thinking back to Imperial powers conflict with
Native civilisations, Franco Prussian War). Discussion: How World om/watch?v=k7v3cq1
War I, including the of warfare before World others ZJjM
Lesson Gallipoli campaign War 1. War 1 was different to previous wars. Different in terms of its scope,
and the technologies involved. Task: Teacher shows two sources on Source 1:
1 (ACDSEH095) • Identify the new Bert Chaney – 19 year
the powerpoint, students to identify if primary/secondary source,
technologies that made old signal officer
what the source is about, who the author is, and what the purpose of
World War 1 unique. Moynihan, Michael
the source is. Discussion: Ask students what they answered. Task:
• Explain where these new Allocate students one of six new technologies in pages 306-308 of
(ed.) People at War
technologies came from, 1914-1918 (1973);
textbook. Students to read these pages and take down what the Liddell Hart, Basil, The
and how they contributed technology is, where it came from, when it was made, what Tanks vol. 1 (1959).
to the war. contribution it made to war, and any negatives of the technology. Source 2: Arthur
Then are allocated groups of 6, where each member looked at a Empey – British soldier
different technology, and share with each other about the technology Empey, Arthur Guy,
they looked at. Pair REM students with G&T students. Conclusion: Over The Top (1917);
Teacher conducts quiz about the different technologies of World War Lloyd, Alan, The War
1 and how World War 1 was different to previous wars. G&T: For In The Trenches
homework, brief paragraph assessing if technology had a positive or (1976).
negativemimpactmonmwar.______________________________ Oxford pg. 306-308

_____ ____________ Introduction: Topic: Where World War 1 was fought and who _____________
___________________ _______________ fought. State objectives. Show Youtube Video. Main Body: Task: Youtube Video
The places where Where was World War 1 • Note taking Read page 309 of textbook. Answer questions: What were the https://www.yout
Australians fought
Wk 1 fought and who fought • Mapping (plotting names of the two major areas of conflict? Which countries ube.com/watch?v=
and the nature of • Identify where World on map major remained neutral? Why did so many European countries become HMo4rxmsBDg
warfare during World War One was fought points of war in involved in the war? Was the war only fought in Europe? If not
War I, including the
Lesson and who fought. Europe) where else was it fought? Where did Australians fight? Task: Europe Map
Gallipoli campaign
• Explain why so many Read and take notes of page 309 of the textbook, fill in the blank https://www.eurovisi
2 (ACDSEH095)
countries were map of Europe that is handed out. Create a map outlining the onary.com/wp-
involved. different places in Europe, which were neutral, the allies, or content/up
• Identify areas where German (and occupied by Germany). Also draw in the western loads/2015/04/Europ
Australians fought. front and the eastern front. Create a legend and allocate colours eMapWh
• Create a map of to each. Students should also label places where Australia ite-1200x1064.png
where World War fought, and mention how many fought there. They will need to
One was fought, as google to find about Australian involvement. G&T: As extra: Oxford pg.309
well as who was research where Australia fought outside of Europe, write these
fighting. on the side of the map. Conclusion: Introduce next lesson topic:
The Western Front. Homework: Students to complete their map.
Closing Task: Gives students printout of lesson objectives, they
are to write next to them either got it, almost got it, or don’t get it.
Students hand these to teacher.

The University of Notre Dame Australia Date of Publication to Students: 2019 page 2 of 7
 UNIT OUTLINE: SEMESTER 1, 2019

