ACARA Unit Literacy Requirements

Historical Knowledge and Understanding

ACARA Literacy Requirements Year 10 History Depth Study 1: World War Two
Year 10 content Descriptions

Selected Literacy
Requirements for Unit

History Literacy Capability

Overview

An overview of the causes and course of World War II (ACDSEH024)

Comprehending texts
through listening, reading
and viewing:

Students develop literacy capability

An overview of the causes and course of World War II (ACDSEH024)

An examination of significant events of World War II, including the
Holocaust and use of the atomic bomb (ACDSEH107)
The experiences of Australians during World War II (such as Prisoners of
War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)
(ACDSEH108)
The impact of World War II, with a particular emphasis on the Australian
home front, including the changing roles of women and use of wartime
government controls (conscription, manpower controls, rationing and
censorship) (ACDSEH109)
The significance of World War II to Australias international relationships
in the twentieth century, with particular reference to the United Nations,
Britain, the USA and Asia (ACDSEH110)

Comprehend texts
Interpret and analyse
learning texts (sources)
Navigate, read and view
learning area texts
Listen and respond to
learning area texts

Composing texts through

speaking, writing and
creating:

An overview of the causes and course of World War II (ACDSEH024)

Compose spoken, written,

visual and multimodal
learning area texts
Use language to interact with
others

Historical Skills

Word Knowledge:
Year 10 Content Descriptors

Understand learning area

vocabulary
Use spelling knowledge

as they explore, analyse, question,

discuss and communicate historical
information, concepts and ideas.
Students engage with historical
texts that recount a sequence of
events, present past events as a
narrative, discuss concepts and
ideas, and argue a point of view.
Texts also include visual
illustrations, maps, tables and
timelines which provide information
and are supported by references
and quotations from primary and
secondary sources.
Students use the language features
of historical texts including

Use chronological sequencing to demonstrate the relationship between

events and developments in different periods and places (ACHHS182)

Grammar knowledge:

recounting events, complex

Use historical terms and concepts (ACHHS183)

sentences to establish cause-and-

Identify the origin, purpose and context of primary and secondary

sources (ACHHS187)

Visual Knowledge

adverbs to describe places, people

and events, and extended noun

Process and synthesise information from a range of sources for use as

evidence in an historical argument (ACHHS188)
Evaluate the reliability and usefulness of primary and secondary
sources (ACHHS189)

Express opinion and point of

view

Understand how visual

elements create meaning

Text knowledge:

Use knowledge of text

metalanguage, past tense verbs for

effect relationships, an array of

groups employing descriptive

adjectives.
Metalanguage:

Identify and analyse the perspectives of people from the past

(ACHHS190)
Identify and analyse different historical interpretations (including their
own) (ACHHS191)

structures
Use knowledge of text
cohesion

*All information in this table is

sourced from the Australian
Curriculum, History, Year 10,
2015.

Allies, Appeasement, Communism,

Fascism, Final solution, Treaty of
Versailles, Totalitarianism,
propaganda, Reparations,
Nationalism, Imperial Expansion,
Monarchy, Empire

Assessment Literacy Requirements

Unit One Depth Study: World War Two Summative Assessment Tasks:
Response to Stimulus Exam
Reading
What TARGETTED READING SKILLS and PROCESSES will be
explicitly taught while delivering content and in preparation
for assessment??

interpret visual texts (propaganda cartoons,

Instruction
CORE TEACHING STRATEGIES AND TOOLS recommended for
the explicit teaching of these WRITING processes and skills

illustrations, diagrams) to discern factual

interpretation through think-aloud; guided practice;

information, prevailing beliefs and attitudes

independent practice

identifying contrasting perspectives from different

written sources (e.g. representations of Hitler)

teacher modelling of reading visual texts and

use framework of elements of visual texts for analysis

TADPOLE and Five Ws

using source details to determine reliability and

use source evaluation matrix TADPOLE

range

using note-taking frames for class notes, textbook

summarising and organising main ideas and

summaries and then research notes SQ3R

supporting evidence in research notes

Writing
What TARGETTED READING SKILLS and PROCESSES will be
explicitly taught while delivering content and in preparation
for assessment?

