Professional Documents
Culture Documents
Lesson Context
This lesson is designed to be taught to a Year 10 history class with roughly 26 students with 15 boys and
11 girls in the cohort. The lessons duration is 80 minutes. The class has one student with ADHD.
This lesson is part of the depth study on World War II, which will include the overview or World War II as
well as Australia’s involvement in the war with a focus on the life of Australians living on the home front.
Prior to this lesson students will look at an overview of World War II, this will have included significant
events and the effect it had on people in Europe and the rest of the world. This lesson will now begin to
focus more on Australia and the people who were still living there on the home front. Once this lesson is
complete students will then begin to start looking at the women’s movements and their involvement in the
war. Once that topic is complete students will begin to look at a major summative assessment piece.
Learning Objectives
As a result of engaging with the lesson, students will:
understand that
- World War II impacted the lives of all people not just the soldiers on the front line. With a
focus on women.
know (e.g. facts, vocabulary, dates, information) be able to (do) (Skills, processes)
-Use of historical terms and concepts -Interpret the cause and effect of events in
-Overview of World War II World War II and explain the significance of
-Experience of Australia during World these events.
War II -Evaluate sources about the motivations and
-The timeline of World War II attitudes around World War II to create and
-Transformation of the home front in answer inquiry questions.
Australia after World War II -Students represent their findings explaining
and discussing information covered in the class.
Essential Questions
-What made the role of women change during World War II?
- How does war impact upon society?
The pre-assessment for this lesson will have been conducted in the previous lesson by the
students completing a reading comprehension task on Australia: The Home Front
(Appendix 1) this would provide information concerning student’s pre-existing
knowledge regarding processing and synthesizing information from historical sources.
The first page of the reading will be read aloud by the teacher and will give the students
an idea of how they are meant to analyse the text to get out key points. Students are to fill
out the worksheet provided as best they can (appendix 2)
Doing this the teacher is given the opportunity to figure out the student’s readiness for the
next piece of assessment, such as the way in which students interpret information and the
way in which students reproduce the information given.
At the end of the lesson as a second piece of pre-assessment students will be given a 3-2-1
exit card (appendix 3) which they are to fill out before leaving the class.
Lesson Plan this needs a general description – ie how long is the lesson? What
resources will you be using? Strategies?
Lesson Sequence Explanatory notes
Lesson Task:
Lesson Task: By breaking the task down
Resource activity: into four parts students
Part one: inquiry and analysis should not be over whelmed
Individually students will read through the worksheet by the amount of work and
given to them and answer the questions presented on the will also see that there is
sheet to the best of their ability. plenty of time to discuss in
groups to help answer any
Part two: sharing information (1) questions. The mixed
Students get into groups with students that have been grouping gives the
given the same reading as them and they are to discuss opportunity to gain
the reading and come to similar answers to the question knowledge from other
whilst still being in their own individual words. students in the class.
Choice of Grouping:
Students are given the
opportunity to listen to
someone speak as well as
leading a discussion as they
are split into groups twice
and at different points will
have more knowledge than
other students.
To close the lesson students will be given another exit card (appendix 7) which they will
fill out by answering the questions to show that they have absorbed the information and
have been able to reproduce the information in the way required by the teacher.
Completing the task will also give a formative assessment piece to refer to in future lesson
regarding the student’s readiness for the topic and to show progress in the topic. If
required students can take the work home and complete it for homework so they can
work at a pace they are comfortable with.
(15-20 minutes)
Explanation:
The aim of this lesson was to tier students on their readiness to analyse and extract
information from texts, as well as using historical inquiry (ACARA, 2018). When deciding to
name the group it was essential to give them a title which the students did not feel left out
or marginalised, hence why the groups are named after the type of people instead of the
readiness level each student was at (Booth & Ainscow, 2002). When choosing how to tier
the lesson the goal was to differentiate with the amount of guidance given as well as the
complexity of the text given to each group of students. Students who completed the pre-
assessment with a sound knowledge of key ideas and gave the impression that they could
complete a more complex task. When pre-assessing the teacher should also be looking out
for student’s readiness to use correct historical inquiry. As well as separating the class by
readiness it was also the aim to not make students feel profiled by bringing them back in
groups and in the class discussion.
With the layout of the lesson it was the goal to spread out the output of information to the
students in the aim to make sure that students did not get overwhelmed and could
concentrate on one section of the lesson at a time (Tomlinson, 2001). Making sure that you
assess student’s readiness is key to any topic. It would have been unfair to put a student
who struggles with the historical vocabulary in with someone who excels in it. If the pre-
assessment was not undertaken some students may have been feeling overwhelmed or left
behind by the task. By checking readiness student are given the opportunity to complete the
learning objectives as well as have access to a high level of curriculum that is at a standard
comfortable for them.
As well as doing the pre-assessment task attached to the document the teacher themselves
would be able to have an idea of the readiness of the students in the class. For myself on
placement by the time this topic came around I feel as though I would be able to have a
rough estimation of the readiness of students. In saying this, it is never alright to assume
student’s readiness, all students need to be given a chance to change your mind about them.
Therefore, it is necessary to still do the pre-assessment.
References
For Lesson:
-Haydn, T., Stephen, A., Arthur, J., Hunt, M. (2015). Learning to Teach History in the Secondary School.
4th ed. New York; Routledge.
-Memorial, T. (2018). Curriculum links | The Australian War Memorial. [online] Awm.gov.au. Available
at: https://www.awm.gov.au/learn/memorial-boxes/curriculum-links#year10 [Accessed 10 Mar. 2018].
-O'Shea, D. (2017). World War II on the Australian Home Front. [video] Available at:
https://www.youtube.com/watch?v=KUob9z7o2TA [Accessed 11 Mar. 2018].
For Explanation:
-Booth, T. & Ainscow, M. (2002), Index for Inclusion: Developing learning and participation in
schools. United Kingdom: Centre for Studies on Inclusive Education.
-Haydn, T., Stephen, A., Arthur, J., Hunt, M. (2015). Learning to Teach History in the Secondary
School. 4th ed. New York; Routledge.
*Appendix 1 is attached in a separate file as I believed it to be too big to fit in this document.
Appendix 2:
Appendix 3:
Appendix 4:
Appendix 5:
Appendix 6:
Appendix 7: