19189518 Brigitte Gerges Unit of Work

Course: Year 11 Modern History Stage 6 Year 11 Duration 5 weeks/20 hours

Title: “From Relaxed Living to a Rats living- Putting themselves on the line for our safety!” The Nature of trench warfare in World
War I. The investigation of Historic Sites and Sources (from p. 29 MH Syllabus)

Content Focus: ‘The Nature of Modern History’ (See on p. 29 of the MH syllabus.)

Students investigate the significance of historic sites and sources, including the contribution of archaeology and science, in
developing our understanding of the past. The Historical concepts and skills content is to be integrated as appropriate.

Content Investigation: Rationale:

The content involved in this unit is essential for students to

 The nature, range and importance of archives to
historians of modern history and the digitisation of
archival records
 The reconstruction of historic sites and site chronology
using evidence
 The contribution of archaeological and scientific
techniques in the investigation of the past, including site
surveys, excavation, forensic examination, DNA
analysis and exhumation
 The contribution of historic sites and oral testimony to an covering the outcomes within the significance of historic sites
understanding of events, developments and life in the
past.
develop deep understanding. Essential scaffolding towards
WW2 in the year 12 syllabus. Students need to understand the
cause and effect surrounding one of the largest historical
conflict recorded throughout modern history. Students will
acquire the essential skills and knowledge for comparing and
contrasting the differences between the world wars. The
activities are highly engaging and are scaffolded with extended
activities for higher ability learners. The students possessing
the lower learning abilities are catered to through social support
and peer teaching.
Students investigate the social and ethical developments
throughout history. This unit delivers the content successfully
and sources. Students learn to deliberate and debate values
and academically informed attitudes. The activities delivering
the curriculum content and outcomes provide opportunity for
students to exercises the capacity to manage their own learning
and to become flexible, independent thinkers, problem solvers
and decision-makers. Students become better informed
citizens.
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Outcomes

MH11-1 Describes the nature of continuity and change in the modern world
MH11-2 Proposes ideas about the varying causes and effects of events and developments #
MH11-3 Analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11-4 Accounts for the different perspectives of individuals and groups #
MH11-5 Examines the significance of historical features, people, ideas, movements, events and developments of the modern
world
MH11-6 Analyses and interprets different types of sources for evidence to support an historical account or argument
MH11-7 Discusses and evaluates differing interpretations and representations of the past #
MH11-8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range
of sources
MH11-9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-
structured forms
MH11-10 Discusses contemporary methods and issues involved in the investigation of modern history

Key questions

 What were the causes of World War 1?

 How and where was World war 1 fought?
 What were the most prevalent experiences felt during the development of Trench Warfare?
 How did World War 1 affect life at home in Australia?
 Would it always have ended in a stalemate? How so?
 What was the experience of a soldier fighting in WWI?
 What were conditions like in WWI trenches and tunnels?

Historical Concepts and Skills Learning Across the Curriculum

MH11-6 analyses and interprets different types of sources for The cross-curriculum priorities are:
evidence to support an historical account or argument
 Sustainability
MH11-7 discusses and evaluates differing interpretations and
representations of the past The general capabilities are:
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MH11-8 plans and conducts historical investigations and  Critical and creative thinking
presents reasoned conclusions, using relevant evidence from  Intercultural understanding
a range of sources
 Ethical understanding
MH11-9 communicates historical understanding, using  Literacy
historical knowledge, concepts and terms, in appropriate and  Numeracy
well-structured forms
NESA syllabuses include other areas identified as important
MH11-10 discusses contemporary methods and issues learning for all students:
involved in the investigation of modern history
 Civics and citizenship
 Difference and diversity
Diversity of Learners Key Terms

Curriculum strategies for gifted and talented students may  Militarism  Battalion
include:  Alliances  Reserve Division
 Imperialism  Reserve Corps
 Differentiation: modifying the pace, level and  Nationalism  Landwehr Brigade
content of teaching, learning and assessment  Total War  Cavalry Squadron
activities  Front-line Trench  Field Artillery Battery
 Acceleration: promoting a student to a level of study  Support Trench  Sanitation
beyond their age group  Communication  Vermin
 Curriculum compacting: assessing a student’s Trenches  Tunneling
current level of learning and addressing aspects of  Artillery Line  Rationing
the curriculum that have not yet been mastered.  No-man’s Land  Infantry
 Trench Raids  ANZAC
 Egalitarianism  Homefront
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Content Teaching and Learning Strategies Differentiation

What were the causes of the Mystery 20th century conflict?