Week/ Knowledge & Concepts & Specific Specific Skills Teaching & Learning Experiences (include Focus/Key Resources and
Lesson Understandings Lesson Objectives questions) Assessments (type &
weighting)
The places where Key features of the Western • Note taking Intro: Topic: Key features of the Western Front and Menti www.menti.com
Wk 1 Australians fought Front and Australia’s Australia’s involvement. State objectives. Task: Students to
and the nature of involvement go to www.menti.com, enter access code 11 28 63. It asks Menti on Projector
warfare during World students to identify the first three things that come to their https://www.mentimeter.
War I, including the • Identify why the mind when they think of the Western Front. Teacher open
com/s/4d03a7fbcdf5f19
Lesson Gallipoli campaign Menti on Projector, and have it showing on the board.
Western Front became 0399c5c113450d0e3/b4
3 (ACDSEH095) a site of war, and who Students answers will come up as a brainstorm, with more
popular answers being larger in size. Teacher summarises 592001beac
was involved
• Describe the conditions the answers put in brainstorm. Body: Powerpoint: Has
of the Western Front information on the Western Front such as the events leading Somme Worksheet
and a specific battle up to it becoming a site of war, explaining where it was, who (appendix 1)
(e.g. The Battle of the was fighting, the main areas of fighting, the main
Somme) characteristics of the Western Front, and it’s impact. Also Powerpoint
• Identify Australia’s identify where Australians fought, their role, how many
involvement in the fought. Students to take notes and teacher to go through
Western Front powerpoint and explain. Teacher introduces The Somme as
an attempt to break the stalemate of trench. Task: Students
to complete worksheet on The Somme. G&T: research other
battles of the western front. Conclusion: Introduce next
lesson topic: trenches. Closing Task: Students write down _____________
_____ ______________ ___________________ _______________ one thing they learnt in the lesson, one thing they found YouTube Video on Life
The places where Structure of the trenches • Ability to work interesting, and one thing that they are still unsure of. in a Trench
Australians fought and how they operated collaboratively Intro: Questions: Teacher answers some of the questions https://www.youtube.c
Wk 1 and the nature of with others students identified as being unsure about at end of last om/watch?v=_G4ZY66
warfare during World • State how trench (when pairing lesson. Topic: Structure of trenches and how they operated. BG38
War I, including the warfare began student, get REM ShowpYoutubepVideo.pBody:Task:Studentsptopread Image of the Trenches
• Explain the impact it students paired information on trenches on first page of worksheet, highlight and how they Connect
Lesson Gallipoli campaign
(ACDSEH095) had on war in terms with G&T) key words and define (e.g. central nervous system, different https://online.fliphtml5.co
4 types, how trench warfare began). Task: Students given
of life lost and m/cujs/qjml/files/large/1.jp
progression Image of the Trenches and how they Connect. Answer part g
• Identify and one of worksheet in pairs, with questions such as: What joins Trench Website
describe the the Front Line to Support Trench? What is a traverse? Why https://www.historyonthen
different parts of the do you think barbed wire is shaped as it is? May use Trench et.com/ww1-trenches-
trench system and Website to find answers.Task: Students to access Interactive what-is-a-trench
their connections Image of Trench Structure. Answer part two of worksheet, Interactive Image of
with questions such as: What protected soldiers from enemy
• Identify and Trench Structure
rifle fire? What was the name of the feature that protected https://view.genial.ly/
describe the main
trenches from becoming waterlogged?Conclusion: Teacher 5c9ed050c177214910
features of a trench
conducts five question quiz on the main features of the c39c13/interactive-image
trench system, as well as the trenches themselves. Trenches Worksheet

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 UNIT OUTLINE: SEMESTER 1, 2019

