An Integrated Unit of Work - World War I 1914-1918

An Integrated Unit of Work Year 9 History World War I (1914-1918)
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AN INTEGRATED SECONDARY UNIT OF WORK
YEAR 9 HUMANITIES - HISTORY
WORLD WAR I (1914-1918)
-
Elizabeth Ferguson s4492512
Graduate Diploma of Secondary Education
Victoria University

AEG 5211: Teaching Humanities 1


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CONTENTS
Synopsis of the Units Content and Skills Year 9 Achievement Standards Page 3
Focus Questions on World War I Page 4
Learning Activities: Page 4
- Introduction to WWI and an Overview of Key Events and Aspects Page 5
- The Main Causes of WWI and Reasons for Enlistment Page 5
- An Australian Perspective: The Nature of Warfare, and the Gallipoli Campaign Page 6
- Impacts of WWI on Australia: Propaganda, Womens Roles, and Conscription Page 7
- The Commemoration of WWI and the ANZAC Legend Page 7
The Inquiry Processes Involved in this Unit Page 8
How This Unit is Demonstrative of an Inclusive Curriculum Page 8
Assessment Informal and Formal Techniques Page 9
Excursion The Shrine of Remembrance Page 9
Incursion Australian Army Representative/Education Officer Page 11
Unit Resources and References Teacher References, Student Resources, and Teacher
Resources Page 12
Appendices: Page 14
Appendix 1 Matching Words with Their Definitions Task Page 15
Appendix 2 Timeline of Key Events and Dates of WWI Page 16
Appendix 3 Excerpt from Alls Quiet on the Western Front Page 17
Appendix 4 PowerPoint Presentation Causes of WWI Page 20
Appendix 5 Fill-in-the-Blank Worksheet Causes and Timeline of WWI Page 22
Appendix 6 History Alive 9 for the Australian Curriculum, chapter 8.2, What Caused The
Great War?, pages 228-231 Page 23
Appendix 7 Peter Dalton Interactivity Questions Enlistment and the Call to War Page 27
Appendix 8 Mini-Essay Guidelines, Criteria Sheet and Rubric Causes of WWI (Assessment) Page 28
Appendix 9 1914 Map of Europe Worksheet Page 32
Appendix 10 Guidelines for the Timeline of Gallipoli Events Page 33
Appendix 11 History Alive 9 for the Australian Curriculum, chapter 8.6, Trench Warfare,
pages 240-241 Page 34
Appendix 12 Template for Solider Y-Chart and Impressions of War Handout Page 36
Appendix 13 PowerPoint Presentation Impacts of WWI on the Australian Home Front Page 39
Appendix 14 Recruitment and Conscription Campaign Propaganda Images Page 41
Appendix 15 Arguments for and Against the Conscription Debate Page 43
Appendix 16 Modern Day Referendum Situation Page 44
Appendix 17 Answers How Did Women Contribute to the War? What New Roles Did
They Take On? Page 45
Appendix 18 Source Analysis Poster and Questions (Assessment) Page 46
Appendix 19 Guidelines and Criteria for Research and Presentation on the Life and
Experiences of an Australian Soldier in WWI (Assessment) Page 48
Appendix 20 History Alive 9 for the Australian Curriculum, chapter 8.12, Peace and
Commemoration, pages 256-259 Page 51

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SYNOPSIS OF THE UNITS CONTENT AND SKILLS YEAR 9 ACHIEVEMENT
STANDARDS
Throughout this unit on World War I (1914-1918), students will learn about the key aspects of the
Great War, and its impact on the world, with a particular emphasis on the wars significance and
impacts on Australia.
Students will begin the unit by exploring the main causes of WWI, and the reasons why men chose
to enlist in the army and fight in the war (ACDSEH021). After completing the tasks associated with
this specific topic, students will be able to demonstrate historical skills such as chronological
sequencing of different historical events to show the relationships present between them
(ACHHS164) through the use of historical terms and concepts (ACHHS165).
As the unit will be taught in an Australian setting and thus from an Australian perspective, students
will examine the places where Australians fought, and the nature of warfare with particular
reference to the events of the Gallipoli campaign (ACDSEH095). Students will be given the
opportunity to perfect their interpretive skills by considering the perspectives of individuals from
past periods of time (ACHHS172) and examining different historical interpretations of past events
(ACHHS173).
Throughout the unit, students will continue to learn about the impact of WWI, including the use and
influence of propaganda on the civilian population, how the roles of women changed between 1914
and 1918, and Australias stance on conscription and the ensuing debates on the issue (ACDSEH096).
Students will develop their analysis skills through instruction on; the identification and
differentiation between primary and secondary sources on their origin, purpose and context
(ACHHS169), utilisation of these sources in historical arguments (ACHHS170), and evaluation of their
reliability and usefulness (ACHHS171).
To conclude the unit, students will explore the different ways in which WWI is commemorated with
a specific focus on the ANZAC legend (ACDSEH097). They will identify, select, evaluate and enhance
questions to inform historical enquiry (ACCHS166, ACHHS167), and answer these questions through
the location of relevant sources, using ICT and other methods (ACHHS168).
During their assessments, students will use and improve upon the development of texts,
descriptions and discussions that are evidenced and referenced by a range of sources (ACHHS174),
and make use of a range of communication forms and digital technologies (ACHHS175).
In this unit, aspects of the AusVELS Information Communications Technology (ICT) will be
incorporated for students to manage individual and collaborative projects, initiate and engage in
virtual teams, and use ICT tools to record, organise and express their thoughts. Students will also
select appropriate ICT tools and techniques for research and communication.
With regards to the AusVELS Civics and Citizenship aspect of this unit, students will become more
oriented to the future and aware of the world beyond school. They will use historical and current
national and international issues as springboards for understanding and thinking critically about the
rights and responsibilities of citizens and the role of the Australian government as a global citizen.
Through active investigation, students will learn about and practice the skills and values required for

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democratic participation. They will engage in activities in which they will practice responsibility,
decision-making, co-operation with others and social skills.
YEAR 9 ACHIEVEMENT STANDARDS
By the end of Year 9, students will be able to refer to key events and actions of individuals and
groups to explain patterns of change and continuity over time. They will be able to analyse the
causes and effects of events and developments and make judgments about their importance as well
as explain the motives and actions of people at the time. Students will also be able to explain the
significance of these events and developments (over the short and long term) and different
interpretations of the past.
Students will be able to sequence events and developments within a chronological framework, with
reference to periods of time and their duration. When researching, students will develop different
kinds of questions to frame an historical inquiry. They will now be able to interpret, process, analyse
and organise information from a range of primary and secondary sources to use as evidence in
answers to inquiry questions. As of the completion of this unit, students can now competently
examine sources to compare different points of view, evaluate these sources by analysing their
origin and purpose, and draw conclusions about their usefulness. They will have developed their
own interpretations about the past. Students will have gained the skills to develop texts, particularly
explanations and discussions incorporating historical interpretations. In developing these texts, and
organising and presenting their conclusions, they will be able to use historical terms and concepts,
use evidence as identified in relevant sources, and reference these.
FOCUS QUESTIONS
WHAT ARE THE KEY ASPECTS OF WORLD WAR I, INCLUDING ITS SIGNIFICANCE WITHIN AUSTRALIAN
HISTORY?
What were the main causes of WWI?
Where did Australian soldiers fight during the Great War?
What were the impacts of World War I on Australia, specifically regarding the use of
propaganda on the population, the changing roles of women, and the stance of the
Australian people on the conscription debate?
How is WWI and the ANZAC legend commemorated today?
LEARNING ACTIVITIES
Below is a detailed list of integrated learning activities (with descriptions, resources and copies of
documents) that could be used within this unit on World War I. This list is not exhaustive but rather
provides a sample of a range of activities that could be undertaken for each topic. The outlined
activities are varied, clearly relate to the learning foci presented in the synopsis and include how the
tasks/work are to be completed/presented.