Students learn about:
 Murder Mystery activity. Students exercise problem solving skills to
 The historical piece jigsaw puzzle together. Clues are placed under students’ chairs
context. The leading to various places around the room leading to the assassination Social Support
varying causes of Franz Ferdinand by Serbian assassin Gavrilo Princip. Students
and effects of investigate the war through the lens of causation and effect, creating
events and historical context. (Appendix 1)
developments in https://www.telegraph.co.uk/history/world-war-one/10930863/First-
order to create World-War-centenary-the-assassination-of-Franz-Ferdinand-as-it-
historical happened.html ICT assistance
arguments
 Challenge Pre-knowledge on the significance of WW1. Clear any
Student learn to: misconception with following.

 Understand the
nature, range  The class is brought together to watch
and importance Oversimplified Part 1:
of archives to https://www.youtube.com/watch?v=dHSQAEam2yc
historians of Oversimplified Part 2:
modern history https://www.youtube.com/watch?v=Mun1dKkc_As&t=7s
and the Students watch and take notes on why the digitisation of archives are important ICT assistance
digitisation of for to historians. Is this a reliable source? What can we tell about the
archival records author/historian who created this source? Do you think we should check the
facts?
Students exercise:
 Students watch ‘Source Analysis’ video. Record and discuss what may Social Support
 Explain the be missing from this guide for engaging with primary and sources. i.e.
meaning and values, limitations and group thinking and peer learning being
value of sources advantages.
for an historical https://www.youtube.com/watch?v=-sWJEZiI2Y4
inquiry
(ACHMH007, Social Support
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ACHMH009)  Examine secondary source evaluate the causes and effects of trench
warfare.
https://www.youtube.com/watch?v=tda0omFtxco Numeracy
 use historical Students exercise primary source analysis skills
terms and https://nla.gov.au/nla.obj-149747469/view
concepts Students exercise silent conversation, walking around to each source up
appropriately on the walls i.e. deliberate provenance, when was it written? why was it
written? How was it written? What isn’t this telling me? Students present
 findings to class in groups. (Appendix 2)
Think, pair, share
 Station rotation activity in assigned groups with similar learning
preferences and learning strengths/opportunities:

 Station One: Incorporate numeracy skills through an “Interactive

timeline” activity. Two groups on either side of the room. Dates are on
one side and events on the other side out of chronological order.

 Station Two: Brainstorming activity where students are invited to write

down the concepts e.g., nationalism, imperialism, militarism and
alliances that contributed to the assassination of the Archduke on the
board.

 Station Three: Students are to create a table providing the reasons

countries contributed to the war. i.e. Austria-Hungary, Belgium, France,
Germany, Italy, Russia, Serbia, United Kingdom, United States of
America.
What are the locations of each alliance?
Why did they contribute?
 Class comes together and discusses and evaluates the concepts learnt
once all groups have completed each rotation station.

