FORWARDPLANNINGDOCUMENT

YearLevel:9LearningArea/Topic::Society&Environment HASSWW1

GeneralCapabilities:
Literacy
Numeracy
ICT
CriticalandCreativeThinking
EthicalBehaviour
PersonalandSocialCompetence InterculturalUnderstanding
Crosscurriculumpriorities:
AboriginalandTorresStraitIslanderhistoriesandCultures
AsiaandAustraliasengagementwithAsia
Sustainability
Resourcesand
Week/
Knowledge&
Concepts&SpecificLesson
Skills
Teaching&LearningExperiences(includeFocus/Keyquestions)
Assessments
Lesson
Understanding
Objectives

(type&weighting)

1.1

An overview of the
causes of World
War 1
(ACDSEH021)

Sequence historical
events, developments and
periods
Identify key factors and
events leading up to the
commencement of WW1
Identify and locate relevant
sources, using ICT and
other methods

Critical & creative

thinking
Ethical
Understanding
Chronological
Sequencing
Developing
Historical Concepts
Note taking
Communication
Skills

Intro: Video (History Bombs) of causes for WW1

Whole class brainstorm on Popplet, including MAIN (Militarism,
Alliances, Imperialism, Nationalism), commonly known causes of
War (ref to video), key players and events in triggering the War.
Class separated into groups of 3-4, QR Code based WebQuest
activity further exploring causes and looking for eg.s of MAIN
Body:Students return to independent computers, sign into Dipity
accounts. Dipity basics covered, students each create a
personal timeline with the aid of a date-bearing worksheet.
Dipities saved and edited, teacher questioning for understanding
includes whether any students discovered the intentional error
on the worksheet.
Conclusion: Homework set, elaboration and beautification of
Dipity Timelines with appropriate photographs and graphics.
Lesson Feedback completed on Padlet

Student Computers
QR Readers /
Student Phones
Teacher Prezi
History Bombs
https://www.youtub
e.com/watch?
v=Nj43XVBEPE&feature=yo
utube_gdata_player
http://popplet.com/a
pp/#/2379452
http://qrcode.kaywa
.com/
QR Code Links
https://www.youtub
e.com/watch?v=SwSL4WqUws
http://www.bbc.co.u
k/guides/z26bjxs
http://www.bbc.co.u
k/timelines/zgy334j
http://trove.nla.gov.
au/result?
q=Causes+of+WW
1
https://www.youtub
e.com/watch?
v=kCEUZ4rFiac
http://www.historyo
nthenet.com/WW1/

causes.htm
Dipity
http://www.dipity.co
m/
Timeline Cheat
sheet
http://padlet.com/kir
sty_86/rdoprxrcvixq

Australias
involvement and the
reasons why
Australian men
enlisted to fight
WW1

Analysing Nationalism in
Australia:WW1
Identifying the values and
attitudes towards war in
the period 1750 1918

1.2

Critical & creative

thinking
Ethical
Understanding
Chronological
Sequencing
Developing
Historical
Concepts
Note taking
Communication
Skills

Intro: Revise the MAIN causes and events that led to WW1
using Kahoot. Outline lesson structure.
Body: Show WW1: class to take notes of impressions and
thoughts of clip on Aushistorytimeline and discuss in groups then
as a class.. Prezi focusing on the war time advertisements.
WORKSHEET. Ask students to analyse the adverts and Identify
the key points and answer these questions: Who are the ads
directed at? What does the ad say or imply? How does it make
you feel? ACTIVITY: Placemat.**Introduce the requirements for
Assessment: 3 part Research Project: Response, digital timeline
& Personal Account Letter.
Conclusion: Quick review of days lesson using quiz socket
learning online quiz. Set homework: Read (pp443-447) & begin
to plan your research project. Notification of next lesson topic:
Continue with Australias involvement, and introduce a
comparison between then & now.

Kahoot
https://getkahoot.co
m/
http://aushistorytim
eline.com/

Oxford
Geography/History
Year 9, chapter 8,
443-447
Prezi
Quiz Socket
http://www.quizsock
et.com/

Australias
involvement and the
reasons why
Australian men
enlisted to fight
WW1

Analysing Nationalism in
Australia:WW1
Identifying the values and
attitudes towards war in
the period 1750 1918

Critical & creative

thinking
Ethical
Understanding
Chronological
Sequencing
Developing
Historical
Concepts
Note taking
Communication
Skills

Intro: Quick Revision of previous lesson: Australias involvement

in WW1. Use coggle as a class to brainstorm what was learnt.
Outline lesson structure.
Body: Re-View the Clip from previous lesson. Ask the class to
form into groups of 4. Each group is to create a poster using the
enlistment posters in the text as inspiration. Students will create
the posters online. Groups will then present the posters to the
class using an interactive whiteboard. The class will then begin
to analyse the posters, and decide whether they would have
enlisted based on the poster for WW1: and then back in their
groups, they need to discuss if the poster would encourage them
to enlist in a current conflict. Following discussion, ask each
group for its vote: yes or no, which must also be justified. The
voting will be done using flisti polling
Conclusion: Review lesson: ask students to give their ideas
about why men enlisted on the white board. Advise students that
tomorrows lesson will require their laptops. Come prepared.

Coggle
https://coggle.it/
Oxford
Geography/History
Year 9, chapter 8,
443-447
http://aushistorytim
eline.com/
Poster Oven
http://www.posterov
en.com/
Interactive
whiteboard
Flisti
http://flisti.com/

Research Skills

Continuity and
change, especially in
time and landscape
Cause and effect

Intro: As we covered last lesson, Australians would be deployed

in many different theatres of war. Students given blank World
Map each, asked to mark where they would assume key battles
of the War may have taken place. Results discussed as a class.
Body:Students put into groups of 3-4, Jigsaw activity in which
groups use computers and textbooks to research Key Battles
from an Australian perspective, one per group (Gallipoli, Somme,
Romani, Megiddo, 3rd battle of Ypres). Particular attention
should be paid to chronology and events. Groups then exchange
members to learn key aspects of each battle.
Students return to their own computers, Google Earth is used to
take a "tour" of major landmarks of the war, including those key
to the battles already studied. Particular attention will be drawn
to the fact that some battles are still evident in landscapes and
borders.
Conclusion: Brief discussion on the merits of geographical
knowledge in reference to other historical information. The
context and perspective gained. The differences between
physical evidence and the textual evidence studied previously.

Google Earth
Computers
Oxford
Geography/History
Year 9, pg.451-463

1.3

The places where

Australians fought
and the nature of
warfare during
World War 1,
including the
Gallipoli campaign
(ACDSEH095)
1.4

Recognise that the First

World War was a truly
vast, unmatched conflict
for its time.
List key characteristics of a
range of battles fought by
Australian soldiers.
Gain a geographical
understanding of World
War 1 as an event.

Geographical
Research / Map
comprehension
ICT Research Skills

Communication

Critical and creative

thinking

http://ww1centenary
.oucs.ox.ac.uk/spac
e-into-place/theterrains-of-thegreat-war/
http://ww1centenary
.oucs.ox.ac.uk/spac
e-intoplace/wikipediaand-the-fronts-ofww1/