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First, students will be introduced to the topic of World War I (1914-1918) and provided
with an overview of its key aspects and events. To learn about the impact of the Great
War on the world and Australia in particular, students will;
- Match terms relating to WWI with their correct definitions (Appendix 1).
- Watch video clips about World War I Australians at War Wholl Come A Fighting the
Kaiser which can be found on Youtube in several parts. Part I and Part 2
(www.youtube.com/watch?v=KgcllQQohko and www.youtube.com/watch?v=KqHJcxg-
Ck8) will be shown to students in class, and they will be encouraged to watch the
remainder of the documentary in their own time. After viewing these videos, they will
discuss how it made them feel, what stood out for them, and what they learnt.
- Individually, then as a whole class, students will create a mind map of what they know
about WWI using the following classifications;

- Be given a date of a key event between 1914 and 1918 (on pre-prepared strips of paper:
See Appendix 2). They will need to use their laptops to research the significant event
that happened on their assigned date and write a 1-2 sentence summary. Students will
then line up in chronological order and read aloud their date and event.
- Read/be read an excerpt from Alls Quiet on the Western Front (Appendix 3). They will
participate in a class discussion about what life was like on the warfront. Students will
then be informed that this account was written by a German soldier. Further discussion
will be encouraged have their opinions of the piece changed now that they know who
the author is? This task requires students to consider the war from different
perspectives.

In learning about the main causes of WWI, and the reasons why men chose to enlist in the
army and fight in the war, students will;
- View and take notes from a PowerPoint Presentation on the Causes of WWI (Appendix
4).
- Complete a fill-in-the-blank worksheet to reiterate the timeline of events and the main
causes of WWI (Appendix 5). As an extension task, students can conduct a mini-analysis
of a propaganda poster provided on the worksheet.
WORLD WAR I
Locations
Impacts of War
Countries Involved
Dates of Key Events

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- Read chapter 8.2 (What Caused the Great War?) of their textbook (pages 228-231), and
complete questions: 2, 3, 4, 5, 6, 7, 8 and 9. These pages have been attached in
Appendix 6.
- Brainstorm possible reasons as to why men chose to enlist in the army and join the war.
- Go to
https://junior.stjohns.sa.edu.au/subjects/lob/Studies_of_Australia/los/l369/index.html
or http://streaming.lawley.wa.edu.au/students/TLF/DVD/los/L369/index.html (if the
first link does not work) to complete an interactivity on enlistment and the call for men
to join the war. Students will view the story of the fictional character of Peter Dalton a
17 year old deciding whether or not to enlist in the army and fight in the Great War.
Students will use this interactive website to complete the questions provided in
Appendix 7 in their workbooks. (Students will revisit enlistment causes when they learn
about conscription).
- Write a mini-essay about the causes of WWI as a formal assessment piece. Students will
be required to collect their own sources to reference in this essay. Appendix 8 contains
the documents given to students including; the topic, aims, guidelines, example
reference list, criteria sheet and rubric.

To learn about the Great War from an Australian perspective (including the places where
Australians fought, the nature of warfare that Australian soldiers experienced, and the
events of the Gallipoli campaign), students will;
- Create a think-pair-share mind map of that they already know about Gallipoli and other
places where Australian soldiers fought (I.e. From ANZAC Day Commemorations). Then
students will be given a map of Europe (from 1914), and they will be required to use
their laptops locate the information which will enable them to; label the countries,
colour-code the different alliances (that they have previously learnt), and identify the
locations where Australian soldiers fought. (This worksheet has been attached in
Appendix 9).
- Visit the Gallipoli First Day Interactive Website
(www.abc.net.au/innovation/gallipoli/gallipoli2.htm#) and navigate through the ANZAC
Landing in 3-D component. Students are to use their creative skills to produce a
decorative timeline of events for the Gallipoli campaign. A guide has been included in
Appendix 10 for students who require inspiration.
- Be shown the film Gallipoli which highlights what life was like for soldiers who fought at
Gallipoli, and the conditions in the trenches. Students will discuss their observations,
and they will be listed on the board for students to copy into their workbooks.
- Draw an annotated picture (using their textbooks, chapter 8.6 Trench Warfare, page
240-241) of how the trenches were set up, including descriptions of what the conditions
were like (Appendix 11).
- Read the Impressions of War handout, imagine that they are a solider fighting in the
trenches and create a Y-chart of their experiences (feels like, looks like, sounds like).
Appendix 12 contains the necessary handouts, along with a template for this exercise.

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To examine the impacts of World War I on Australia, students will complete activities
focusing on the use of propaganda, the changing roles of women, and attitudes towards
conscription. These activities will include;
- Viewing and taking notes from a PowerPoint Presentation which outlines the general
impacts of World War I on the Australian home front (Appendix 13).
- Being taught about the concepts and definitions relating to propaganda and the
techniques that are used, by viewing current and historical advertisements and political
campaign images. Using present day examples, (in small groups), students are to
brainstorm and describe tactics that are being used to persuade them. Students will
view recruitment and conscription posters from Australia during WWI, and discuss what
techniques were used to persuade men to fight. Appendix 14 contains some of the
historical images (focusing on conscription and recruitment of soldiers) that could be
used for analysis by students.
- Using their textbooks and computers to research arguments for and arguments against
conscription. Students will be assigned to a side of the argument, and a class debate will
be held. (Some of the possible arguments have been listed in Appendix 15). Students
will be informed about the conscription referendums (and their failure) and presented
with a hypothetical modern day referendum situation (Appendix 16). Students have to
say how they will vote and provide reasons for this decision.
- Watching a video clip about The Role of Women During the First World War
(www.youtube.com/watch?v=ZMCOzuE1Lvo) and answer the following questions How
did women contribute to the war? What new roles did they take on? Potential answers
that students could draw from this video clip have be included in Appendix 17.
- Using the knowledge and skills gained from the previous activities to complete a source
analysis (formal assessment) on an Australian Conscription Poster from WWI that has
not been previously seen or analysed by students. The poster and questions to be used
in this formal assessment is located in Appendix 18.

Upon this units impending conclusion, students will explore the different ways that WWI
is commemorated by focusing on the influence of the ANZAC legend. Throughout their
exploration, students will;
- Watch the Shrine of Remembrance video The Spirit of the ANZAC
(www.youtube.com/watch?v=29nDdzzTMbs) and discuss its content/message in
preparation for their excursion.
- Visit and take a tour of the Shrine of Remembrance. Students will participate in two of
the Shrines educational programs and complete the activity sheets provided by the
Shrine during (and, if necessary, after) the excursion. These activity sheets can be found
at: http://www.shrine.org.au/Shrine/Files/e3/e332d096-3db8-46a0-a0ed-
5fe1e4fcd8e6.pdf and http://www.shrine.org.au/Shrine/Files/d8/d85f35cd-6ed9-40cf-
a572-07fa9589ee59.pdf. Further details about this excursion can be found on page 9.

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- Research the life and experiences of an Australian soldier during WWI, with specific
reference to the ANZAC legend. (Appendix 19 contains the guidelines and criteria for
students to research information for this assessment). The presentation of this
assignment can be chosen by the students, pending the teachers approval.
- Read pages 256-259 of their textbook, and complete Activity 8.12 Peace and
Commemoration and answer questions 1, 2, 3, 4, 6, 8a, 8b, 9a, 9b, 9c and 10 (These
textbook pages are contained in Appendix 20).
- Students will be visited by a representative of the Australian Army (an education officer)
to speak about the ANZAC spirit in a current army setting to compare what its like to
join the army and fight in this time period with what young men faced 100 years ago.
Further details about this incursion can be found on page 11.

