Lesson Plans

EDSS520

Year Level: Year 10 Depth study: World War II Content descriptor: Overview of the causes and
course of World War II (ACDSEH024)

Standards:
Within the Year 10 curriculum the subject of History centres around the ‘modern world and Australia,’ building upon the
knowledge and skills derived from the previous year’s focus of ‘the making of the modern world.’ “By the end of Year
10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change
and continuity over time. They analyse the causes and effects of events and developments and explain their relative
importance. They explain the context for people’s actions in the past. Students explain the significance of events and
developments from a range of perspectives. They explain different interpretations of the past and recognise
the evidence used to support these interpretations.” (ACARA, Australian Curriculum and Assessment Reporting
Authority) The Year 10 history curriculum also focuses upon the concepts of empathy and contestability throughout the
duration of the year. These lesson plans predominantly focus upon the causes of the Second World War; therefore, they
predominantly connect to the concepts of evidence, continuity and change, cause and effect and significance. These
concepts are explored effectively throughout the lessons plans in correlation with the use of specific historical skills.
Within this unit students will also “sequence events and developments within a chronological framework and identify
relationships between events across different places and periods of time. When researching, students develop, evaluate
and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of
primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify
motivations, values and attitudes. They develop and justify their own interpretations about the past. Students develop
texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and
organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they
reference these sources.” (ACARA, n,d)

Concept: Cause and reason

AC History
Knowledge and Understanding (and History Skills:
Elaborations)
-Content will include links to previous lessons analysis of -Use chronological sequencing to demonstrate the
the conclusion of world War I and the major occurrences relationship between events and developments in different
within the inter-war period periods and places (ACHHS182)
-Links to inter-war period and Treaty of Versailles -Use historical terms and concepts (ACHHS183)
-Students will be able to identify and explain what the - Identify and locate relevant sources, using ICT and other
Treaty of Versailles was, its impact and how it relates to the methods (ACHHS186)
overarching causes of the Second World War - Identify the origin, purpose and context of primary
-Students will research and engage with posters, timelines, and secondary sources (ACHHS187)
primary and secondary sources to deepen their - Identify and analyse the perspectives of people from the
understanding of the causes and course of WWII past (ACHHS190)
-Introduction to the rise of Hitler and Nazism, as well as
political extremism (Fascism, communism etc)
Rationale:
This sequence of lessons has been designed particularly for year 10 students within the depth study of World War II
(1939-45), the lessons provide contextual knowledge as to how the Second World War initiated. The depth study furthers
student’s knowledge of the modern world and occurrences within the first half of the 20th century, the unit builds upon
students conceptual understanding of the First World War as studied within their Year 9 curriculum. Within the three
lessons presented, one content descriptor is utilised, as it necessitates the understanding of a wide variety of factors. The
content descriptor and the lessons are structured to occur at the beginning of a unit, the first lesson plan would occur by
week two of the unit. The content descriptor, ‘overview of the causes and course of World War II’ (ACDSEH024)
requires the knowledge of how the First World War ended and the catastrophic events that occurred within the War.
Secondly, the inter-war period, the depression and the rise of political regimes is needed to understand how the Second
World War occurred. These two factors are divulged previously within this unit, hence within the First lesson plan the
teacher directs student’s attention to recalling the preceding lessons content. The three lessons designed focus upon the
cause and reason’ as to how the Second World War occurred, especially within such a close time period to time to the first
war. The lessons give an in -depth analysis of the Treaty of Versailles, the Big Three and the severe economic, political
and social changes occurring within the German state, following the Treaty. The lessons ensure that students are engaging
with a diverse range of historical skills, including the use of chronological sequencing, the ability to identify sources and
perspectives of people from the past. The lessons also engage with the use of ICT through student research activities and
the use of a KWL sheet though the ICT tool Padlet. The students also engage with identifying primary sources as they
research propaganda posters within the final lesson plan. The sequence of lesson plans ensure that the teacher utilises an
array of pedagogical approaches and strategies, including constructivist collaborative learning strategies, differentiated
learning approaches like mixed-ability grouping and a variety of teacher-directed instruction and student directed
learning. For these strategies to be effectively implemented within the lesson plans the teacher must have a substantial
understanding of their PCK. As the “PCK is composed of such theoretical and empirical knowledge as how learning
occurs, how students develop cognitively, socially and emotionally, how students approach learning, and how to employ
different types of teaching strategies (Yilmaz, 2008, pg. 43).

