Comet Bay College Year 10 Extension History Course Outline – Teacher Edition

The modern world and Australia - World War 2

Depth Study 1: World War Two: - Students shall investigate wartime experiences through a study of WWII in depth. This includes a study of the causes, events, outcomes and

broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement. Students develop their historical understanding through key concepts,

including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context

of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context.

Overview:

 The inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018)

 The causes and course of World War II (ACDSEH024)

 The experiences of Australians during World War II, such as prisoners of war (POWs), the Battle of Britain, Kokoda and the fall of Singapore (ACDSEH108)

 The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls

(e.g. conscription, manpower controls, rationing, censorship) (ACDSEH109)

 An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)

Key Questions:

1. How did the nature of global conflict change during the 20 th century

2. What were the consequences of WWII? How did these consequences shape the modern world?

3. How was Australian society affected by other significant global events and changes in this time period?

Events/ formal
Week Content SCSA – ACARA links Skills focussed on Homework focus
Assessment
Comet Bay College Year 10 Extension History Course Outline – Teacher Edition
 The inter-war years between World War I and World
War II, including the Treaty of Versailles, the Roaring
1 Course Overview Timelines HW 1 – Glossary of terms
Twenties and the Great Depression (ACOKFH018)

 The inter-war years between World War I and World Primary / Secondary
2 HW 2 – Source Analysis
War II, including the Treaty of Versailles, the Roaring Sources
Causes of WW2 Twenties and the Great Depression (ACOKFH018)
 HW 3 – Visual source
The causes and course of World War II (ACDSEH024) Political Cartoon CAT 1 – Skills
3 Analysis, David Low
Analysis test
Political Cartoon analysis
 The causes and course of World War II (ACDSEH024)
 The experiences of Australians during World War II, such as HW 4 – Communism,
4
prisoners of war (POWs), the Battle of Britain, Kokoda and Democracy and Fascism
the fall of Singapore (ACDSEH108)
Research Skills
 The experiences of Australians during World War II, such as HW 5 – WW2
Progress of WW2 and
5 prisoners of war (POWs), the Battle of Britain, Kokoda and Perspective, Bias, Perspective – Japanese /
Impact of WW2 on
the fall of Singapore (ACDSEH108) Reliability Pearl Harbour/ GEACPS
Australia  The impact of World War II, with a particular emphasis on Primary, Secondary
the Australian home front, including the changing roles of HW 6 – WW2
Sources
6 women and use of wartime government controls (e.g. Perspective - Australian/
conscription, manpower controls, rationing, censorship) British/ American /Bomb
(ACDSEH109)

Political Cartoon HW 7 – Visual Source

7
 An examination of significant events of World Analysis Analysis - Holocaust
War II, including the Holocaust and use of the
Holocaust Assessment
atomic bomb (ACDSEH107)
Perspective, Bias, Task 2 –
8 Reliability HW 8 – Essay writing
Holocaust in-
class Essay