THE INQUIRY PROCESSES IN INVOLVED IN THIS UNIT
The inquiry processes that could be used in this unit include; brainstorming, mind-mapping,
researching information with suggested resources, debating, researching information with students
having to locate their own resources, creating solutions and answers to problems and questions,
choosing the best presentation method for an assessment piece with a set topic, creating work from
scratch (I.e. a picture) within provided guidelines, constructing an understanding of primary and
secondary resources through analysis, and adopting a certain perspective or point of view.
Many of the suggested learning activities for this unit are designed to initially be teacher-directed,
then focus on student inquiry. However, depending on the class involved (their background
knowledge of the topic, intelligence and levels of sophistication and maturity. Etc.) these integrated
learning activities can be easily modified to become less teacher-directed and more inquiry-based.
(N. B. Not all of these tasks need to be used, they can be used in conjunction with other tasks, or
may be set for homework).

HOW THIS UNIT IS DEMONSTRATIVE OF AN INCLUSIVE CURRICULUM
The unit is demonstrative of a inclusive curriculum because;
- The learning activities can be easily modified to be more teacher-directed or inquiry-
based depending on the abilities of the class as a whole. Tasks can also be modified to
suit individuals within the same classroom who are above or below standard. This means
that all students within the same class can complete the same task but it is presented to
each individual at a level that is within their abilities.
- The learning activities have been designed to accommodate individuals differing
learning styles. E.g. Verbal versus visual learners.
- Students will be considering the events and impact of WWI from an Australian
perspective, but also within a broader (worldwide) context.
- The unit will cover both mens and womens involvement/roles in World War I.

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- Students will adopt perspectives of both young and elderly people from different time
periods through the examination of both primary and secondary sources.

ASSESSMENT
Both formal (summative) and informal (formative) assessment techniques will be used to evaluate
students progress and retention of knowledge throughout the unit. Some of the informal, formative
techniques will include; evaluating students participation in class discussions and debates, regular
checking of the work that students undertake during class (by walking around the classroom),
collecting and correcting tasks that students complete for homework, and assessing their ability to
work collaboratively and co-operatively within a small group setting.
For this unit, students will complete three formal, summative assessment pieces;
1. A mini-essay about the causes of World War I, referencing at least five sources that they
have researched themselves. All of the requirements for this assessment piece are contained
in Appendix 8 of this document.
2. A source analysis of an Australian conscription poster (a form of propaganda) from WWI.
This assessment and the marks that are to be allocated to each question are located in
Appendix 17.
3. A presentation of the life and experiences of an Australian soldier during WWI, which
specifically mentions the ANZAC legend, in the form of their choosing (E.g. a PowerPoint,
poster, song, essay, timeline. Etc). Appendix 18 describes the sub-headings that students will
be required to research and present their information under, as well as the criteria sheet
and marking rubric.

EXCURSION THE SHRINE OF REMEMBRANCE
NAME: The Shrine of Remembrance
ADDRESS: Birdwood Avenue, Melbourne 3000
PHONE NUMBER: (03) 9661 8113 FAX NUMBER: (03) 9662 9411
EMAIL: education@shrine.org.au
COST: free of charge, but donations are welcome
RESOURCES PROVIDED: teacher resources. E.g. background information, and student
resources. E.g. worksheets for students to complete
OPENING HOURS: 10:00 am - 5:00 pm daily
This excursion will support students learning in this unit as students will have previously learnt the
theory relating to WWI and the Australian experience of war (specifically; the reasons why men
enlisted; that nature of warfare for Australian soldiers; the impacts of WWI on Australia and its
people; the commemoration of WWI; and the significance of the ANZAC legend), and thus can gain a
practical appreciation of this knowledge. This excursion to the Shrine of Remembrance in Melbourne
is directly linked to AusVELS as it will assist students with;

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- Chronologically sequencing events to demonstrate the relationships between them
(ACHHS164) whilst using correct historical terms and concepts (ACHHS165).
- Identifying the origin, purpose and context of primary and secondary sources
(ACHHS169), and evaluating their reliability and usefulness (ACHHS171).
- Identifying and analysing the perspectives of people from the past (ACHHS172) as well
as different historical interpretations (ACHHS173).
It is expected that students will use
this opportunity to consolidate
their theoretical knowledge with
practical experiences, whilst
behaving in a way that credits the
collleges positive image. This
excursion will also help students to
answer some of the units focus
questions, such as; what the main
causes of WWI were, where
Australians fought during WWI, the
impacts of WWI on Australia, and
how WWI and the ANZAC legend are commemorated today. Students will be participating in three
educational programs on the day (if time permits);
- A general guided tour of the Shrine (duration: one hour).
- Dont Forget Me Cobber program (duration: one hour, thirty minutes).
- The Spirit of the ANZAC program (duration: one hour, thirty minutes).
The guided tour will provide students with a history of the Shrine, and the history of the ANZAC
experience in times of both war and peace. Students will tour the Gallery of Medals and other
interior exhibitions, as well as commemorative outdoor areas, such as the Eternal Flame. Students
will also participate in a short service of Remembrance.
During the Dont Forget Me Cobber program, students will learn the reasons why the Battle of
Fromelles occurred (July 1916), and stories of individual soldiers courageous experiences as well as
accounts of the persistent historical research that led to the discovery and identification of the
Australian troops that were involved in this aspect of the war.
The Spirit of the ANZAC program will discuss the Shrines commemoration of the First World War.
Within this program, students will explore the legend of the ANZAC, its values and its relevance to
Australias national identity. This program provides students with a guided tour and the opportunity
to examine the daily lives of Australian soldiers and nurses by handling wartime artefacts, including
uniforms.
The content that students will cover in their regular lessons will prepare them for this excursion.
Each of these programs at the Shrine of Remembrance includes activities and work booklets for
students to work on during the excursion. Any unfinished booklets will be completed post-excursion.
Students will also use this experience to assist in their research and presentation of the life and
experiences of an Australian soldier during WWI, including references to the ANZAC legend (their
third assessment piece for the unit). Their performance on this assessment will form part of the

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evaluation on the success of this excursion. This excursion will also be evaluated through a class
discussion held after the excursion and student evaluations of the usefulness of the information and
reflections of enjoyment.
INCURSION AUSTRALIAN ARMY REPRESENTATIVE/EDUCATION OFFICER
NAME: The Australian Army (Department of Defence) Representative/Education Officer
EMAIL: army.contact@defence.gov.au
COST: free
Representative Contact Details:
NAME: Nikki Manning (Regional Activity Co-ordinator Defence Force Recruiting
ADDRESS: Level 14, 501 Swanston Street, Melbourne 3000
PHONE NUMBER: 03 8633 5031 FAX NUMBER: 03 8633 5050
EMAIL: nmanning@dfr.com.au
This incursion will support students learning in the unit, as they will be given current information
about the Australian Army and its endeavours to compare with the experiences of Australian
soldiers who were fighting a hundred years ago. Listening to an information session given by a
representative of the Australian Army will assist students in achieving the following AusVELS
standards;

- Identifying, selecting, evaluating, enhancing and creating different kinds of questions
about the past to inform historical inquiry (ACHHS166, ACHHS17).
- Processing and synthesising information from a range of sources for use as evidence in
an historical argument (ACHHS170).
- Identifying and analysing different perspectives, and interpretations of the past
(ACCHS172, ACHHS173).
It is expected that students will attend this session, according the speaker the respect they deserve,
whilst taking notes of the information that he/she imparts. Before this incursion, students will be
required to come up with three appropriate questions each to ask the Army representative if the
occasion arises. During the information session the students will be making notes to use in the post-
excursion discussion which will involve drawing comparisons between the lives and experiences of
soldiers today, and those men who served one hundred years ago. This activity will form the
majority of the evaluation of the success of this incursion, however student evaluations will also be
considered.
(N.B. This incursion could easily become an excursion as the Defence Force welcome
schools/students to visit their centre in Swanston Street.


