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HASS UNIT PLAN TEMPLATE

Jessica Green

Sub strand: History Length: 4 weeks


Year level: 9 Concept focus
Year level theme What was the significance of World The Making of the Modern World

War I? Students investigate key aspects of World War I


and the Australian experience of the war, including
the nature and significance of the war in world and
Australian history.

Knowledge and Understanding Content Inquiry and Skills Content Descriptions


Descriptions covered covered
T h e K n o w l e d g e a n d U n d e r s t a n d i n g c o n t e n t • Identify and select different kinds of questions
descriptions covered include; the emergence and about the past to inform historical inquiry
nature of significant economic, social and political ideas • Identify and locate relevant sources, using ICT
in the period, including nationalism (ACOKFH019), An and other methods
overview of the causes of World War I and the reasons
why men enlisted to fight in the war (ACDSEH021) and
an understanding of the places where Australians
fought and the nature of warfare during World War I,
including the Gallipoli campaign (ACDSEH095)

Knowledge and Understanding Achievement Inquiry and Skills Achievement Standards


Standards aspects assessed aspects assessed
The unit plan’s focus is to ensure students attain the The unit plan’s focus is to ensure that students
knowledge and understanding achievement standards reach the inquiry and skills achievement standards,
assessed. The achievement standard aspects assessed which include; the ability to interpret, process,
include; the ability for students to develop their own analyse and organise information from a range of
interpretations about the past. Students should have primary and secondary sources. Students
the ability to analyse the causes and effects of events sequence events and developments within a
and developments and make judgments about their chronological framework. In developing these texts,
importance and explain the motives and actions of and organising and presenting their conclusions,
people at the time. they use historical terms and concepts, evidence
identified in sources.
Brief description of the units purpose Key Inquiry questions to guide unit
By the end of year nine, students should have the ability thinking
to analyse the causes and effects of events and • How did new ideas and technological
developments, therefore making judgements about their developments contribute to change in this
importance in Australian History specifically. Students period?
should be able to explain the significance of these • What was the significance of World War I?
events and developments from a long term and short • What was the nature of World War I in Australian
History?
term perspective.
• What was the nature of warfare for the Australian
troops in Gallipoli?

Opportunities to incorporate Cross Opportunities to incorporate General


Curriculum priorities Capabilities

Aboriginal and Torres Strait Islander histories and Literacy: Through this learning unit plan focusing
cultures: This cross curriculum priority is clearly on the subject of history, students will develop
incorporated in this learning program with students literacy capability as they learn how to build
being required to analyse primary and secondary historical knowledge and to explore, analyse,
sources of both indigenous and non-indigenous question, discuss and communicate historical
Australians and their significance within the war. This will information, concepts and ideas. Students will do
therefore strengthen the students appreciation of the this through the analysis of primary and secondary
Indigenous Australians and their significance within sources in order to create an extended writing piece
society and culture. and also through the recreation of a letter or diary
Sustainability: Through this learning plan, students entry home from the perspective of an Australian
can develop their understanding of the forces that troop, therefore developing their literacy skills in the
influence continuity and change as the cross curriculum process.
priority entails. By understanding the past and how it
relates to the present, students need to have an ICT capability: This general capability is
understanding of how to make decisions about incorporated in this unit plan on many occasions. In
sustainability to help shape a better future, this evidently particular, through the use of a website called ‘The
needs to be informed by historical trends and First Day’ students have the opportunity to discover
experiences. The understanding of the experiences of fine details about the Gallipoli campaign and the
Australian’s within the First World War and the conditions and nature of warfare through an
economic and social systems that led to the hardships interactive website. Students will develop their ICT
that the Australians experienced could essentially capability when they locate, process, analyse and
encourage students to have a greater understanding of communicate historical information on this website
Sustainability and its importance in the students lives. in particular. Students will also be required to use
and locate articles and historical journals on the
internet in order to complete their extended writing
piece near the end of the unit.