Week/ Knowledge & Concepts & Specific Specific Skills Teaching & Learning Experiences (include Focus/Key questions) Resources and
Lesson Understandings Lesson Objectives Assessments (type
& weighting)
The places where Who were the Anzacs and • Critically analysing Intro: Ask students: who were the Anzacs?, what does it stand Youtube Video
Wk 2 Australians fought the events of the Gallipoli historical sources for? What comes to mind when you think of Anzacs? Teacher https://www.yout
and the nature of landing writes answers on board in brainstorm. Topic: Who were the ube.com/watch?
warfare during World • Identify who the Anzacs Anzacs and the events of the Gallipoli landing. Play youtube video v=GiysBodQYgg
War I, including the were until 1:18. Task: Students to identify some main qualities of the Oxford pg.316-318
Lesson Gallipoli campaign • Describe the events of landing site (e.g. Turkish ready, pre-made bunkers, higher Anzac Recount 1:
1 (ACDSEH095) the Anzac landing ground, open area). Body: Task: Students read pages 316-318 https://www.abc.n
• Analyse different of textbook. Answer questions 9.10 1, 2, 4. G&T: Also answer Q7. et.au/ww1-
accounts of the Anzac Teacher goes through answers. Task: Teacher shows Anzac anzac/gallipoli/e
landing. recount 1 and 2. Students to identify if primary or secondary yewitness/
• Create a sketch of Anzac source, who is presented, their perspective (one nostalgic, one 200021706.html
Cove and label the sad), purpose, reliability, context. What else would be needed to Anzac Recount 2:
difficulties that the gain a more complete picture of events? (e.g. Turkish https://www.abc
Anzac’s faced. perspective). Task: Students to answer question 8. Teacher .net.au/ww1-an
draws a basic diagram on the whiteboard of hill, beach. Students zac/gallipoli/eye
then to draw their own. Conclusion: Students to hand their witness/200021
drawing to the teacher at the end of the lesson. Closing Task: 698.html
Teacher conducts 5 question quiz about the landing of the
_____ Anzacs, the difficulties they faced. _____________
______________ ___________________ _______________
The places where __________________________________________ Youtube Video:
Wk 2 Conditions at Gallipoli and • Critically analysing
Australians fought Intro: Task: Students to write down what they would eat on a https://www.you
the withdrawal of Anzac historical sources
and the nature of normal day. Show youtube video on a soldier’s diet. Do students tube.com/watch?
soldiers think they could survive on that diet? Body: Task: Students to v=vBlUSzuXsgc
warfare during World
• Explain the conditions at read page 318 of textbook and create a mindmap of the
Lesson War I, including the
Gallipoli
Gallipoli campaign conditions at Gallipoli. Some headings can be; weather, terrain, Oxford pg.318-319
2 • Analyse sources of the
(ACDSEH095) supplies and resources, hygiene, disease. Task: Students to look
conditions at Gallipoli at Source’s 5 and 6 on page 318. Identify if it is primary, The Beach at
• Compare and Contrast secondary source, who is the author, who is presented, their Anzac. Frank
different perspectives of perspective, purpose, reliability, and context. Teacher shows Crozier, 1919.
the conditions at Gallipoli source ‘The Beach at Anzac’ and get students to answer the https://s3-ap-south
• Explain the events of the same questions. Then compare the two in terms of message. east-2.amazonaws.
withdrawal from Gallipoli Why might the source published in 1919 paint a different picture? com/awm-media/
Share answers with person next to them, and then have class collection/ART0216
discussion. Task: Students to read page 319 and answer 1/screen/4148428.
question 6. G&T: Research some of the methods that Australian JPG
soldiers used to trick Turkish soldiers into thinking that they were
still at Anzac Cove. Teacher goes over answers to Q6.
Conclusion: Closing Task: 5 question quiz on the conditions at
Gallipoli. Ask students to answer by raising hand, and then rest
of class will give thumbs up/down if they agree/disagree.

The University of Notre Dame Australia Date of Publication to Students: 2019 page 4 of 7
 UNIT OUTLINE: SEMESTER 1, 2019