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UNIT RESOURCES AND REFERENCES
This section lists the different student and teacher resources available for use in this unit. Once
again, this list is not exhaustive but serves as a good starting point. The resources that are listed
under Teacher References can be used by teachers to view different approaches of teaching to the
Australian Curriculum Standards. The Teacher Resources contain documents and links which may be
used to gather background information or content and create student worksheets and activities. The
Student resources are resources that students can use to complete their learning activities. Some of
these resources could be considered to be Teacher Resources initially. Alternatively, some of the
Teacher Resources can be modified given to students as extension information to further their
knowledge of the topic.
(N. B. Many of the resources and references listed here have been used to create this unit).
Teacher References
- Australian Curriculum, Assessment and Reporting Authority Civics and Citizenship:
http://www.acara.edu.au/curriculum_1/learning_areas/humanities_and_social_sciences/civics_
and_citizenship.html
- Australian Curriculum, Assessment and Reporting Authority History Work Sample Portfolio:
http://www.acara.edu.au/curriculum/worksamples/Year_9_History_Portfolio_Satisfactory.pdf
- AusVELS Civics and Citizenship: http://ausvels.vcaa.vic.edu.au/Civics-and-
Citizenship/Curriculum#level=9
- AusVELS Information and Communications Technology:
http://ausvels.vcaa.vic.edu.au/Information-and-Communications-Technology/Overview/Stages-
of-learning
- AusVELS Homepage The Australian Curriculum in Victoria: http://ausvels.vcaa.edu.au
- The Australian Curriculum History F-10 Curriculum including Level Descriptions, Content
Descriptions and Achievement standards:
http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/history/Curriculum/F-10
- Victorian Curriculum and Assessment Authority History Planning Templates Year 9 World
War I (1914-1918):
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/resources/templates/history.aspx
Teacher Resources
- ANZAC Day Commemoration Committee (Qld) Incorporated The Australian Home Front During
WWI: http://www.anzacday.org.au/history/ww1/homefront/homefront.html
- Australian Government, Department of Veterans Affairs Topic 2: Impressions of War:
http://www.anzacsite.gov.au/operationclick/Topic_02/2F_SS_ww1_tell.pdf
- GoogleMaps Shrine of Remembrance, Birdwood Avenue, Melbourne:
https://www.google.com.au/maps/place/Shrine+of+Remembrance/@-
37.8296855,144.9739577,17z/data=!4m2!3m1!1s0x6ad642a60c882419:0x5fab9a866993c58a

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- History Learning Site An A to Z of World War One:
http://www.historylearningsite.co.uk/an_a_to_z_of_world_war_one.htm
- History Learning Site Timeline of World War One:
http://www.historylearningsite.co.uk/timeline_of_world_war_one.htm
- History on the Net World War One Causes:
http://www.historyonthenet.com/WW1/causes.htm
- Map: The Alliances of Europe in 1914: http://www.cakechooser.com/1754/europe-map-
%E2%80%94-other-
cakes/CAcHNvbWl6by5jb20vZWxnZy8xMC9tYXAtb2YtZXVyb3BlLTE5MTQtd2l0aC1sYWJlbHMtaT
E3LnBuZw/
- Melbourne, Australia Attractions Shrine of Remembrance:
http://www.visitmelbourne.com/Regions/Melbourne/Activities-and-attractions/Art-theatre-
and-culture/Architecture-and-design/Shrine-Of-Remembrance.aspx
- Military History and Heritage Victoria Inc.: http://mhhv.org.au/
- National Film and Sound Archive World War I and the Conscription Referenda:
http://dl.nfsa.gov.au/module/336/
- Shrine of Remembrance Education Program Teachers Manual:
http://www.shrine.org.au/Shrine/Files/f8/f8f6e326-15ba-40f2-81f2-e93d19e3e846.pdf
- Shrine of Remembrance Dont Forget Me Cobber Program Remembering the Battle of
Fromelles, 1916: http://www.shrine.org.au/Education/Programs/Don-t-Forget-Me-Cobber
- Shrine of Remembrance Education Program Background Information:
http://www.shrine.org.au/Shrine/Files/c0/c074a957-26b4-44b8-9358-a7bb18a93150.pdf
- Shrine of Remembrance Education: http://www.shrine.org.au/Education
- Shrine of Remembrance Guided Tour Explore the Shrine:
http://www.shrine.org.au/Education/Programs/Education-Tour
- Shrine of Remembrance Spirit of ANZAC Program The Future of the Past:
http://www.shrine.org.au/Education/Programs/The-Future-Of-The-Past
- Shrine of Remembrance Teacher Resources: http://www.shrine.org.au/Education/Resources
- The Australian Army Corps Museums: http://www.army.gov.au/Our-history/Army-Museum-
Network/Corps-Museums
- The Australian Army Regional Museums: http://www.army.gov.au/Our-history/Army-Museum-
Network/Regional-Museums
- The Australian War Memorial: http://www.awm.gov.au/encyclopedia/conscription/ww1/
- World War I (1914-1918) Key People and Terms:
http://www.sparknotes.com/history/european/ww1/terms.html
- World War I Glossary: http://alphahistory.com/worldwar1/world-war-i-glossary/
- WWI Propaganda Images Australia:
https://www.google.com.au/search?q=wwi+propaganda+images&safe=active&source=lnms&tb

14

m=isch&sa=X&ei=ZWF9U82VIYPk8AWJ64HAAw&ved=0CAYQ_AUoAQ&biw=736&bih=587#q=w
wi+propaganda+images+australia&safe=active&tbm=isch
- Y-Chart Template: http://www.worksheetworks.com/miscellanea/graphic-
organizers/ychart.html
- Gallipoli and the Middle East 1915-1918, (A. K. Macdougall, 2004, Waverton Press, Australia).
- Australia and the First World War 1914-1918, (A. K. Macdougall, 2004, Waverton Press,
Australia).
Student/Curriculum Resources
- ABC Gallipoli First Day Interactive: www.abc.net.au/innovation/gallipoli/gallipoli2.htm#
- Alls Quiet on the Western Front Excerpt Enrich Maria Remarque, English translation by A. W.
Wheen Fawcett Crest (1929)
http://www.myteacherpages.com/webpages/esimpson/files/AQWF%20-%20full%20text.pdf
- Australians at War Wholl Come A Fighting the Kaiser Part 1:
www.youtube.com/watch?v=KgcllQQohko
- Gallipoli (1981) Directed by Peter Weir (film).
- History Alive 9 for the Australian Curriculum (Darlington, 2012, Australia) chapter 8 World
War I.
- History on the Net World War One Information and Activity Worksheets:
http://teacherweb.com/CA/SummervilleHighSchool/MrAtkins/world-war-1-beginning.pdf
- Peter Dalton Interactivity:
http://streaming.lawley.wa.edu.au/students/TLF/DVD/los/L369/index.htm
https://junior.stjohns.sa.edu.au/students/lob/Studies_of_Australia/los/l369/index.h
tml
- Shrine of Remembrance ANZAC: Where History and Spirit Meet Activity and Resource Sheets:
http://www.shrine.org.au/Shrine/Files/e3/e332d096-3db8-46a0-a0ed-5fe1e4fcd8e6.pdf
- Shrine of Remembrance World War I: The Future of the Past Activity and Resource Sheets:
http://www.shrine.org.au/Shrine/Files/d8/d85f35cd-6ed9-40cf-a572-07fa9589ee59.pdf
- The Role of Women in the First World War: http://www.youtube.com/watch?v=ZMCOzuE1Lvo
- The Spirit of the ANZAC: http://www.youtube.com/watch?v=29nDdzzTMbs

APPENDICES
All handouts, worksheet and textbook pages that are to be used in this unit of work have been
included in the following appendices. (N. B. Some of the formatting of these documents has been
altered for their inclusion in this document).