 Journal activity where students identify and evaluate the reasons

countries contributed in the war in 5 words. Students are to explain and
justify their choices.
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Students learn about:  Students watch a virtual reality-based clip displaying trench warfare.
https://www.youtube.com/watch?v=AJ6c0v7mzAw
 The contribution  Students take notes and evaluate the historically accuracy. Students
of historic sites present to the class.
and oral
testimony to an  Investigate the extent of the trench systems and their features and as a
understanding of class create a mind map. Assess pre-knowledge and use Map to clear
events, up any misconception. Extension: Students are to
developments explain and justify their
and life in the  Students compare and contrast between the front-line trenches, support choices.
past trenches and communication trenches. Students create E-poster or
Website, using visuals and texts for the newly learned content.
Students learn to: NOTE: ensure students are aware of dramatic re-enactment occurring after the
activity is complete.
 Explain the
meaning and  Students relinquish ownership of their hard work to demonstrate,
value of sources empathetic understanding and perspective of losing a body part in the
for an historical war i.e. their intellectual property.
inquiry NOTE: Ask students to state how they were responding to the activity. Draw on
(ACHMH007, concepts of ethics, choice, fairness and equity experienced in the war
ACHMH009) compared to lifestyle now. Students compare and contrast between their
experience in class. (Appendix 2)

 analyse and  Students are to create a 3-D life size model of German construction of Literacy
evaluate trenches V the British/French construction of trenches as a class
contested coordinated by the teacher using foam resources prepared earlier.
interpretations (Booking the hall in advanced is essential for this activity, resources are
and supplied by the school.)
representations  Use https://quizlet.com/275028/wwi-trench-warfare-flash-cards/ to play a
of the past game, quizzing students on previous knowledge on the
(ACHMH011, characteristics of trenches. Students will advance through the maze
ACHMH012) trench and student will pretend to “tunnel” and whoever reaches the end
first wins. Extension:
Create a podcast
contributing to historical
 What are the conditions the soldiers experienced within the trenches?
19189518 Brigitte Gerges Unit of Work

 use historical https://www.youtube.com/watch?v=_G4ZY66BG38 conversation and

terms and Students watch and take notes for how sources like this can add to an understanding
concepts historian’s p interpretation of empathetic understanding and
appropriately historiographical significance.
Social Support
 In assigned groups students create a comic book or graphic novel
 develop texts including the following sub-topics to demonstrate the typical soldier’s
about the past daily routine embedded in the trenches. Subtopics include: The Tour of
Duty, The rest camp, Daytime Activities, Night time, Trench Raids,
Timetable of a typical raid, Quiet Times, Food, Extra Comforts.

 Brain storm activity: accessibility of source material for WW1.

Why is it hard to find sources and evidence for WW1?
What was happening with technology during the period?
 Using https://trove.nla.gov.au. In groups, choose to assume the role of a
soldier in the trenches, a governing official or a soldier’s family at the
home front. What would you want to leave behind for the historians in
2018? Evaluate the usefulness of sources now and decide what you
would preserve for contribution of archaeological excavators today.
Consider any ethical dilemmas archeologist may find today. Create and
combine source material and build Portfolio to present to the class with
100-word justification for each source.

Students learn about:

 Analyse and evaluate the extent of the soldier’s experience written in
 the nature, range this 'The Rear-Guard' by Siegfried Sassoon
and importance of Social support
archives to  In pairs, students read the poem and complete attached worksheet to Extension: in 200 words
historians of modern confirm understanding. Class comes together, and answers are evaluate the impact of
history and the discussed. Students research and evaluate how this poem has informed trench warfare on the
digitisation of and added to historians understanding today. eastern and western
archival records fronts.
19189518 Brigitte Gerges Unit of Work