The lesson plans are at the beginning of the unit; therefore, assessments are formative and are used to indicate students
conceptual understanding and knowledge. Within the first and second lesson plan’s the teacher concludes the class with
an evaluation of the students understanding of the concepts delivered within the lesson, portraying the student’s
knowledge and ability to articulate what they have learnt. This formative assessment has been designed to highlight if
there are any concepts that students have not effectively grasped and if there are any gaps in their knowledge. Within the
second lesson plan an observational assessment occurs as the students all participate within the collaborative activity; the
jigsaw sequence. Students participation and capacity to articulate and synthesis information is effectively portrayed within
this activity as the teacher circulates and evaluates the class. These formative assessments consider the variability that
occurs within a diverse classroom, the third lesson plan in particular caters for a differentiated approach. “Differentiated
learning is a philosophy and an approach to learning in which teachers actively work by honouring each student’s learning
needs, readiness and interests through thoughtful planning, targeted flexible instruction, and strategic assessment in order
to maximise each student’s learning potential and achievement” (Handa, 2013, pg. 22). This is most evident within the
‘cause and effect’ activity as it requires students to engage with varying levels of difficulty portraying student ability and
knowledge. The activity ensures that all students can engage effectively with the task however, as the levels can be chosen
by the students (or when necessary directed by the teacher). The lesson plans also effectively utilise the General
Capabilities of Literacy and Numeracy, as numeracy is used predominantly though the chronological sequencing activities
whilst Literacy is used throughout the lesson sequences to organise, collate and summarise information learned.

Through the three lesson plans there are numerous uses of ICT in order to effectively engage students understanding,
creativity and development of their historical inquiry and research skills. Within the first lesson plan there is the utilisation
of a PowerPoint presentation to effectively engage the students, especially students with a preferential visual learning
style. The lessons also utilise various videos to ensure the students and intrigued and interested in the content presented.
The sequence of lessons use ICT tools as a form of assessment, particularly with the KWL sheet on the platform Padlet
and the concept map created with student’s ICT device after student engagement with the Ted talk. These ICT tools allow
for formative assessments evaluating student’s conceptual knowledge and understanding, to ensure that all students are
effectively reaching learning goals. The lesson plans further utilise ICT within a research capacity as the Jigsaw activity
and ‘cause and effect’ activity necessitate further information guided by effective internet research.

Overall, the lesson plans effectively cater for diverse learners and engage students in an inventive and creative manner.
The content matter in particular assists student’s personal development and historical knowledge as they further develop
the skills and understanding needed within a modern democratic world. Thus, students can cultivate “the ability to
examine critically the invention, development, progress, and manipulation of national history, to assess various historical
evidence and conflicting historical accounts, or to develop empathic understanding of people from different times and
cultures, are all necessary requirements for a community of educated citizens” (Lévesque, 2005, pg. 355).

Lesson Plans
Lesson Number: One
Lesson outcomes:
The students will be able to:
-Understand the connections between the First World War, the inter-war period and the Second World War
-Identify what the Treaty of Versailles was and the effects it had on Germany
-Identify and explain the social, political turmoil that Germany suffered due to the Treaty of Versailles
-Identify some causes of the Second World War

Lesson procedure
Guiding Questions Pedagogy Activities/Tasks Resources Assessment
What happened to Introduction – Teacher will introduce Whiteboard
German moral Teacher-centred learning intentions of the
during this period? learning and directed lesson.
questioning The class will discuss the
What massive previous lessons content
economic disaster and briefly recall the inter-
occurred? war period

What are they key Individual activity Guided discussion about PowerPoint – See Appendix 1
point of the Treaty the Treaty of Versailles
of Versailles? The final two slides of the
PowerPoint presentation
What was will initiate an individual
Germany’s task where students must
reaction? write the major differences
of national borders before
What were the World War One and after.
short-term effects of
the Treaty of
Versailles?