15

APPENDIX 1 MATCHING WORDS WITH THEIR DEFINITIONS TASK
Match the words in the left-hand column to their correct definition in the
right-hand column.

Propaganda

To voluntarily join the military.

Conscription

Distorting the truth to persuade people to support a
particular point of view.

Recruitment

The German Emperor.

Kaiser

A narrow peninsula in Turkey where heavy fighting
occurred between Allied and Turkish forces in 1915.

Enlist

Compulsory enlistment of citizens to serve in the armed
forces.

No Mans Land

Actions designed to find new people to join or support a
cause.

Pacifist

A person who holds the belief that it is immoral to take
part in a war.

Gallipoli

Region where a battle is being fought.

Warfront

People who are killed or injured in a war or accident.

Casualties

The unoccupied land between the front lines of opposing
armies.


16

APPENDIX 2 TIMELINE OF KEY EVENTS AND DATES OF WWI
28
th
June 1914 Assassination of Archduke Franz Ferdinand (heir to the throne of
Austria-Hungary) and his wife in Bosnia by Serbian citizens.

28
th
July 1914 Austria-Hungary declared war on Serbia.

30
th
July 1914 Russia declared war on Austria-Hungary.

1
st
August 1914 Start of World War I.

3
rd
August 1914 Germany declared war on France, and invaded Belgium.

4
th
August 1914 Britain declared war on Germany (Australia went to war as part
of the British Empire).

3
rd
November 1914 Australian soldiers were training in Egypt.

21
st
December 1914 The first German air raid occurred in Britain.

Christmas 1914 Unofficial ceasefires took place along the Western Front when
German and British soldiers exchanged seasonal greetings, songs
and gifts.

22
nd
April 1915 The first use of poison gas by Germany in the 2
nd
Battle of Ypres.

25
th
April 1915 The ANZACs made landfall at Gallipoli.

6
th
August 1915 The Battle of Lone Pine occurred Australian soldiers took
control of several Turkish trenches over a four day period.

7
th
August 1915 Battle of the Nek Australia reported record numbers of
casualties.

19
th
December 1915 The first troops started retreating from Gallipoli.

31
st
May 1916 The Battle of Jutland, the major naval battle of the war, begins.

1
st
July 1916 The Battle of the Somme started at the end of the first day
there were 60,000 casualties.

28
th
October 1916 Due to the limited amount of men enlisting in the army,
Australia held a referendum for conscription.

6
th
April 1917 The United States of America declared war on Germany.

31
st
April 1917 The Battle of Passchendaele occurred.

20
th
December 1917 Australia held another referendum to enforce conscription
again, but it failed.

25
th
April 1918 Australian and British forces drive the Germans back.

9
th
November 1918 German Kaiser Wilhelm II abdicates and flees Germany.

11
th
November 1918 Germany signs an Armistice to officially end WWI.

12
th
November 1918 Austria is proclaimed a republic.


17

APPENDIX 3 EXCERPT FROM ALLS QUIET ON THE WESTERN FRONT
.: Alls Quiet on the Western Front Excerpt :.
Suddenly the shelling begins to pound again. Soon we are sitting up once more with the rigid
tenseness of blank anticipation.
Attack, counter-attack, charge, repulse--these are words, but what things they signify! We have lost
a good many men, mostly recruits. Reinforcements have again been sent up to our sector. They are
one of the new regiments, composed almost entirely of young fellows just called up. They have had
hardly any training, and are sent into the field with only a theoretical knowledge. They do know
what a hand-grenade is, it is true, but they have very little idea of cover, and what is most important
of all, have no eye for it. A fold in the ground has to be quite eighteen inches high before they can
see it.
Although we need reinforcement, the recruits give us almost more trouble than they are worth.
They are helpless in this grim fighting area, they fall like flies. Modern trench-warfare demands
knowledge and experience; a man must have a feeling for the contours of the ground, an ear for the
sound and character of the shells, must be able to decide beforehand where they will drop, how
they will burst, and how to shelter from them.
The young recruits of course know none of these things. They get killed simply because they hardly
can tell shrapnel from high-explosive, they are mown down because they are listening anxiously to
the roar of the big coal-boxes falling in the rear, and miss the light, piping whistle of the low
spreading daisy-cutters. They flock together like sheep instead of scattering, and even the wounded
are shot down like hares by the airmen.
Their pale turnip faces, their pitiful clenched hands, the fine courage of these poor devils, the
desperate charges and attacks made by the poor brave wretches, who are so terrified that they dare
not cry out loudly, but with battered chests, with torn bellies, arms and legs only whimper softly for
their mothers and cease as soon as one looks at them.
Their sharp, downy, dead faces have the awful expressionlessness of dead children.
It brings a lump into the throat to see how they go over, and run and fall. A man would like to spank
them, they are so stupid, and to take them by the arm and lead them away from here where they
have no business to be. They wear grey coats and trousers and boots, but for most of them the
uniform is far too big, it hangs on their limbs, their shoulders are too narrow, their bodies too slight;
no uniform was ever made to these childish measurements.
Between five and ten recruits fall to every old hand.
A surprise gas-attack carries off a lot of them. They have not yet learned what to do. We found one
dug-out full of them, with blue heads and black lips. Some of them in a shell hole took off their
masks too soon; they did not know that the gas lies longest in the hollows; when they saw others on
top without masks they pulled theirs off too and swallowed enough to scorch their lungs. Their
condition is hopeless, they choke to death with haemorrhages and suffocation.
*

18

In one part of the trench I suddenly run into Himmelstoss. We dive into the same dug-out.
Breathless we are all lying one beside the other waiting for the charge.
When we run out again, although I am very excited, I suddenly think: "Where's Himmelstoss?"
Quickly I jump back into the dug-out and find him with a small scratch lying in a corner pretending to
be wounded. His face looks sullen. He is in a panic; he is new to it too. But it makes me mad that the
young recruits should be out there and he here.
"Get out!" I spit.
He does not stir, his lips quiver, his moustache twitches.
"Out!" I repeat.
He draws up his legs, crouches back against the wall, and shows his teeth like a cur.
I seize him by the arm and try to pull him up. He barks.
That is too much for me. I grab him by the neck and shake him like a sack, his head jerks from side to
side.
"You lump, will you get out--you hound, you skunk, sneak out of it, would you?" His eye becomes
glassy, I knock his head against the wall--"You cow"--I kick him in the ribs--"You swine"--I push him
toward the door and shove him out head first.
Another wave of our attack has just come up. A lieutenant is with them. He sees us and yells:
"Forward, forward, join in, follow." And the word of command does what all my banging could not.
Himmelstoss hears the order, looks round him as if awakened, and follows on.
I come after and watch him go over. Once more he is the smart Himmelstoss of the paradeground,
he has even outstripped the lieutenant and is far ahead.
Bombardment, barrage, curtain-fire, mines, gas, tanks, machine-guns, hand-grenades--words,
words, but they hold the horror of the world.
Our faces are encrusted, our thoughts are devastated, we are weary to death; when the attack
comes we shall have to strike many of the men with our fists to waken them and make them come
with us--our eyes are burnt, our hands are torn, our knees bleed, our elbows are raw.
How long has it been? Weeks--months--years? Only days. We see time pass in the colourless faces of
the dying, we cram food into us, we run, we throw, we shoot, we kill, we lie about, we are feeble
and spent, and nothing supports us but the knowledge that there are still feebler, still more spent,
still more helpless ones there who, with staring eyes, look upon us as gods that escape death many
times.
In the few hours of rest we teach them. "There, see that waggle-top? That's a mortar coming. Keep
down, it will go clean over. But if it comes this way, then run for it. You can run from a mortar."