correctly select and spell key vocabulary related to

Instruction
CORE TEACHING STRATEGIES AND TOOLS recommended for
the explicit teaching of these READING processes and skills

topics

translate research topic and focus into appropriate

practise of writing skills (including homework activities)

thesis statement

Key Metalanguage vocabulary work sheets and rapid

recalls

using in-text referencing for direct quotes (indirect

PEEL mnemonic prompts for paragraph writing

quotes in Sem. 2)

using exemplars of paragraphs and assignment essay to

using transition phrases to link own words with

direct and indirect quotes

teacher modelling , joint construction, independent

writing supporting paragraphs using PEEL

structure

illustrate key features (Modelling)

Learning Experience Plan One

Lesson Focus
Inquiry: The causes of
WWII have their
origins in the peace
settlement that
followed WWI

Learning
Area /
Strand
History

Year
Level

Implementation Date

10
Duration 70 mins

Lesson objective/s
Know:
Understand that the League of Nations was comprised of the victorious
nations who were determined to punish Germany for the devastation of
WW1
Understand that the harsh treaty conditions added further burden to an
already war devastated nation subsequently, creating a context of civil
and political unrest in Germany.
Do:
Process and synthesise information from a range of sources for use as
evidence in an historical argument (ACHHS188)
Evidence of learning
Use historical terms and concepts
Create questions, select and synthesise key information (SQ3R)
Lesson Overview: Phase 2 Develop skills &
knowledge, build, practise, acquire, integrate, extend,
refine

LM introduces Treaty of Versailles and the League

of Nations through You Tube Clip and reading.

Students read page. 48 of their textbook and

Learning Manager models for students how to
summarise key notes using the SQ3R strategy (I
do)
Survey:

Instruction

SQ3R
Explicit Instruction
Think, Pair and
Share

Literacy focus of the

lesson is to be able to
successfully read and
summarise
information. This is an

Question:
Read:
Recite:
Review:

LM elaborates on the notion that the victorious

delegates sought to punish Germany.

Students are to record the example within their

notes which detail the main influences and
objectives for the treaty.

LM and students summarise the terms of the treaty

using SQ3R (we do) through Think, Pair and Share.
LM can check for understanding when students
offer their responses and use student feedback to
point out common pitfalls and highlight strengths
in student work.

LM and students review summary hand out of the

key terms within the Treaty of Versailles.

Students are to categorise the terms into military,

economic, and territory conditions

LM reinforces the terms of the treaty through

discussion and the use of visual aids for students

LM and students examine historical sources which

reflect the nature of the treaty; punishment and
revenge through identifying the 5Ws.

Based on the information and source analysis LM

guides students to draw conclusion about the
treaty which should acknowledge that the treaty
punishes Germany and creates further chaos for
Germany. LM prompts students to understand that
the treaty created a hostile climate within Germany
through critical thinking questions.

LM and students summarise the outcomes of the

treaty collaboratively using SQ3R as the reading
strategy (we do) Think, Pair and Share, providing
students another opportunity to practice the

essential skill for the

study of history and
connects with both
pieced of assessment.
Students are required
to apply back ground
knowledge when
analysing and
responding to sources.
Students will utilise
this comprehension
schema in order to
assist the connection
of old knowledge with
new knowledge.
Furthermore, it
connects with the
second piece of
assessment for the
unit, Research Report.
It is important that
students are able to
process a range of
evidence from
secondary sources
when researching for
key information and
perspectives to assist
with their historical
inquiry.

literacy strategy.

