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History Layered Curriculum Unit
Year 9: Australia and World War I
The 3 Layered Unit
Gold Level
Silver Level
Bronze Level
5.2 assess the impact of international events and relationships on Australia’s history
5.4 sequences major historical events to show an understanding of continuity, change and causation
5.7 explains different contexts, perspectives and interpretations of the past
5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences
Main Outcomes of the Unit
Drawn directly from the topic guidelines in the NSW Board of Studies years 7 – 10 History syllabus
Represent the broad variety of activities and areas of the topic that are covered
Ensures the unit allows breadth of knowledge and understanding of the topic
Some may relate more strongly to an activity than others but the aim is for all to be applicable
Outcomes and Activities
To explore the experiences of soldiers and Australians on the home front during World War I and the way World War I is commemorated
To evaluate and select appropriate historical material in the development of an argument or piece of work
To engage in historical research To express understanding,
comprehension, analysis and evaluation in the activities completed
Objectives of the Unit
Were created to correlate with the outcomes and represent what the teacher wants the students to learn in the unit
Aimed to be broad and allow a variety of types of activities and areas of the topic to be explored by the students
Silver and Gold levels: relate more to the objectives of historical research and selecting or evaluating historical material
Bronze level: relates more to exploring the content of the topic and demonstrating understanding
Objectives and Activities
Students aim to complete:1 Gold Level activity2 Silver Level activities4 Bronze Level activities
Students must complete a Progress Diary as they complete the activities
Students have 2 weeks to complete the activities
Guidelines of the Unit
Gold Level ActivitiesWrite a 2 page essay or extended response describing and evaluating why Australians lost at Gallipoli – consider strategies used, results of key battles and strengths/weaknesses of the Turks and Anzacs. Suggest ways that things could have been done differently to improve the progression of the war for the Anzacs at Gallipoli
Research the packages sent by the Australian Comfort Fund to soldiers at Gallipoli and evaluate the types of items included – would they have made the journey? Were they useful to soldiers? Make an example of the package they sent as well as the package you would have sent. Provide a rationale explaining your amendments
Research poems and stories that depict the experiences of Australians fighting on the Western Front and construct your own poem or story. Consider strategies used, results of key battles and personal experiences that you find during your research. Include the poems and stories that inspire you, as well as a rationale explaining reasons for the construction of your text
Steps to complete the task Research the Gallipoli campaign Analyse and evaluate the research Write the essay discussing the areas research
and your evaluation
Possible topics Trench warfare The landing at Anzac Cove Battles of Lone Pine and the Nek Living conditions Attempts to break ‘no man’s land’
Gold level activity - Essay
Marking Guideline – Poem or short story
MARK CRITERIAExcellent Demonstrates clear, concise and relevant evidence of
research and content knowledge Accurately represents all of the aspects detailed in the
activity description in the poem or short story Accurately follows the characteristics of a poem or short
story Presents a detailed and clear rationale with explicit,
knowledgeable and articulate reasons for choices made in the construction of the text
Substantial
Demonstrates relevant evidence of research and content knowledge
Represents most of the aspects detailed in the activity description with a substantial amount of accuracy
Follows the characteristics of a poem or short story with minor errors
Presents a clear rationale with mostly explicit and knowledge reasons for choices made in the construction of the text
Gold Marking Guideline continuedMARK CRITERIA
Good Demonstrates some relevant evidence of research and content knowledge
Represents some aspects detailed in the activity description with varying amounts of accuracy
Follows the characteristics of a poem or short story with substantial errors which interrupt the flow of the text
Presents a rationale with some explicit or knowledge reasons for choices made in the construction of the text
Needs Improvement
Demonstrates little relevant evidence of research and content knowledge
Represents few aspects detailed in the activity description with substantial errors in accuracy
Has little evidence of the characteristics of a poem or short story with substantial errors which interrupt the flow of the text
Presents a rationale with little or no reasons for choices made in the construction of the text
Write a diary entry from the perspective of a woman on the home front during World War I – What challenges would have they faced? How did the war affect the lives of women? Research the lives of women during World War I to make your diary entry authentic
Create a 6 panel storyboard demonstrating the outbreak of World War I. Also write an extended response analysing the events as well as providing your opinion of how responses could have been different to avoid the outbreak of World War I
Silver Level Activities 1 and 2
Silver Level Activities 3 and 4
Create a movie on MovieMaker describing the experiences of soldiers on the Western Front. Include how strategies evoked by generals etc effected the experiences of soldiers in Gallipoli and on the Western Front. Show your movie to a friend and ask them to mark it for you before submitting to the teacher
Research ways the Anzac legend is presented in the media and compare with the events at Gallipoli – what similarities are there and what has the media chosen to highlight in the creation of the Anzac legend? Write a 1 – 2 page review of the Anzac legend discussing what you have noticed and include examples of the media representations that you found
Steps to complete the task Research the outbreak of World War I Create a 6 panel storyboard Analyse the events and brainstorm Write the extended response
Possible panels European powers becoming allies and rivals Assassination of Archduke Franz Ferdinand Declarations of war Australia becomes involved
Silver Level activity - Storyboard
Marking Guideline – Diary entryMARK CRITERAExcellent Has a clear structure which is characteristic of a diary entry with