19

We sharpen their ears to the malicious, hardly audible buzz of the smaller shells that are not easily
distinguishable. They must pick them out from the general din by their insect-like hum--we explain
to them that these are far more dangerous than the big ones that can be heard long beforehand.
We show them how to take cover from aircraft, how to simulate a dead man when one is overrun in
an attack, how to time hand-grenades so that they explode half a second before hitting the ground;
we teach them to fling themselves into holes as quick as lightning before the shells with
instantaneous fuses; we show them how to clean up a trench with a handful of bombs; we explain
the difference between the fuse-length of the enemy bombs and our own; we put them wise to the
sound of gas shells;--show them all the tricks that can save them from death.
They listen, they are docile--but when it begins again, in their excitement they do everything wrong.
Haie Westhus drags off with a great wound in his back through which the lung pulses at every
breath. I can only press his hand; "It's all up, Paul," he groans and he bites his arm because of the
pain.
We see men living with their skulls blown open; we see soldiers run with their two feet cut off, they
stagger on their splintered stumps into the next shell-hole; a lance-corporal crawls a mile and a half
on his hands dragging his smashed knee after him; another goes to the dressing station and over his
clasped hands bulge his intestines; we see men without mouths, without jaws, without faces; we
find one man who has held the artery of his arm in his teeth for two hours in order not to bleed to
death. The sun goes down, night comes, the shells whine, life is at an end.
Still the little piece of convulsed earth in which we lie is held. We have yielded no more than a few
hundred yards of it as a prize to the enemy. But on every yard there lies a dead man.
Alls Quiet on the Western Front
ERICH MARIA REMARQUE
Translated from the German by A. W. WHEEN FAWCETT CREST 1929
http://www.myteacherpages.com/webpages/esimpson/files/AQWF%20-%20full%20text.pdf


20

APPENDIX 4 POWERPOINT PRESENTATION CAUSES OF WWI


21


22

APPENDIX 5 FILL-IN-THE-BLANK WORKSHEET CAUSES AND TIMELINE OR WWI
MAIN Causes of World War One
Use the words in the box below to complete the paragraphs;

World War One, sometimes called The Great War or the war to end
all wars was triggered by the of Archduke Franz
on 28 June ____ . However, the main causes
of the war were more complex and tensions between countries had
been building in for some time.
One of the main causes of the war was , which means
building up armed forces and getting ready for war. Because countries
were competing to have the largest army, it made them suspicious of
each other.
The _______ between European countries also led
to the war. These agreements meant they had to defend and help each
other. The two most important alliances were the
__________ (between Germany, Austria-Hungary and Italy) and
the _____________ (between Britain, France and Russia).
Another cause of the war was , which means trying
to build up an empire. In 1914, all the Great Powers were competing
for territory and wealth around the world.
N ______ was also a cause of World War One; it means
having pride in your country and being willing to defend or protect it.
Some countries had a feeling of superiority over other countries and
nations wanted to assert their power and independence.
On the 4
th
of _______ 1914, _______
declared war on Germany. Because Australia was a part of the
British ______ , it was automatically at war with
Germany too. Australian soldiers were sent to fight overseas in
Turkey, France, Belgium and Egypt.
Militarism
Imperialism
Nationalism
Alliances
Britain
Triple Entente
Triple Alliance
Europe
Empire
Assassination
Ferdinand
1914
August
Extension task: Look at the recruitment poster.
1. What do you think it means?
______________________________________________
______________________________________________
2. Who is the Old Lion and who are the Young Lions?
______________________________________________
______________________________________________
3. Which word above does the poster most relate to?
______________________________________________


23

APPENDIX 6 HISTORY ALIVE 9 FOR THE AUSTRALIAN CURRICULUM, CHAPTER 8.2, WHAT
CAUSED THE GREAT WAR?, PAGES 228-231


24


25


26


27

APPENDIX 7 PETER DALTON INTERACTIVITY QUESTIONS ENLISTMENT AND THE CALL
TO WAR
Peter Dalton Enlistment and the Call to War Interactivity Questions
Instructions
Go to: http://streaming.lawley.wa.edu.au/students/TLF/DVD/los/L369/index.html or
https://junior.stjohns.sa.edu.au/subjects/lob/Studies_of_Australia/los/l369/index.html if
the first link does not work.
Turn off your speakers or put in headphones!
Navigate through the interactive activity (The World at War, Australias Call to War,
Interviews and SWOT) and complete the following questions in your workbooks, using full
sentences.

1. Why did people call WWI the Great War?

2. What was the significance of the white feather? What did it mean?

3. What is the slogan on the poster that shows a soldier pointing? Why were those words used?

4. Australia was part of the _____________ Empire. This meant young men were urged to enlist to
help defend _____________ .

5. On what date did recruitment begin in Australia for the war? What were the requirements
(height, chest, age) to enlist?

6. New troops were ____________ needed. By the end of _____, recruitment had fallen to an all-
time low. At the same time, the number of _______ on the ___________ ________ was at its
highest. _____________________________________ was the welcome given to men who
_________ late in the war.

7. Create a table (like the one below) to describe the people who will influence Peters decision,
their opinions and their reasons for their opinion.

8. Follow the instructions and record your SWOT analysis using the table below as a guide.

Strength

Weaknesses
Opportunity

Threat
Person Opinion (should Peter
enlist?)
Reasons why/why not
Doreen Dalton
(Peters
Mother)
Peters mother believes he
should not enlist in the war
because their family has
suffered enough.
Peter is too young
Australia is too far away to be under any threat from
Germany
He wont be able to see Maureen if he goes off to war

28

APPENDIX 8 MINI-ESSAY GUIDELINES, CRITERIA SHEET AND RUBRIC CAUSES OF WWI
(ASSESSMENT)
Year 9 Humanities
WWI Essay
Aim: To demonstrate your knowledge about the causes of WWI and essay writing skills.
Essay question: What caused the Great War?

Conditions:
1. Students will receive class time to work on the plan and handwritten draft.
2. The handwritten draft is to be submitted alongside the final copy, which may be typed.
3. A reference list needs to be completed, using at least five different sources.
Guidelines:
INTRODUCTION Provide a context sentence about the Great War.
Describe the assassination of Archduke Franz Ferdinand and its
importance.
Briefly explain the main cause of WWI.
PARAGRAPH
STRUCTURE
o Topic Sentence state a cause of WWI.
o Explanation explain/define what that cause is.
o Evidence provide an example for this cause (use a source).
o Link to the next paragraph. Another cause of the war was
CONCLUSION Come back to the essay question.
Summarise the main causes of WWI.

References: Your reference list is to be set out using the following guide:
Ref No.
Author
(surname +
initials)
Last Update
(in brackets)
Article Title
(underlined)
Date Accessed URL
E.g. Online
Article
Stanton, R. (2001)
The Secret Life
of Us
June, 2001
http://www.
warickpub.aus
Ref No.
Author
(surname +
initials)
Date
Published
Title
(in bold)
Publisher
Place
Published
E.g. Book Smith, K. 1997 The Life of a
Starfish
Warick
Publishers
Brisbane,
Australia.