Students construct a synthesising paragraph which

links the poor reception of the treaty with the rise
of Nazism to lead into the following lesson

Learning Experience Plan Two

Lesson Focus
WW2: Key Alliance
Systems
Failure of
Appeasement

Learning
Area /
Strand
History

Year
Level

Implementation Date

10
Duration 70 mins

Lesson objective/s
Identify and explain key alliance systems during WWII
Identify and describe significant events through the course of WWII
Use chronological sequencing to demonstrate the relationship between events
and developments in different times and places
Use historical terms and concepts: Treaty of Versailles, Fascism, Appeasement,
Communism, Democracy, Allied and Axis forces
Evidence of learning
Identify and explain through engaging in source comprehension activity
Lesson Overview

Instruction

Phase 2 Develop skills & knowledge, build, practise,

acquire, integrate, extend, refine

Activity One: Key Concepts

1. Write down the heading WWII Key Concepts
2. Students are given a list of key concepts
3. Students are to research each concept and
provide a definition
4. Students are to write definition into their own
words
5. LM provides explanation for each concept
6. Students are to think of own examples e.g.
What is an example of a democratic country
7. LM and students complete check your
understanding activity:

Metalanguage
SQ3R
Think, Pair and
Share

Students continue to
practice using the
comprehension
schema SQ3R.

Students are to view images and identify

what key concept is represented through the
images which depict characteristics of the
concepts covered.
Activity Two: Significant events of WWII Allied
and Axis forces (SQ3R)
1. Students to independently scan over handout
and focus on Axis Forces column (S)
2. Students to Think, Pair Share and answer
examination questions (Q3R):

How does Hitler break the conditions of the

Treaty of Versailles?
What actions do all three Axis powers have
in common?
Who are the leaders of each Axis power and
what governmental regime do they uphold?

3. LM and students go through answers

collaboratively
4. Students to independently Scan over handout
and focus on Allied Forces column (s)
5. Students to Think, Pair Share and answer
examination questions: (Q3R)
What government system do all the Allied
forces endorse with the exception of the
USSR?
What agreement did the Allied Forces sign
with Germany in Munich?
What was the key objective of the treaty?
How did Germany void this treaty and what
was the effect?
6. LM reinforces concept of appeasement and
explicitly conveys example of appeasement
Munich Agreement 1938.
7. Students watch a You Tube clip which
summarises/ reinforces the comprehension

activity -examines the events leading to the

outbreak of WWII

Learning Experience Plan Three

Lesson Focus
Source Examination

Learning
Area /
Strand
History

Year
Level

Implementation Date

10
Duration 70 mins

Lesson objective/s
Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
Process and synthesise information from a range of sources for use as evidence
in an historical argument (ACHHS188)
Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
Identify and analyse the perspectives of people from the past (ACHHS190)
Evidence of learning
Students are to complete Jigsaw Source Retrieval Chart: T.A.D.P.O.L.E.
Lesson Overview

Instruction

Phase 2 Develop skills & knowledge, build, practise,

acquire, integrate, extend, refine

LM will use explicit teaching to model skill of source

analysis
I DO
LM is to model the source analysis process using the
mnemonic of T.A.D.P.O.L.E
Source 1: Menzies declaration of war

Australias initial relationship with Britain (revisiting

knowledge that was learnt in the prior lessons so
students focus on skills rather than content)

Students listen to pod casts of the speech

Jigsaw Source
Analysis
TADPOLE
Code Breaking
Text Participation
Text Analysis
Explicit Instruction

Type of source: Primary

Author: Menzies
Date: 1939
Purpose: Speech to inform the Australian public that
Australia has declared war on Germany
Opinion or Fact: Speeches are primarily opinion
however, he does incorporate facts to serve the
purpose of the speech; informing Australian Public
Language: melancholy, serious, sophisticated
Evidence: Extract from the text
Great Britain has declared war upon her and that,
as a result, Australia is also at war.