What happened to
the German
peoples and
governments moral
and pride?

What does de-

militarised mean?
To what extent was
the Treaty of
Versailles
successful?

Consider how the

territorial changed
effected Germany
The conditions of Collaborative Students will open to Pearsons History 10 -see
the Treaty of learning – mixed ‘Chapter 2: World War II’ Appendix 2
Versailles, do you ability groups pg. 54 of their textbook.
deem them harsh? Students will be broken up
Reading and into groups of four where
Comprehension each group will complete a
section of Question 1.
Students will use their
textbook to define the
words and will write their
definitions across large
coloured paper which will
be positioned on their
 ‘Word wall.’ Students will
then individually answer
questions 3 and 4.

Is any information Self-directed student Students will watch the https://www.nationalgeographic

completely activity slides as the teacher . org/interactive/world-war-ii-
unfamiliar? dictates and expands. The europe/
students will begin to fill out
Can you expand their table as the slides Table -
upon one of the progress. (This table will be How did the second World War
slides? added to across the course start? – see Appendix 3
of the unit) Any unfamiliar
Can you explain words should also be
what effective added to the Word wall.
summarising looks
like?
Conclusion – Teacher will make brief Assessment
teacher-directed points summarising the highlighting
summarising lesson students
conceptual
Students will highlight understanding and
significant dates within their where the teacher
table, which will be utilised may need to
in other lessons. expand upon
within the next
Students will fill out an exit lesson.
slip stating two things they
have learned and two
things they found hard to
understand and/or need
more time on
Lesson Number: Two
Lesson outcomes:
The students will be able to:
-Explain who they Big three were and their impact on the Treaty of Versailles
-Identify the key points of the Treaty of Versailles and the motives behind them
-Explain how the Treaty of Versailles was a factor in contributing to the start of the Second World War
Lesson procedure
Guided Questions Pedagogy Activities/tasks Resources Assessments
Who were the Big Techer-guided The teacher will show the https://www.youtube.com/ The creation of
Three? learning students two videos about watch?v=vrYhLNQMRro three questions by
the Treaty of Versailles to the students will
Why were their Collaboration revisit students’ knowledge https://www.youtube.com/ illuminate to the
aims different? form the previous lesson and watch?v=0jycVFL8CNM teacher at what level
Peer-assisted to expand upon their base the students are
What country learning understanding of the subject. understanding the
wanted the The first video will be concept.
harshest penalties Mixed-ability watched where there will be
for Germany? grouping teacher guided discussion
and questioning. The second
video will be viewed where
students will form trio
groupings to write three
questions about the video.

1.‘The Treaty of Versailles,

 what did the Big Three
want?’
2.‘The Treaty of Versailles,
Terms of the treaty’
Who were the Big Students will read page 48 of Pearson History 10 – see
Three? Pearson History textbook. Appendix 4
Teacher will then lead
What was the discussions and questions
League of Nations? reaffirming student
knowledge.
How much territory
did Germany
loose?
Team 1 – What Peer-to-peer Expert Jigsaw activity Student ICT device Observation
were the motives of collaboration Students will be broken into Student book assessment
America within the groups of four where each Textbook
Treaty of Versailles Mixed ability ‘home team’ will be given a
and why did they grouping specific topic. (Listed in
play such an Guided questions) The
important part in students will start to discuss
the Treaty? the topics in their home
Team 2 – What did teams, then the teacher will
France aim to get more the students to their
out of the expert teams to share the
agreement and information. Students will
what is important then return to their home
about the teams with a broad
Rhineland? understanding of the topics.
Team 3 – What
were Britain’s
overarching aims
and why were they
so tough?
Team 4 – What
were the terms
imposed onto
Germany, and how
did this effect
German
nationalism?
Conclusion – students to fill Padlet KWL chart – see
out a KWL chart on Padlet Appendix 5
about what they have learnt
within this lesson

Critical Reflection

These lesson plans will be approached theoretically in regard to how they can be effectively implemented within a

classroom setting. The lesson sequence was planned and structured in a succinct and concise manner in order for students to

be able to easily follow the lesson and divulge new information. The process of planning the lesson sequence included

internet research and engagement with the Pearson history 10 textbook to find resources and information to utilize to

effectively relate to the curriculum descriptor. The research was the first steps taken in planning this lesson sequence, the
second step was articulating the learning goals for each lesson plan, this backwards planning ensured that the lesson plans

connected to the learning goals and criteria and effectively related to the curriculum descriptor. From here, the lesson plans

were edited and supplemented to form succinct and effective lesson plans. Within a theoretical framework the lessons plans

should be supported by teacher directed strategies including, appropriate pacing and chuncking of information, clear

instructions and smooth transitions from concept to concept.

The lesson sequence has a variety of formative and observational assessments that highlight the student’s level of

comprehension and understanding and therefore, indicate if there are any concepts that need expanding or reiterating.

Whilst this may decrease time for the other activities planned, it is necessary that all learners amass a base knowledge of the

concepts delivered. The continual assessment of student understanding is necessary and can initiate through the concise

communication of learning goals supplemented by the tracking of progress where the teacher and students can celebrate

successes. (Marzano, 2007) To further ensure that students are effectively understanding the concepts and curriculum

delivered, the teacher should ensure when possible a previewing activity prior to the actual presentation of the content. This
initiates students critical thinking before they encounter the new information presented within the lesson, this previewing

tactic is used within all of the lessons at the beginning. A strategy utilised within the lessons to ensure effective

differentiation and conceptual understanding is the consistent use of questioning to ensure students are understanding the

new information provided. Skilful questioning is outlined throughout the lesson plans and should be verbally extended upon

within the actualisation of the lesson sequence. Effective questioning “stimulates thinking, reflecting and problem solving.

Blooms taxonomy can help to frame those questions and assist educators in considering the level of thinking required by the

questions they ask.”(Duchesne, 2016, pg. 225) Teacher should vary their questions between open, low and high order

questioning, low order and closed questions are the most commonly used line of questioning within a classroom. However,

these types of questions mean that higher order thinking and the development of critical thinking is not being developed

further. The lesson plans continue to cater for diverse learners and aim to ensure all students follow the lesson accordingly

as another strategy for effective teaching is that the teacher at the end of every lesson or introduction to a new concept will

also summarise briefly what the students have learned. Therefore, assisting students in remembering and articulating the

new information gained from the lessons. This strategy is complemented by the utilisation of the constructivist approach

throughout the lesson sequences, this includes the use of co-operative learning strategies and mixed ability grouping and
class discussion. These social interactions assist students to advance through their Zone of proximal development as the

teacher can use scaffolding techniques to assist in students’ journey in becoming expert and autonomous learners. The use

of ICT throughout the lessons are another tool in which students can become engaged and can understand and develop the

knowledge and skills necessary within this unit. The use of ICT however, can become fruitless as students can become idle

and distracted by their ICT devices and there can be technological issues which can also hinder student learning. The use of

ICT can also pose several ethical issues for educators, as they must ensure the safe use of devices to avoid issues like

cyberbullying and misconduct. Plagiarism, copyright issues and exposure to harmful materials or interactions are also serios

issues that the teacher must consider when utilising ICT within a classroom. To avoid ethical issues the teacher should

ensure the students are informed of the correct protocols and practices utilised within the realm of ICT and should monitor

student interaction with their devices.