29

Year 9 Humanities
Causes of WWI Essay Criteria Sheet
Name: ____________________________________
Criteria 1: Historical Knowledge and Understanding
Below At Standard Above
VL L M H VH
Answer to the essay question, including definitions of
the terms: militarism, alliances, imperialism and
nationalism.

Criteria 2: Historical Skills
VL L M H VH
Use of appropriate terms to explain and provide
example for historical concepts.

Criteria 3: Analysis and Use of Sources
VL L M H VH
Inclusion of relevant primary and secondary sources as
evidence for historical arguments.

Criteria 4: Perspectives and Interpretations
VL L M H VH
Identification and analysis of different historical
interpretations.

Criteria 5: Explanation and Communication
VL L M H VH
Development of a formal essay structure that describes
and explains the causes of WWI.

Criteria 6: Control of the Conventions of the English
Language
VL L M H VH
Correct use of grammar, spelling, sentence structure
and clear expression.

Inclusion of a correctly written bibliography/reference
list.

Comments:


30

RUBRIC FOR MINI-ESSAY: WHAT CAUSED THE GREAT WAR? Name: _________________________________
Criteria 1: Historical Knowledge and
Understanding
Below Standard At Standard Above Standard
Very Low Low Medium High Very High
Answer to the essay question: What
caused the Great War?
No causes of WWI
have been
provided.
1-2 causes of WWI
has been provided
and explained.
2-3 causes of WWI
have been provided
and explained.
3-4 causes of WWI
have been provided
and explained.
4+ causes of WWI
have been provided
and explained.

Use of appropriate terms to define and
provide examples for historical concepts.
Definitions and
examples have not
been provided for
any of the historical
terms.
A definition and
example has been
provided for only
one cause of WWI.
Definitions and
examples have
been provided for
two causes of WWI.
Three causes of
WWI have been
defined and
explained using
examples.
Four causes of WWI
have been defined
and explained using
examples.

Inclusion of relevant primary and
secondary sources as evidence for
historical arguments.
Little or no
incorporation of
evidence from 0-1
different sources.
Limited
incorporation of
evidence from 1-2
sources in their
argument.
Use of evidence
from 2-3 primary or
secondary sources.
Effective use of
evidence from 3-4
primary and
secondary sources.
Highly synthesised
use of information
from 5+ primary
and secondary
sources.

Criteria 4: Perspectives and
Interpretations
Identification and analysis of different
historical interpretations.
There has been no
identification of
different historical
interpretations.
An attempt has
been made to
identify different
historical
interpretations.
Different historical
interpretations
have been
identified and some
analysis has been
attempted.
Identification and
analysis of different
historical
interpretations has
been provided.
Several historical
interpretations of
events have been
identified and fully
analysed.


31

Criteria 5: Explanation and
Communication
Development of a formal essay structure
that describes and explains the causes of
WWI.
A formal essay
structure, including
paragraphs, has not
been used.
An attempt at
paragraphing which
describes that
causes of WWI.
Formal paragraphs
have been used to
describe WWI
causes, but they do
not logically flow.
The essay has been
structured to
enable a flow of
ideas which
describe and
explain the causes
of WWI.
Excellent use of a
formal essay
structure, with links
being made
between logically
flowing descriptions
and explanations of
the causes of WWI.

Criteria 6: Control of the Conventions of
the English Language
Correct use of grammar, spelling, sentence
structure and clear expression.
No attempt has
been made to use
correct grammar,
and spelling, proper
sentence structure
of clear expression
of ideas.
A limited attempt
has been made to
use correct
grammar, spelling,
sentence structure
and clear
expression.
There are some
mistakes in spelling,
grammar and
sentence structure
and expression is
not very clear.
Expression is clear,
and there are few
grammar, and
sentence structure.
There are no
grammar or
sentence structure,
and expression is
very clear.
Inclusion of a correctly written
bibliography/reference list.
No bibliography has
been provided.
An incomplete
reference list has
been provided.
A bibliography with
more than five
mistakes has been
included.
A reference list with
less than five
mistakes has been
provided.
A correctly written
bibliography with
no mistakes has
been included.

Comments:


32

APPENDIX 9 1914 MAP OF EUROPE WORKSHEET
1. Locate and label these countries on the map;
Germany
Austria-Hungary
Serbia
Russia
Italy
Britain
France
Belgium
2. Colour code the countries that were part of the Triple Entente, Triple Alliance, and the
countries that were neutral:

3. Name the members of each alliance here;
THE TRIPLE ALLIANCE: _________________________________________________________
THE TRIPLE ENTENTE: _________________________________________________________

4. Identify and label on the map, the different locations where Australian soldiers fought

33

APPENDIX 10 GUIDELINES FOR THE TIMELINE OF GALLIPOLI EVENTS
Time Event title Who was involved?
(Include people and
nationalities)
Where did it take
place?
(Include what terrain
was like)
What happened? (Facts only/dot points) Outcome of the event
2:00 am Captain Faik sees
silhouettes of ships

3:00 am The covering force
is towed to shore

4:15 am The landing of the
covering force

4:35 am First contact:
Private Adils
trench

4:50 am The Kaba Tepe guns
5:20 am Early forward
advance of ANZAC
forces

8:00 am MacLagan and
McCay

10:00 am Lt Col Mustafa
Kemals defining
order

12:30 pm Frontline formed;
Artillery used

10:00 pm The case for
evacuation

Midnight General Sir Ian
Hamiltons order to
dig in


34

APPENDIX 11 HISTORY ALIVE 9 FOR THE AUSTRALIAN CURRICULUM, CHAPTER 8.6,
TRENCH WARFARE, PAGES 240-241


35


36

APPENDIX 12 - IMPRESSIONS OF WAR HANDOUT AND TEMPLATE FOR SOLDIER Y-CHART


37


38

FEELS LIKE
LOOKS LIKE SOUNDS LIKE

39

APPENDIX 13 POWERPOINT PRESENTATION IMPACTS OF WWI ON THE AUSTRALIAN HOME FRONT


40


41

APPENDIX 14 RECRUITMENT AND CONSCRIPTION CAMPAIGN PROPAGANDA POSTERS


42


43

APPENDIX 15 ARGUMENTS FOR AND AGAINST THE CONSCRIPTION DEBATE

Arguments For and Against Conscription
Pro-conscription Arguments Anti-conscription Arguments
It was Australias duty to support Great Britain.
No person had the right to send another to be
killed or wounded.
Conscription meant equality of sacrifice.
There would not be enough hands to farm if men
were conscripted.
Voluntary recruitment had failed.
The working class would unfairly bear the
burden of the fight.
Australia had a good reputation that had to be
protected.
Too many Australian men had already died or
been wounded.
Other Allied countries, such as Great Britain,
New Zealand, and Canada, had already
introduced conscription.
Conscription would harm and divide Australia.

Individuals Supporting and Opposing Conscription
Those Supporting Conscription Those Opposing Conscription
Representatives of every political party except
the Labor Party.
Trade unions.
Business organisations. Most of the Labor Party.
Major newspapers such as the Argus, the Age,
and the Bulletin.
The Catholic Church (Melbournes Archbishop
Daniel Mannix, led the fight against conscription
Britain had suppressed the Irish Easter uprising
of 1916 and executed its leaders; most
Australian Catholics were of Irish descent and
many represented Britains treatment of Ireland.
Protestant churches. The Womens Peace Army.
Some returned soldiers. Most working class people.
Some returned soldiers.