Critical and creative thinking:


Students will be encouraged to be critical and
creative thinkers through the creation of an
illustration of the conditions within Gallipoli during
World War I. The extended essay that students are
required to do will also encourage higher order
thinking as they analyse various questions around
the significance of Australia’s involvement in World
War I. This general capability will be incorporated in
the unit as students are assessed on their ability to
question sources, interpret the past from
incomplete documentation and develop an
argument using evidence
Learning activities/experiences Assessment tasks
Students will lear n about the Australian
experiences and effort in the First World War, by Formative
providing students with a number of different
Source Analysis: Students will be given a number of
primary and secondary sources. Students have
primary and secondary sources along with a source
the opportunity to be creative learners by being
analysis template sheet that they must answer
involved in a number of activities, which are
questions from.
outlined in the four week lesson outline below.
Diary entry/ letter home (oral presentation):
Students will then have the opportunity to be
divided into pairs, with each pair being given a
primary source document that relates to the
Australian War effort in Gallipoli. The primary
document could be a diary or letter or picture from
the War, it could be from the perspective of an Non-
Indigenous Australian or Indigenous Australian
Students will then put themselves into the shoes of
the person in the picture or poem or diary entry and
recreate a letter or diary entry home, based on their
source, illustrating the hardships of war individually.
Assessment will then be handed up later in that
lesson, where students will then be required to give
a informal oral presentation to the rest of the class
in later lessons.

Summative
Essay:
Students will be required to develop an explanation
of Australia’s involvement in World War I in an essay
format. Students are able to choose from a number
of essay questions. Students research Australia’s
involvement in World War I and the significance of
the ANZAC legend, using relevant historical
sources. Students can also choose to research
further into the Australian experience in the war and
discuss how the harsh conditions in Gallipoli
impacted the troops. This will therefore allow the
students to reach the achievement standards
targeted in the curriculum and allow them to have a
greater understanding of the Gallipoli campaign as
well as the overall understanding of the reasons
behind Australia’s involvement in the War.
ICT resources available Learning resources available
Students can also discover more about the events of
Gallipoli using an interactive website labelled Australian War Memorial: http://
‘Gallipoli: The First Day’. http://www.abc.net.au/ www.awm.gov.au/encyclopedia/gallipoli/

innovation/gallipoli/

• First World War diaries: www.awm.gov.au/


Australian War Memorial: www.awm.gov.au
collection/records/awm4

• Anzac Day: www.anzacday.org.au/education/tff/ • National Library of Australia, Pictorial


anzacday.html
Collection: www.nla.gov.au/catalogue/
• Australia Army archives: www.army.gov.au/Our- pictures

history/Primary-Materials/World-War-One-1914- • Australian War Memorial, Opinion, views