Revision and Exam Revision and Exam

10 Exam

Week 1 Course Overview

Key Inquiry Questions Purpose
Comet Bay College Year 10 Extension History Course Outline – Teacher Edition
 Revision of history skills: Primary vs. secondary sources, strengths and
 How did the nature of global conflict change during the 20th
weaknesses associated with sources, short and long term causes
century
 The inter-war years between World War I and World War II, including the
 What were the consequences of WWII? How did these Treaty of Versailles, the Roaring Twenties and the Great Depression
consequences shape the modern world? (ACOKFH018)
Possible Activities Textual Resources
Pearson 10: pp4-8, 46-7
 Students to watch the “Crash Course” video as introduction to WW2. Discuss fundamental questions as OBI 10: pp 264-5
to when it happened & why its important to have an awareness/understanding of WW2
History Zone 2: pp 114-5
 Mapping activity: A3 map of the world where students are to identify major countries: Australia, UK,
Atlases and A3 maps of the world.
USA, USSR, Japan, Italy, Germany, France. Label significant locations: (e.g.) Pearl Harbour, Stalingrad,
Singapore, Kokoda, Berlin, Washington, Canberra, Paris, London, Tokyo, Rome. ICT / Visual Resources
 Creation of timeline showing major events, between 1939 - 1945: use of colours to distinguish between http://www.youtube.com/watch?v=2RW0BC3e6Gg (WW2:
major events: (i.e.) Manchuria, remilitarisation of Germany, invasion of Rhineland, Italy taking over causes, stages and aftermath) Could be used as an
Abyssinia, Nazi Soviet non aggression Pact etc. Students are to re-watch “Crash course” video and introduction to the war. Includes reference to pacific and
identify major events associated with each year. Complete table in which they are to profile the European theatres of war as well as the dropping of the
following major countries, between 1939-1945: Britain, USA, Germany and Japan. Outline national atomic bomb on Japan and ending with the cold war. – 20
leaders, type of political system, winner vs. loser in WW1, who they had alliances with in the lead up to minutes
outbreak of WWII, enemies, when did they enter into WW2
http://www.youtube.com/watch?v=Q78COTwT7nE (World
War II: Crash Course World History #38) – 13 minutes. Has
reference to the threat of the Japanese to Australia

Homework Focus Gamification Glossary of terms

Chronology
primary sources Bias
History & literacy skills secondary sources Perspective
(homework task) message short term causes
Tone long term causes

Weeks 2-3 Causes of WW2

Key Inquiry Questions Purpose
Comet Bay College Year 10 Extension History Course Outline – Teacher Edition
 Treaty of Versailles
 Failure of League of Nations
 How did the nature of global conflict change during  Actions of the dictators (i.e.) Mussolini, Tojo/Hirohito, Mussolini
the 20th century  Policy of Appeasement
 What were the consequences of WWII? How did these  Nazi-Soviet Non-Aggression Pact
consequences shape the modern world?  The inter-war years between World War I and World War II, including the Treaty
of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018)
 The causes and course of World War II (ACDSEH024)
Possible Activities Textual Resources
 Review differences between short and long-term causes. Students to categorise major causes as economic, social or
political. Briefly introduce students to the accepted causes of WWII, and they are to categorise as being either short or
long term factors leading to its outbreak
Pearson 10: pp 48-54
 Introduction to the TOV: Students to be introduced to major political leaders “Big Three” Clemenceau, Wilson & Lloyd
George and their differing aims. Summarise the features of the TOV (i.e.) German military restrictions, loss of land etc. OBI 10: pp 266-271, 282-5
Students to consider the impact of the treaty upon Germany by identifying which components would have damaged it History Zone 2: pp 114-5
economically, socially, politically, militarily.
 Source analysis/skills task: Students to analysis sources in order to develop understanding of German reaction to the
treaty. Revision of source analysis questions (i.e.) message, tone etc.
 Watch YouTube footage outlining the causes of WW2 (solidify content provided in previous lessons) ICT / Visual Resources
 Goosy Goosy Gander & explanation of significance of Invasion of Rhineland. Predict how would have France and the UK
would have responded to this. How would have Germans in the Rhineland have responded to this move http://www.historyonthenet.com/WW2/causes.htm
 Examining David Low cartoons that examine appeasement, actions of Hitler as well as the Nazi Soviet Non-aggression pact.
(0verview of accepted causes of WW2)
Students to use mind map techniques to summarise the causes of WW2 under the following headings: Treaty of Versailles,
Failure of League of Nations, Actions of the dictators (i.e.) Mussolini, Tojo/Hirohito, Mussolini, Policy of Appeasement, YouTube View: WW2 documentary (132 minutes)
Nazi-Soviet Non-Aggression Pact http://www.youtube.com/watch?v=PaPSWJruTkw
 Diary entry (checking for student understanding): Discuss which aspect of the Treaty would have angered the German Goosy goosy Gander - David Low Cartoon archive on
nation the most OR be the French, British or US leader at the end of the Versailles conference: they are to privately record appeasement: http://www.cartoons.ac.uk/group/david-
their feeling about the TOV and how they think it will impact upon relations between major countries/the fate of their low-et-al-few-views-appeasement
own country in the upcoming years
Homework Focus Gamification Glossary of terms
Demilitarised zone war guilt
HW 2 – Source Analysis Armistice League of Nations
HW 3 – David Low - Source self determination Appeasement
Analysis disarmament Anschluss
reparations

