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