to-1918 and commentaries: www.awm.gov.au/blog/
category/opinion

Lesson outline for the 4 week unit Based on lesson of minute duration
per week
Week 1 Week 2
Lesson 1:
Lesson 1:
To begin the lesson, students will begin the class by
watching a video that prepares the class for the
In class, students investigate the causes of World War I
content that will be covered for the next week.
and why men enlisted to the in the war, using a range
Students will then be involved in a class discussion
of sources.
where they reflect on the past lessons. Then
students will then be introduced specifically to
Students will then be required to create a mind map on
primary and secondary sources, which will be
why they think Australian soldiers were enlisted to fight
placed on the board for future reference.
in the War.
Students will then begin their second formative
assessment. This assessment requires students to
Lesson 2 and 3 (double lesson):
analyse a range of different primary sources, such
Students watch a documentary about young as poems, students are required to individually
Australians enlisting in war, to improve their overall recreate a letter or diary entry home, based on their
understanding of the significance and nature of warfare source, illustrating the hardships of war Individually.
in World War I from the Australian perspective.
In the second half of the double lesson time period,
students will then move into a source analysis Lesson 2 and 3 (Double lesson) :
surrounding the Gallipoli campaign. Students will have To being the class, a number of tangible sources
to complete their own source analysis on a formative from the Gallipoli campaign will be brought into the
level, receiving a template to assist them in completing classroom where students will be encouraged to be
this. This will encourage them to think critically and have active learners and will be required to answer
the ability to assess various sources which will be questions such as ‘What does this object tell you
needed in the lessons next week. The source analysis about conditions on Gallipoli?’.
template will only be short, allowing the students to Students will be required to create an illustration of
complete it within the lesson.
the First World War or the Gallipoli campaign
Lesson 4: specifically the conditions. Students will divide their
paper into four squares where they will draw various
For the last lesson on the week, still focusing on the
different illustrations of the conditions, such as
reasons why men enlisted into the war, students will be
trenches etc. This will not be marked it is just an
required to research the life and experiences of
activity to once again cement the idea of trench
Australian soldiers during World War 1. They will use
warfare and the harsh conditions that the
their laptops or iPads (assuming that all students are
Australians experienced. Students can use their
required to have a digital technology that is brought to
digital devices to research more ideas regarding the
the classroom)
harsh conditions to assist them in their drawings.
Lesson 4:
During this lesson, students will have the
opportunity to present their oral presentations of
their recreated letter or diary entry home. The
presentations of these sources will assist in learning
for all the students as they can see the war
experience from a number of different perspectives.
Week 3 Week 4

2 weeks to work on their summative Lesson 1:


assessment Landing at Gallipoli will be looked at in more detail
to lead into the ANZAC legend and why it is so
significant to Australian’s today. This will create the
Lesson 1:
foundation for the next lessons. Whole class
How to write an essay. Choosing essay question. discussion and a questions and answers booklet
Students can be given a template to write an essay will be passed around there students will need to
therefore assisting them in getting started. Students will answer questions about the Landing at Gallipoli
have an opportunity to plan their essay by choosing using both prior and new knowledge learnt.
their question within class time so that I can monitor
their work and see what difficulties they may come
across and I can assist them in any way needed. Lesson 2 and 3 (Double lesson) :
This double lesson will be focused on the
importance of the ANZAC legend. Students will
Lesson 2 and 3 (Double lesson) : (Computer
refer to a number of pictures and videos shown
room booked out)
about the ANZAC day ceremonies and will then use
During this lesson, students will be encouraged to this knowledge to create a wreath to lay at the
begin gathering information to begin writing their essay, flagpole or during an Anzac Day ceremony.
this will be the only class time allocated to finding Students will then be required to discuss the use of
resources to assist them in their writing. Students the red poppy
research Australia’s involvement in World War I and the
significance of the ANZAC legend, using relevant
historical sources. Lesson 4:
Summative assessment is due within the class time.
Students are given additional time to write this
Lesson 4:
extended piece before handing it in by the end of
Students now combine all the information from Lessons the lesson. If students have already completed their
1 and 2 to write an extended piece of writing. Students assessments, they can use their digital devices to
will be given this lesson to continue their assessment, log onto the website ‘The First Day’ where they can
this class time means that students can ask me continue to develop their understanding of the
questions about structure and discuss with me their significance of World War I in Australian History.
plans and how they are going to go about writing their
essay. I will just be there to provide support. This unit will finish off with a quiz using resources
such as ‘Plicker' or ‘Kahoot' to create a fun and
engaging way of testing students on their
knowledge and what they have learnt over the past
four weeks. This is done at the end of each unit.
Potential HASS sub strand connections Potential other learning area connections
Civics and citizenship: There is a potential sub English: Essay writing and different types of
strand connection to civics and citizenship's with a primary sources that were recreated could be
large focus within this unit plan on the Australian war transferred and used within English, as students
effort and the reason behind the ANZAC legend. may have acquired these writing skills from English
Therefore there could potentially be the transfer of lessons previously.
knowledge between both HASS subjects.