Weeks 4-6 Progress of the war and impact on Australia

Key Inquiry Questions Purpose

Comet Bay College Year 10 Extension History Course Outline – Teacher Edition
 How did the nature of global conflict change
during the 20th century  The causes and course of World War II (ACDSEH024)
 What were the consequences of WWII? How  The experiences of Australians during World War II, such as prisoners of war (POWs), the
did these consequences shape the modern Battle of Britain, Kokoda and the fall of Singapore (ACDSEH108)
world?
Possible Activities Textual Resources
 Students to complete Facebook profile of the leaders, in which they are to demonstrate understanding of principles and aims of Hitler, Pearson 10: pp 56-63, 72-79, 90-93, 80-86, 94-95
Roosevelt, Mussolini, Stalin Churchill or Chamberlain.
 Creation of timeline showing major events, between 1939 - 1945: use of colours to distinguish between major events: (i.e.) Manchuria, OBI 10: pp 272-276, 280-1, 286-301, 310-313, 316-331
remilitarisation of Germany, invasion of Rhineland, Italy taking over Abyssinia, Nazi Soviet non-aggression Pact etc. Students are to re- History Zone 2: pp 116-9, 120-129, 134-145
watch “Crash course” video and identify major events associated with each year. Complete table in which they are to profile the following Focus on Nations: pp 271-283
major countries, between 1939-1945: Britain, USA, Germany and Japan. Outline national leaders, type of political system, winner vs. loser
in WW1, who they had alliances with in the lead up to outbreak of WWII, enemies, when did they enter into WW2 ICT / Visual Resources
 Conduct research into a key battle in WW2.
 Students to explore possible future implications for the war if the event went differently. E.g. Normandy was a failure, Hitler did not
invade Russia or Japan did not intervene at Pearl Harbour.  YouTube Video: Japan’s War in Colour: 1:34 hours
 Conduct research into a key individual in WW2 and complete a biographical poster focusing on their early life, achievements and legacy. http://www.youtube.com/watch?v=-EsW_uvnSao
 Mapping activity in which students identify places in WWII where Australian fought: Africa, SE Asia, Europe, and the Pacific: looks like,
feels like, and sounds like of these locations so as to understand the natural environment of these places.  WWII in Colour: Part 11- the Island War
 Provide overview of Japanese aims and progress in the Pacific theatre of war. http://www.youtube.com/watch?v=cQGEdJKL1Ks
 Students to assume the role of the Australian government following the Fall of Singapore: complete a SWOT analysis with respect to  Australia under attack PDF:
Australian position relative to the Japanese. What would they do on the home front/domestic front to heighten chances of victory against
http://www.anzacsite.gov.au/operationclick/Topic_04
the Japanese? What actions do they think are anti-democratic, discriminatory, goes against Australian/their own values? Inappropriate
/4A_WS_over.pdf
even in the context of war? Students are to justify their response
 Students to create a mind map with the following subheadings: conscription, rationing, censorship, propaganda. Define the concepts,  Impact of War on Australian home front:
who/what was subject to these forms of control, as well as explain the rationale for their use (e.g.) propaganda used to bump up morale, http://www.anzacday.org.au/history/ww2/homefront
support for the war. Censorship of Bombing of Darwin as well as Battle of Brisbane (between US and AUS soldiers) /overview.html
 Analysis of primary sources relating to propaganda: Describe the message of the source as well as linking with the rationale/purpose.  Explanation of censorship:
Propaganda related images can include self-censorship, thus addressing the censorship component of the understanding. Students could
http://www.ozatwar.com/civilian/censors.htm
also suggest why bombing of Darwin as well as Battle of Brisbane was subject to censorship.

Homework Focus Gamification Glossary of terms

Mobilisation black market

HW 4 – Communism, Democracy and Fascism
Evacuation internment
HW 5 – WW2 Perspective – Japanese/ Pearl Harbour /
Rationing imperialism
GEACPS
HW 6 – WW2 Perspective – Australian/ British/
Censorship war-bonds
American/ Bomb Propaganda conscription
domestic front free speech

Weeks 7-8 Holocaust

Key Inquiry Questions Purpose

Comet Bay College Year 10 Extension History Course Outline – Teacher Edition

 How did the nature of global conflict change during the 20th
century  The impact of WW2 on the Australian home front including changing role of women and
 What were the consequences of WWII? How did these the use of “government controls”: conscription, censorship, rationing
consequences shape the modern world?

Possible Activities Textual Resources

Pearson 10: pp
• Students to read A Horror Erased from Memory which will serve to prompt a brainstorm words that OBI 10: pp
associated with the term Holocaust History Zone 2: pp
• Watch the YouTube clip of Nazi genocides to help develop their understanding: What is the Holocaust? Focus on Nations: pp
When and where did it happen? How did the treatment of Jews differ between 1933-1938/9 vs. during the
war years? Who else were persecuted by the Nazis while they were in power? ICT / Visual Resources
• Students to consider why it is important to know about the Holocaust: Into the Arms of Strangers: Stories of
the Kinder-transport & answer the following questions: What reasons are given for the study of the
Holocaust in this article? Are some of the reasons more important to you than others? Why? Why do events Schindler’s List
that occurred in the 1st half of the 20th century affect us today? Today? What questions does the Holocaust
raise about the human condition? Boy in the Striped Pyjamas

Homework Focus Gamification Glossary of terms

HW 7 – Visual Source Analysis

– Holocaust
HW 8 – Essay writing practice

Weeks 9-10 Revision & exam preparation

Key Inquiry Questions Purpose

 How did the nature of global conflict change during the 20th century
 What were the consequences of WWII? How did these consequences shape  Revision and Exam
the modern world?
Comet Bay College Year 10 Extension History Course Outline – Teacher Edition
Possible Activities Textual Resources
 Revision & exam preparation
Pearson 10: pp 87-89
To fill in the end of term - Prisoner of War experience: History Zone 2: pp 130-133
• Complete appropriate prisoner of war tasks associated with the DVA booklet ODI 10: pp 340, 360-3
• Refer to the history on the net site for the Geneva Conventions: Students to Focus on Nations: pp285-292
identify/list the rights that combatants should have when they are captured by
the enemy. Compare with the actual Geneva Convention on the rights of the ICT / Visual Resources
prisoner. State whether Germany & Japan were signatories to the convention
• Students to analyse sources/watch episode of Changi, and complete the
following questions: http://www.youtube.com/watch?v=2DPL3qaO5NQ (Getaway- Kokoda Track
• How did prisoners of war help each other during their imprisonment? Were there with the historical context of the soldiers who fought on the tracks). 60
any differences between the treatment of prisoners in Asia, Europe and the minutes
Middle East? What caused the deaths of prisoners of war? Where were the http://kokoda.commemoration.gov.au/about-the-kokoda-track/ Includes
greatest numbers of deaths of prisoners of war? What was daily life like for
interactive timelines and overview of Kokoda as well as maps and links to
prisoners of war? Were prisoners of war treated according to the Articles of the
other sites.
Geneva Conventions? Who were some of the better known heroes among
prisoners of war? Were defence force personnel and civilian prisoners of war Simple English description of Geneva Convention for prisoners of war:
treated differently? http://www.historyonthenet.com/WW2/geneva_convention.htm
Australian’ Wartime experiences: Prisoners of War
Alternatively you can look at the creating of the UN as a result of WW2 http://www.dva.gov.au/commems_oawg/commemorations/education/Doc
 Foundation – reasons, members, ideals uments/workingtheweb_10.pdf
 Declaration of Human Rights

Homework Focus Gamification Glossary of terms

Revision