Week/ Knowledge & Concepts & Specific Specific Skills Teaching & Learning Experiences (include Focus/Key Resources and
Lesson Understandings Lesson Objectives questions) Assessments (type &
weighting)
The places where America’s involvement in the • Note taking Intro: Task: Class brainstorm. Why do students think World Powerpoint
Wk 2 Australians fought war and the events that lead • Organising War 1 ended? If they do not know, ask students to hypothesise
and the nature of to the end of war information into a and make predictions based on what learnt so far. Teacher Oxford: pg. 320-321.
warfare during World chronological form writes answers on whiteboard. Topic: America’s involvement in
the war and the events that lead to the end of the war. State
War I, including the • Describe the events that Pictochart
Lesson Gallipoli campaign lead America to join the
lesson objectives. Body: Powerpoint: Has information on https://piktochart.com/
3 (ACDSEH095) America’s impact on the war, including; initially neutral and
war, as well as the
traded with the allies, German submarines attempted to stop Lucid Chart
impact of America on the this trade, sunk American ships after making pact not to, USA
war https://www.lucidcha
declared war 1917, early 1918, USA joined war. Students to rt.com/documents#d
• Identify and plot the take notes, teacher to go through powerpoint and explain. Task: ocs?folder_id=home
events that lead to the Students read pages 320-321 of textbook and take notes on the &browser=icon&sort=
end of war key events leading to the end of the war. They are to organise saved-desc
• Create a timeline these events chronologically and create a timeline. Along this
mapping the events that timeline, give descriptions to each event, specifically the
lead to the end of war. importance it had on the end of the war. They may choose to
draw this or create one digitally through programs such as
Piktochart or Lucid Chart. G&T: Students to research and
include events after the Treaty of Versailles on timeline (effects
of end of war). Conclusion: Students to hand in their timeline
______________ at the end of lesson. Teacher goes over the assessment that
_____ ___________________ _______________ will be in tomorrow’s lesson. Will be focused on the nature of
The places where In Class Source Analysis. • Critically analyse World War One and the Anzac campaign, primary and
_________________
Australians fought Analyse images and text Source Analysis (25% of
Wk 2 historical sources secondary sources, purpose,figures presented, perspective
and the nature of passages describing the Term mark). Three Sources
• Response writing and context of sources._______________________________ (appendix 2)
warfare during World Gallipoli Campaign (events, In Class Assessment: This assessment will be the second
War I, including the conditions, trenches, assessment of the term. It is a source analysis worth 25% of
Lesson Gallipoli campaign withdrawal) the term mark. It will cover the Gallipoli campaign, including the
4 (ACDSEH095) landing, conditions at Gallipoli, conditions in the trenches as
well as their structure, and the ending of the Gallipoli campaign.
The assessment will be divided into three sections; Multiple
Choice (e.g. From the following answers, What year is the
source from? Is it a Primary or Secondary Source?), Short
Answer (e.g. What is the purpose of the source? What and Who
is represented in the source?), Extended Answer (Describe
some of the key events surrounding these sources). The test
will be worth 50 marks overall and run for 50 minutes. See
Appendix 2 for information on test. Test conditions, individually
separated tables, test papers already on table when students
enter. Students instructed not to talk during the test or
communicate with those around them. They are not to touch
the test paper until teacher instructs them that they may start.
They have 50 minutes.

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 UNIT OUTLINE: SEMESTER 1, 2019

Appendix 1
Somme Worksheet

The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 • Fax: (08) 9433 0544 • Email: fremantle.reception@nd.edu.au • Internet: www.nd.edu.au
•
 UNIT OUTLINE: SEMESTER 1, 2019

Appendix 2
Assessment 2: Source Analysis (25% of Term mark).
• Multiple Choice, Short Answer, Extended Answer
• 50 marks
• 50 minutes
• Multiple Choice 5 marks, Short Answer 30 marks, Extended Answer 15 marks
• Weighting will be same as mark value (i.e. Multiple Choice worth 10%, Short Answer Worth 60%, Extended Answer worth 30%)
• Covering: The Gallipoli campaign, including the landing, conditions at Gallipoli, conditions in the trenches as well as their structure, and the ending of the Gallipoli campaign.
• Three sources
1. Official War Correspondent, knee deep in mud in trench,1915. Author Herbert Frederick Baldwin. Accessed from: https://www.awm.gov.au/visit/exhibitions/19
18/battles/trenchwarfare
2. Arthur Guy Empey, Over the Top (1917). Accessed from http://www.eyewitnesstohistory.com/gas.htm
3. Captain Francis Coen(1915). Diary Entry on the Evacuation of Gallipoli. Accessed from
https://theconversation.com/in-their-own-words-letters-from-anzacs-during-the-gallipoli-evacuation-52076

The University of Notre Dame Australia Date of Publication to Students: 2019 page 7 of 7