Geography: Place and space: Students could


use google earth or google maps to have a deeper
understanding and perception of what Gallipoli
looks like now.

Topic background resources (for teacher use Pedagogical resources to support the
only) to support teaching learning for the unit teaching of the unit
Primary Sources:
Source Analysis template for student Letters; http://www.anzacwebsites.com/
assessment: http:// gallipoli/letters.htm
www.pendlehillhighschool.org.au/students/ Photos; https://www.dva.gov.au/i-am/
assignments/ aboriginal-andor-torres-strait-islander/
2013%20Yr%209%20History%20source%20anal indigenous-australians-war
ysis%2019%20July.pdf
www.awm.gov.au.
Diary entries; http://www.gallipoli.gov.au/
Relevant ANZAC Information: http:// teaching-about-gallipoli/letters-and-
anzacportal.dva.gov.au/sites/default/files/ diaries.php
curriculum/Sarah-Day_WA.pdf
Multimodel:
https://www.youtube.com/watch?
v=KHx_uwdGtao
The First Day: Gallipoli interactive website.

750 word commentary

The details provided in my Unit Plan follow the Australian Curriculum achievement standards with
a focus on the in depth study within the “Making of the Modern World’ labelled “World War I’. This
Unit plan aims to achieve a number of standards where students are required to undertake a
number of activities that develop their historical understanding and skills at a Year Nine level.
There are a number of models for inquiry based learning, emerging from a number of subject
areas. The achievement standards that were achieved through this unit plan include; the
emergence and nature of significant economic, social and political ideas in the period, including
nationalism (ACOKFH019), An overview of the causes of World War I and the reasons why men
enlisted to fight in the war (ACDSEH021) and an understanding of the places where Australians
fought and the nature of warfare during World War I, including the Gallipoli campaign
(ACDSEH095). Through this Unit plan, students had the opportunity to develop their overall
understanding of the Australian experience in the First World War as the Australian Curriculum
outlined.
This Unit plan is focused on the historical inquiry approach, where I aimed to develop the
historical knowledge of the students within the classroom through the use of effective questioning
throughout the lessons. I also implemented an inquiry approach in a number of lessons by
providing students with strategies to assist them in scaffolding and guiding student thinking and
planning in their extended writing pieces and source analysis assessments. I aimed to
incorporate a number of the general capabilities and cross-curriculum priorities into the Unit plan.
I successfully incorporated the general capabilities such as literacy, ICT capability and critical
and creative thinking. These general capabilities are essential in student learning as they allow
students to develop their historical understanding by equipping them with a vast range of skills. In
terms of cross curriculum priorities, I incorporated Aboriginal and Torres Strait Islander histories
and cultures, by setting a task for students to analyse primary and secondary sources of both
indigenous and non-indigenous Australians and their significance within the First World War. This
will strengthen the students overall appreciation of Indigenous cultures in particular. I also
incorporated sustainability as a cross curriculum priority, which sought to ensure students were
aware of the previous economic and social hardships that encourage students to have a greater
understanding of sustainability and its importance in their lives.
The pedagogical approach that I aimed to use throughout this Unit plan was mainly student-
directed and active learning. Both learning theories are effective for student learning as they shift
the focus of activity from the educator to the learner. Through active learning, which I
implemented throughout my Unit plan encourages students to solve problems, answer questions
and formulate questions of their own. This essentially leads students in becoming more critical
and higher order thinking learners, which could not be achieved without the incorporation of
discovery and active learning through the use of a student-directed approach. However, it is clear
that the main pedagogical approach implemented before students could be involved in discovery
and student centred learning is the teacher-directed approach.The teacher-directed approach
was the pedagogical approach I implemented throughout this Unit plan as I believe it is important
in student learning, as I can provide them with direction and therefore encouragement in their
learning. By stating what students need to achieve before each lesson begins, students can set
goals and therefore more easily monitor their learning. I aimed to implement a number of
pedagogical approaches in order to ensure that all students are engaged in their learning and
can therefore develop their overall historical understanding.