44

APPENDIX 16 MODERN DAY REFERENDUM SITUATION
Modern Day Referendum Situation
SCENARIO A: RECRUITMENT
The Prime Minister of Australia, Tony Abbott, has just announced that Australias allies have gone to
war, and our assistance is required. Any man or woman over the age of 16 years has been called to
join the cause and fight for their country. Would you answer this call and join the war? Explain your
decision.
When making their decision students are encouraged to consider;
What will their decision be?
What will influence their decision?
Which people will influence their decision?
How would their lives change if their peers acted differently?

SCENARIO B: CONSCRIPTION
Australia is at war in support of our allies. Australia still needs more troops but recruitment is at an
all-time low. Australia has promised our allies another 10,000 troops, and thus is thinking about
conscription as an option. A referendum is to be held, with the Australian voters making the final
decision. Would you vote for or against conscription? Explain your decision.
When making their decision students are encouraged to consider;
What will their final decision be?
What will influence their decision?
Which people in their lives will influence their decision?
How would their lives change if conscription was brought in?


45

APPENDIX 17 ANSWERS HOW DID WOMEN CONTRIBUTE TO THE WAR? WHAT NEW
ROLES DID THEY TAKE ON?

ANSWERS: How did women contribute to the war? What new roles did
women take on? (Britain-focused).
Some women felt it their duty to force men to enlist, by every device of scorn or blackmail.
E.g. Use of white feathers, women feigning expressions of contempt at men who were not in
uniform.
Contribution of work in Lloyd Georges Munitions program.
More and more women took over jobs that had been traditionally male-dominated jobs. E.g.
Gas workers and conductors. Middle-class girls started work as nurses or in clerical positions.
Womens roles in the workforce caused problems men and trade unions held strikes over
the use of unskilled women to work machines.
The Womens Farm Labour Force up to 230,000 women (The Womens Land Army).
Worked as labourers. E.g. Lumber cutting.
Women donned service uniforms
o Womens Auxiliary Service - telephonists, cooks, typists, transport drivers, decoding
messages.
o Womans Royal Naval Service (WRENS) cleaning torpedos, making mine nets, gas
masks and sails, and signalling.
o Womens Royal Air Force drivers and fitters on aircraft and airships.
At the end of the war, women were granted the vote and could stand for election in
Parliament (Britain).


46

APPENDIX 18 SOURCE ANALYSIS POSTER AND QUESTIONS (ASSESSMENT)
SOURCE ANALYSIS ASSESSMENT
Instructions:
The following poster was published in 1915 by the Australian Government and displayed publicly.
Use this poster to answer the following questions.

1. Is this a primary or secondary source? Provide one reason for your answer (2 marks).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Explain, using four pieces of evidence, what was happening at the time this poster was
created? (4 marks).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

47

3. Who created the source? What do you know about them? What do they believe? Explain the
point of view and biases that are presented in this source. Explain (3 marks).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. What is the key message in this source? Identify and explain how the poster persuades the
viewer (3 marks).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Who is the intended audience of this source? Provide a reason for your answer (2 marks).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. What is the author of the source hoping that the audience will think, feel or do? Is this a
reliable source? Explain why/why not (3 marks).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

7. Is this source important? What does this source reveal about the past. Explain its importance
(3 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

48

APPENDIX 19 GUIDELINES AND CRITERIA FOR RESEARCH AND PRESENTATION OF THE
LIFE AND EXPERIENCES OF AN AUSTRALIAN SOLDIER DURING WWI (ASSESSMENT)
You have to research the life and experiences of an Australian soldier during WWI (referencing the
ANZAC legend) and present a chronological account of what the soldier experienced. This may be in
any mode that you choose, such as a; PowerPoint Presentation, poster, song, essay, timeline. Etc.
You must include soldiers personal details such as their ;
Name.
Date and place of birth.
Occupation.
Next of kin.
Physical characteristics.
Medical history.
Important personal experiences.

You should also include details of their service experiences during the war including their;
Place and date of enlistment.
Service number.
Medals awarded.
Misdemeanours or punishments.
Correspondence with others.
Reports of wounds or death.
Life experiences and events after
the war ended.

CRITERIA: PRESENTATION OF A SOLDIERS EXPERIENCES DURING WWI

VL L M H VH
Reference to key events and the actions of individuals.
Use of historical terms and concepts to chronologically
sequence events.

VL L M H VH
Use of information from a range of primary and
secondary sources as evidence of research.

Criteria 3: Perspectives and Interpretations
VL L M H VH
Identification and analysis of the perspectives of people
from the past.

Criteria 4: Explanation and Communication
VL L M H VH
Selection and use of appropriate communication forms
(verbal, graphic and written. Etc) to develop descriptive
and explanative texts.

Criteria 5: Control of the Conventions of the English
Language
VL L M H VH
Correct use of grammar, sentence structure and
expression, and correct spelling.


49

RUBRIC FOR RESEARCH AND PRESENTATION OF THE LIFE AND EXPERIENCES OF AN AUSTRALIAN SOLDIER DURING WWI
Reference to key events and the actions of
individuals.
No reference has
been made to a
WWI soldiers life
events and actions.
Only basic
information has
been provided
regarding a soldiers
life events and
actions.
Some detail has
been included in
the description of
the soldiers key life
events and actions.
Key life events and
actions have been
described in detail.
Very detailed
description of both
key events and
actions of an
Australian WWI
soldiers life.
Use of historical terms and concepts to
chronologically sequence events.
No attempt to use
historical terms and
concepts to
chronologically
sequence events.
Limited use of
historical terms and
concepts to
describe events in a
random order.
Historical terms
have been used
when sequencing
events in
chronological order.
Good use of terms
and concepts to
describe life events
in a chronological
order.
Excellent use of
appropriate terms
to describe and
explain historical
concepts and
events related to
the chronological
life of an Australian
soldier in WWI.

Use of information from a range of
primary and secondary sources as
evidence of research.
Information has
been obtained from
0-1 referenced
sources.
Evidence have been
provided from 2-3
referenced sources.
Incorporation of
information from
4-5 different
(referenced)
sources.
Extensive research
is evident through
inclusion of
information from
more than 5
referenced sources.
Information has
been sourced and
referenced from
more than 5 places,
including the Shrine
of Remembrance.


50

Criteria 3: Perspectives and
Interpretations
Identification and analysis of the
perspectives of people from the past.
The perspectives of
a soldier from WWI
have not been
identified or
analysed.
A WWI soldiers
perspectives have
been identified but
not analysed.
Identification and
analysis of a single
historical
perspective.
Identification of
several historical
perspectives with
some analysis
included.
Identification of the
perspectives of
several people from
the past, including
an analysis of each.

Criteria 4: Explanation and
Communication
Selection and use of appropriate
communication forms (verbal, graphic,
and written. Etc) to develop descriptive
and explanative texts.
Poor presentation
of basic
information, using
only one
communication
form.
Basic presentation
of information
using two different
communication
forms.
Good presentation
of descriptive
information using
at least two
communication
methods.
Very good
presentation of
descriptive
information (with
some explanations)
through three
communication
methods.
Excellent
presentation of
descriptions and
explanations using
a variety of
communication
techniques. (Three
or more).

Criteria 5: Control of the Conventions of
the English Language.
Correct use of grammar, sentence
structure, expression and spelling.
No attempt has
been made to use
correct grammar,
and spelling, proper
sentence structure
of clear expression
of ideas.
A limited attempt
has been made to
use correct
grammar, spelling,
sentence structure
and clear
expression.
There are some
grammar and
sentence structure
and expression is
not very clear.
Expression is clear,
and there are few
grammar, and
sentence structure.
There are no
grammar or
sentence structure,
and expression is
very clear.

Comments:

51

APPENDIX 20 HISTORY ALIVE 9 FOR THE AUSTRALIAN CURRICULUM, CHAPTER 8.12,
PEACE AND COMMEMORATION, PAGES 256-259


52


53


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