 The reconstruction  Students gather and analyse primary source documents recounting or
of historic sites and reflecting the experiences soldiers undertook. Pretending to be a soldier
site chronology student create a chart representing the hazards they experienced in the
using evidence trenches and the impact this has had on their lives. i.e. lack of hygiene,
trench rats, malnutrition, shell shock, trench lice, sniping, casualties,
Extension: Students
regimental aid post, medical orderlies, wounds, gas gangrene, rain and
The Investigation of analyse WWI stalemate
mud, waders and capes.
Historic Sites and strategically and suggest
Sources alternative battle strategies
 Students play through ‘Battlefield 1’ (notify parents MA15+ content) for 5 that may cause less
 the contribution of minutes. Investigate and evaluate what representations are historically casualties as well as
historic sites and accurate in the video game. Students present findings in groups to the ending the war sooner.
oral testimony to an class. (Computer room booked) Social Support
understanding of https://www.pcgamer.com/we-showed-battlefield-1-to-a-world-war-i-
events, historian/
developments and Evaluate whether this is an accurate analysis from a historian. What
life in the past does it say about society today? What does this game reveal about the
 analyse sources to consumer culture? Do we value wartime efforts in the same way society
identify and account once did?
for the different
perspectives of  In groups, students research (online) or visit a war memorial site of their
individuals and choosing and investigate 15-20 names of the fallen inscribed/
groups in the past represented at the sacred site. Create a website that can be presented
(ACHMH010) to the rest of the class describing 10 of the found soldiers. Students
must consider and evaluate how their lives have changed before, during
 Analyse and and after.
synthesise evidence  In, class research any ethical protocols for creating a website dedicated
from different types to soldiers that have fallen (book computer room). Students may use
of sources to the list of soldiers created from the Alfred Park memorial, for a starting
develop reasoned point for research. Excursion to the NSW library is a good place to
claims (ACHMH008) locate primary material for this task. (Appendix 3: Teacher resource
booklet)

Students learn about:

19189518 Brigitte Gerges Unit of Work

 The contribution  Students watch the documentary, ‘Digging up the trenches ww1’–
of archaeological https://www.youtube.com/watch?v=vU5RhzH2hBg As they view the
and scientific documentary, students make notes about how battlefield archaeology
techniques in the can add to an historian’s understanding of a trench warfare.
investigation of  Students identify and assess the ethical and practical considerations
the past, essential prior to archaeologist’s commencement in trench archaeology.
including site www.telegraph.co.uk/history/world-war-one/11216997/In-Flanders-fields-
surveys, the- largest-ever-WW1-excavation.html
excavation,
forensic
 Students identify and assess the various battlefield archaeology
examination,
procedures used before and during the exhumation of the mass grave at
DNA analysis
Pheasant Wood (Fromelles).
and exhumation
www.awm.gov.au/wartime/44/page30_pollard\
 the impact of the
 Class fire round debate: inform students that is NOT by any means a
war on civilians,
reflection of their opinion. Students are to argue for and against in
including
lightening turns around the classroom by linear seating arrangement.
women’s lives
and the changing
role of women  Create a virtual gallery identifying the various artillery and technological
(ACHMH064) advances that soldiers used while in the trenches during WW1. Students
may use, Weebly or Google Site for the completion of this task. Students
continue to compare and contrast the differences in artillery and access
Students learn to: to resources in different countries.
 explain the
meaning and
value of sources  Artillery Shells  Chlorine gas
for an historical  Artillery tactics  Mustard gas
inquiry  Mortars  Phosgene gas
(ACHMH007,  Howitzers  Prussic gas
ACHMH009)
 Flamethrowers  Prussic acid gas
 Posion gas  Protection
19189518 Brigitte Gerges Unit of Work

 Ethical
understanding  Students research the Homefront events that unfolded caused by trench
 Critical and warfare impact the warfront?
creative thinking https://www.australia.gov.au/about-australia/australian-story/women-in-  Extension: Read
wartime Clare Rhodan,
“Another
 Intercultural  Students write down on a post it notes ‘for’ and ‘against’ and posted on Perspective on
understanding either side of the room with no idea what they’re voting for. Fire round
Australian Discipline
 Information and debate: inform students that is NOT by any means a reflection of their in the Great War:
communication opinion. Whether women should fill in for men at their jobs on the The Egalitarian
technology Homefront. Discuss what is missing from history and what limitations do Bargain” (War in
capability historians meet when investigating the role of women on the Homefront History: Melbourne),
 Civics and in Australia. p 445– 50. What is
citizenship your understanding
 Students votes on the most creative work. Additionally, students may of this reading?
volunteer to place their work into a time capsule for the next to exercise What does it say
investigating the past. This is the classes contribution to historic about the changing
discourse developing archives on school ground. values in society?
Do you agree/
disagree/ unsure?
What information do
you need? what are
the limitations of this
text alone?