Assessment task template


Subject: History Year 9
Assessment Type: Summative Weighting: 40%
Name of Research Essay
Assessment:

Task purpose and background

Students have already developed historical understanding relating to the reasons why
men enlisted to fight in the First World War and have researched the nature and
significance of the Australian Experience in the Gallipoli campaign.

In this Assessment, students will develop a persuasive essay about the commemoration
of World War I and debates about the nature and significance of the ANZAC legend,
using research skills learnt during class. Students will use their knowledge surrounding
the significance and effectiveness of primary and secondary sources in order to
construct a sound argument in essay format.

The Task

Students are required to develop an argument. Students are able to choose from a
number of essay questions. Students research Australia’s involvement in World War I
and the significance of the ANZAC legend, using relevant historical sources. Students
can also choose to research further into the Australian experience in the war and
discuss how the harsh conditions in Gallipoli impacted the troops. This will therefore
allow the students to reach the achievement standards targeted in the curriculum and
allow them to have a greater understanding of the Gallipoli campaign as well as the
overall understanding of the reasons behind Australia’s involvement in the War. The
length of the essay should be between 600-800 words.

Assessment Conditions: Time is allocated within class and students are also required
to work on assignment during homework.

DUE DATE:

Word Count: 600-800 words.


Please attach this sheet to the front of your assignment
Year: 9 Subject: History

Student name:
Teacher: Miss Green

Rubric aligned to relevant Achievement Standard aspects


Achievement Standard aspect A B C D E

Refers to key aspects of the Exceptional G o o d Adequate B a s i c S i m p l e


Australian experience in World understanding of understanding of understanding of understanding of understanding of
War I, the impact of World War I the key aspects the key aspects the key aspects the key aspects the key aspects
on Australian society and the of the Australian of the Australian of the Australian of the Australian of the Australian
nature and the significance of experience in experience in experience in experience in experience in
the Anzac legend. World War I. World War I. World War I. World War I. World War I.
With excellent W i t h With sufficient With limited With little to no
reference to the satisfactory reference to the reference to the reference to the
impact of World reference to the impact of World impact of World impact of World
War I on impact of World War I on War I on War I on
Australian War I on Australian Australian Australian
society and the Australian society and the society and the society and the
nature and the society and the nature and the nature and the nature and the
significance of nature and the significance of significance of significance of
the Anzac significance of the Anzac the Anzac the Anzac
legend. the Anzac legend. legend. legend.
legend.

Chooses and develops a E f f e c t i v e l y Effectively Chooses and Chooses a Chooses a


research question that is c h o o s e s a n d chooses and develops a r e s e a r c h r e s e a r c h
suitable to the topic. develops a develops a r e s e a r c h question that question that
r e s e a r c h r e s e a r c h question that is shows some has limited
question that is question that is relevant to the relevance to the relevance to the
highly relevant relevant to the topic topic topic
to the topic topic

Analysis and synthesis of Comprehensive Significant Adequate S u p e r f i c i a l Use of some


information from a range of Analysis and Analysis and Analysis and Analysis and h i s t o r i c a l
primary and secondary sources, synthesis of synthesis of synthesis of s y n t h e s i s o f sources.
including the identification of information from information from information from information from
motivations, values and a range of a range of a number of some primary
attitudes. Drawing conclusions primary and primary and primary and and secondary
about information from historical secondary secondary secondary sources.
sources to answer inquiry sources. sources. sources.
questions.
Develops a persuasive essay Reasoned Informed Evaluation of L i m i t e d No evaluation
that supports a hypothesis evaluation of evaluation of sources with Evaluation of evident. Use of
through the use of historical sources with sources with reference to s o u r c e s w i t h historical terms.
terms and concepts. With reference to reference to historical terms reference to
referenced information from historical terms historical terms and concepts. historical terms
sources. and concepts. and concepts. and concepts.

Overall Grade:
Comments:
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