LM and class collaboratively construct 2 more

T.A.D.P.O.L.E. responses with greater level of
guidance from LM
Using the third source LM observes level of
understanding through gauging student responses
and monitoring the level of assistance students
need to complete the scaffold.
Students listen to podcast of speech

Source 2: Curtins declaration of war

Australias fear of invasion increases
Pearl Harbour attack
Fall of Singapore
Source 3: Australia looks to USA
Japanese invasion becomes a reality
Australia shifts to the United states for military
support in the Pacific
We do: Jigsaw
Students are divided into mixed ability groups of
five
They are allocated one source per student
Expert groups are formed based on having the

same source
Students who demonstrate a higher level of
content and knowledge are allocated more
complex sources to challenge themselves and
students who need further development in
history are allocated less complex sources so
they can focus on practicing the skill of source
analysis
Within the expert groups students are to analyse
their source using the T.A.D.P.O.L.E scaffold
They then inform their groups of the source
analysis and the students collate the source
analysis into their individual scaffold as the
student explains.

LM is able to move around room and observe

students level of ability in completing the
scaffold and monitor student responses.

LM and students collate answers up on board and

students add additional information or correct
their responses using different coloured pen to
monitor progress of performing analysis (this
also assists LM to track feedback)

Learning Experience Plan Four

Lesson Focus
Political Cartoon
Source Examination

Learning
Area /
Strand
History

Year
Level

Implementation Date

10
Duration 70 mins

Lesson objective/s

Understand why political cartoons are useful

Examine Political Cartoons for Kokoda using TADPOLE

Evidence of learning

To be able to identify techniques used in a political cartoon

To be able to identify perspective and purpose in political cartoon

To be able to examine and explain using PEEL paragraph structure the

purpose and usefulness of political cartoon
Lesson Overview

Instruction

Phase 2 Develop skills & knowledge, build, practise,

acquire, integrate, extend, refine

Start lesson with Political Cartoon depicting

Australia looking to America which will reflect
on the knowledge acquired in the previous
lesson
Students are to answer the following prompts
for detail in the source Who, What, When, Why?

I do:

Learning Manager reviews model source

examination of Curtins speech which articulates
Australias dedication to forming an alliance with
the United States of America using T.A.D.P.O.L.E
LM constructs a P.E.E.L paragraph answer to
model stimulus response for students.

Explicit Instruction
Text Participation &
Analysis
Scaffolding
T.A.D.P.O.L.E
P.E.E.L

Point:
Example:
Explain:
Link:

LM then leads into war time propaganda

examining sources which indicate Australias fear
for invasion

LM models using think aloud, how students

should approach source comprehension questions:
o Break question down
o Look for specific information within
Sources using TADPOLE
o Link with background knowledge

We do: Jigsaw
Students are divided into mixed ability groups of
five
They are allocated one source per student.
Expert groups are formed based on having the
same source.
Students who demonstrate a higher level of
content and knowledge are allocated more
complex sources to challenge themselves and
students who need further development in
history are allocated less complex sources so
they can focus on practicing the skill of source
analysis
Within the expert groups students are to analyse
their source using the T.A.D.P.O.L.E scaffold.
They then inform their groups of the source
analysis and the students collate the source
analysis into their individual scaffold as the
student explains.
(You Do)

 Students are then to select two comprehension

questions and use the correlating sources to
answer the question.
Students are to write their answers using P.E.E.L.
paragraphs

LM is able to move around room and observe

students level of ability in completing the
scaffold and monitor student responses.

LM and students collate answers up on board and

students add additional information or correct their
responses using different coloured pen to monitor
progress of performing analysis (this also assists LM to
track feedback)

References

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Graesser, A. (2007) Reading Comprehension Strategies: Theories, Interventions, and Technologies: Introduction to Strategic
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Henderson, Robyn. Teaching Literacies in the Middle Years. Oxford University Press Australia Higher Education, 06/2012.
VitalBook file.
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Laal, M., Ghodsi, S. (2011). Benefits of Collaborative Learning. Journal of Social and Behavioral Sciences. 31. 486 490. DOI:
10.1016/j.sbspro.2011.12.091
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Supervision and Curriculum Development; Aurora, CO: Mid-continent Regional Educational Laboratory.
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The Australian Curriculum (ACARA). (2014). History: General Capabilities, Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/general-capabilities