Appendix 3:

War Memorial Project:

1. Students choose a group.

2. Conduct research on what a War Memorial is or you may choose to visit a War Memorial in NSW as a group. Atta
location of the War Memorial.
Consider the following:

a. Is it sacred ground?
b. Why were they built?
c. Who built them?
d. Who is it dedicated to?
e. What is/ or can it be used for?
f. How prevalent are they?
g. What information are they relaying?

3. Choose every THIRD name until you have 15-20 names and research these fallen soldiers considering the comm
war memorial. (can fill out some of this information at the NSW library)
Consider the following:

a. What is the name of the soldier?

b. What is their gender?
c. What was their ranking profile within their community?
d. Where were they stationed in the war?
e. Were they a significant figure or predominate figure within their community before the war?
f. What age did they enlist into the war?
g. Did they have a family?
h. What kind of information is missing for these soldiers? How do we know its missing?
i. What ethical protocols are involved in identifying these soldiers?

4. What would their lives be like if they did not perish in the war?

5. Using what you found. Create a website that can be presented to the class in 10 minutes commemorating these so
created for you below as a starting point for collecting information. Use creativity to capture your viewer.
Reference list:

Parramatta & District War Memorial ‘ at

http://monumentaustralia.org.au/themes/conflict/multiple/display/22723-parramatta-
and-district-war-memorial/

Turbit, E. (2016), The Soldiers’ Memorial Prince Alfred Square, Parramatta.

Parramatta: Parramatta & District Historical Society, p. 3-115.

Gerges, B. (2018) Unpublished Excel data, Soldiers Memorial, Macquarie University

‘Australian War Memorial’ at www.awm.gov.au/

Trove http://trove.nla.gov.au

The Commonwealth War Graves Commission www.cwgc.org/

Register of War Memorials in NSW http://warmemorialregiset.nsw.gove.au/

Justification

New South Wales Education Standards Authority’s curriculums have been

established, evaluated and developed considering the Melbourne declaration on

Educational Goals for Young Australia along with the Equity Principles. The Modern

History curriculum essentialises differentiation and individualised learning needs.

Modern history provides opportunities for students to explore and understand the use

of historical concepts. Students are provided with a platform for developing values,

attitudes through exercising critical thinking skills and comprehension. Through

positive pedagogical practice and creating a safe learning environment with high

expectations students successfully learn and foster evaluating concepts historically

and apply their skills more effectively. This covers the investigation of people,

movements, in a local, national, regional and global context. Students are introduced

and taught to apply evaluate a multifaceted array historical concepts associated with
the changing nature, range, form and expanding quantity of sites and sources.

Demonstrated throughout the creative delivery of the Modern History content students

self-direct themselves through the numerous activities supported by peer learning.

. It is essential for students to develop historical inquiry skills, are capable and

equipped to be able to consider limitations presents in evidence, historical agency,

causation, pose questions, and proficient in using information technology available.

Throughout this unit students are encouraged to raise questions, debate, brainstorm,

identify, analyse, construct, evaluate and create sources to contribute to local and

global historical archives. Tomlinson (2015) affirms students learn more effectively in

a positive learning environment, promoting engagement and higher success chances

for the preliminary HSC course including after school chances of success. Numeracy

and literacy are included within this unit of work providing the essential skills across

curriculum studies through the timeline activity or comprehensions tasks. Students are

encouraged to foster and strive in their own learning through activities such as the

silent conversation. Students are presented with inquiry and reflection fostering

intellect and application of knowledge, understanding and skills. Values and attitudes

are explored explicitly guiding students to build confidence in opinion, problem solving

and creative critical thinking.

Abundance of this unit students work with various peers creating positive

communication and fostering strong community within the classroom. Quality

pedagogical practices are exhibited through connectedness and narratives within

activities. As the classroom is an ecological system, fostering strong respectful

collaboration between peers encourages students to become full and active

participants as global citizens for maximizing after school positive success. Formal

and summative assessments are littered through the entirety of the unit, ensuring
students are understanding the content. According to Hatti (2003), students are most

accountable for their successes thus teachers should be scaffolding engaging and

creating delivery of content fostering student’s self-confidence, self- efficacy and

regulation. Historical skills and concepts are applied and woven into the activities for

students to fully appreciate the content. This application if essential for student to

effectively investigate historical figures, events and significant impacts of ideas and

the developments that have transformed, communities, societies and cultures.

Students need to understand the cause and effect surrounding world war one as it is

a leading factor into the causation of world war two.

References:

Australian Professional Standards for Teachers. (2011). Retrieved from

https://www.aitsl.edu.au/docs/default-source/general/australian-professional-
standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12 in August on the
23, 2018

Board of Studies. (2018). History stage 6 syllabus. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/hsie/modern-history-2017 in August on the 24, 2018

Hattie, J.A.C. (2003, October). Teachers make a difference: What is the research

evidence? Paper presented at the Building Teacher Quality: What does the
 research tell us ACER Research Conference, Melbourne, Australia. Retrieved

from http://research.acer.edu.au/research_conference_2003/4/

Tomlinson, C. (2015). Teaching for Excellence in Academically Diverse

Classrooms. 52 (3), 203-209.

Quality Teaching model Framework. (2003). Retrieved from

www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf in
August on 18, 2018