the appropriate date Clear sense of character and character voice appropriate to
women on the home front in World War I Accurately depicts the challenges and affect of war on the life of
the character Clear and detailed evidence of research and content knowledge
about women on the home front during World War IGood Clear structure with some characteristics of a diary entry missing
Substantial sense of character and character voice that is appropriate
Presents some challenges and the affect of the war on the life of the character
Substantial evidence of research and content knowledge about women on the home front during World War I
Needs Improvement
Little or unclear structure with little or no characteristics of a diary entry
Some sense of character and character voice Presents little or few challenges and the affect of the war on the
life of the character Little evidence and research and content knowledge about
women on the home front during World War I
Bronze Level ActivitiesConstruct a 15 word dictionary of key terms associated with World War I. Ask the teacher to test you on your words
Have a conversation with the teacher and tell them where Australians fought and the major causes for World War I
Follow the virtual tour (ABC Gallipoli website) and answer the related questions about the landing at Anzac Cove
Make your own recruitment poster to encourage men to enlist to fight in World War I or a conscription poster to encourage people to vote for a particular side
Bronze Level ActivitiesWrite 15 lines describing Australia’s relationship with Britain during World War I, especially the outbreak of the war
Construct a table demonstrating the ways Australians commemorate the Anzacs and what symbols are evoked eg visiting Anzac Cove and playing the Last Post on the Bugle
Create a timeline of key dates in World War I. Include the outbreak and conclusion of the war, the Western Front battles and the Gallipoli campaign battles
Steps to complete the task Review information Decide which dates to include Construct the timeline
Possible events included Assassination of Franz Ferdinand – 28 June 1914 Declaration of War– 4 August 1914 Gallipoli landing– 25 April 1915 End of Gallipoli Campaign- 19 December 1915 End of World War I – 11 November 1918
Bronze Level activity - Timeline
Marking Guideline - Timeline
MARK CRITERIA
Excellent Demonstrates a strong knowledge of important dates and events in World War I with no omissions
Accurately addresses all areas specified by the activity description
Accurately follows the correct form and style of timeline that is both clear and concise
Good Demonstrates substantial knowledge of important dates and events in World War I with some omissions
Addresses most of the areas specified by the activity description
Presents a timeline that is both clear and conciseNeeds Improvement
Demonstrates some knowledge of important dates and events in World War I with several omissions
Addresses some of the areas specified by the activity description
Presents a timeline that is sometimes clear and concise
Students will record which activity they complete and when in the Student Progress Diary
Allows for the recording of activities to ensure students meet the guidelines
Allows for student accountability and ownership over the activities they complete in the unit
Allows the teacher to monitor the progression and pace of the student
Student Progress Diary
Example – Student Progress Diary
Activity Completed Level Date
Construct a 15 word dictionary Bronze 10 Oct
Create a timeline Bronze 11 Oct
Create a 6 panel storyboard Silver 15 Oct
Create a movie on Moviemaker Silver
WEEK ONE Teacher revision lectures of key aspects
of the unit Monday to Thursday - Students complete
Bronze Level activities daily, according to the requirements specified
Friday – Students begin work on their first Silver Level activity
Running the Unit – Week One
Day Teacher Students
Monday Revision talk about the beginning of World War I and how Australia became involved
Creating a 15 word dictionary OR writing about Australia’s relationship with Britain
Tuesday Revision talk about the Gallipoli campaign and the Western Front
Complete a virtual tour of Anzac Cove OR choose a Bronze Level activity
Wednesday
Revision talk about the experiences of women and the conscription debate
Create a recruitment or conscription poster OR choose a Bronze Level activity
Thursday Revision talk about the commemoration of World War I and the Anzac Legend
Construct a table about the commemoration OR choose a Bronze Level activity
Friday Facilitation of student work. Encourage students to begin their first Silver level activity
Begin work on their first Silver Level activity
WEEK TWO Teacher facilitation and monitoring
of student learning and student work on Silver and Gold Level activities
Monday to Wednesday – Students work on their Silver Level activities
Thursday and Friday – Students work on their Silver or Gold level activities, depending on the student
Running the Unit – Week Two
Day Teacher Students
Monday Facilitation of student work
Some finish their first Silver level activity, others start their first Silver level activity
Tuesday Facilitation of student work
Working on either their first or second Silver level activity
Wednesday Facilitation of student work. Encourage students to start working on their Gold level activity
Either finishing or working on their second Silver level activity
Thursday Facilitation of student work
Some work on their Gold Level activity, others finish their Silver level activity
Friday Facilitation of student work
Some finish their Gold level activity and others make an attempt at a Gold level activity
WEEK ONE More teacher directed Ensures students have a solid knowledge
foundation
WEEK TWO More student directed Gives space for exploring individual
interests and modes of expression at their own pace
Time for students to make amendments to their activities and improve their mark
Reasons - Running the Unit
The teacher will mark the Bronze and Silver level activities they receive and return the activity to the student with a mark
On the last day of the unit, the student will have the chance to make changes to the activity to try and improve their mark
The original mark and the amended mark will be averaged to give an overall mark for the activity
Amending Marks Opportunity (AMO)
Student Progress Diary Amending Marks Opportunity Teacher marking eg Gold level
activities Observation during class time when
working on the activities Conversations between teacher and
student Peer marking or small tests, specific
to the activity chosen by the student
Assessing the Unit
Thank you
By Jessica Willis