UNIT OUTLINE

Subject: History Course: Stage 5: Core Study - Depth Study 3 Number of Weeks: 10
Unit title: Australians at War - World War I

Key Concepts/ Big Ideas The importance of this learning

 Overview of the causes of WWI History is a process of inquiry into the past that has shaped our world today. Thus, the
 Understanding the geography of where learning of World War I is significant in understanding how it has shaped our world and
soldiers fought and the conditions most importantly how it has shaped Australia. This is a core study that allows students to
 Empathetic Understanding; realising the investigate key aspects of World War I and specifically the Australian experience of the
enemy suffered as well war. This period from 1914-1918 was seen as the 'war to end all wars'. The most
 The origins of the Anzac Legends important aspect is that this War is part of the Australian history and to this day has
significant impact. Students develop various historical skills throughout the unit.
Key Inquiry Questions:
 What events or conflicts caused World
War I?
 What was the significance of Gallipoli and
the Western Front Campaign?
 How has the Anzac legend influenced our
national identity?
 How did the war affect Australians on the
home front?
 What is the legacy of the war and Anzac
day?
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
Term 1  Explains and assesses the historical forces and factors that shaped the modern
10 weeks world and Australia HT5-1
2 lessons per week  Sequences and explains the significant patterns of continuity and change in the
1 Lesson = 1 hour development of the modern world and Australia HT5-2
 Explains and analyses the causes and effects of events and developments in the
Students will be taught all syllabus content points in
modern world and Australia HT5-4
order alongside the relevant skills and historical
concepts.  Identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-5
 Explains different contexts, perspectives and interpretations of the modern world
and Australia HT5-7
 Applies a range of relevant historical terms and concepts when communicating an
understanding of the past HT5-9
 Selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences HT5-10
Literacy Focus Numeracy Focus ICT Focus
Differentiation

 Use appropriate  Depict events in  Students use a range Differentiation for students with low ability is
historical language different places and of digital technologies provided within the learning strategies.
time on timeline to create digital
 Define, understand resources Differentiation for students with higher ability
and use concepts  Interpret and  Teacher uses a range and gifted talented student is provided.
throughout the unit understand relevant of digital resources to
maps and tables that assist students with
 Develop literary create additional learning such as video
skills analysing meaning to text clips, websites,
sources and writing PowerPoint
skills
Week/ Syllabus Content
Sequence
Term 1 An overview of the causes of the
Week 1 wars, why men enlisted and
Lesson 1 where Australians fought:
 outline the main causes
of both wars
 locate and sequence the
places where Australians
fought in both wars
Teaching and Learning Strategies including assessment for learning. Resources
Brainstorm & Mind-Map:
As a class, brainstorm student's previous knowledge about WWI. Whiteboard and markers or smartboard
Teacher to arrange this information on the board as a concept map
with the headings: causes of war; the war in Europe; Gallipoli
Campaign; home front; conscription; remembrance. Students
should copy the mind map and add to it as the unit progresses.
Glossary: Students create a glossary at the start of the unit and add
to it throughout the unit. Words include and not limited to; Anzac,
propaganda, patriotism, nationalism, imperialism, assassination,
conscription, internment, triple alliance, ally, referendum.
Activity Booklet: Student's receive booklet (Resource 1) with various
activities in it. Each lesson, the teacher will tell students which Resource 1 ( See appendix)
activity they need to complete. First page is a blank map where
students identify the Triple Alliance and the Triple Entente using
different key. This is supported by two larger maps that teacher puts
up on the smartboard that depicts the different countries involved in
the war. Students to annotate the map accordingly. Smartboard
Differentiation: For gifted talented/higher ability or tech savvy
students, they can create an interactive map of WWI using
http://www.myhistro.com/personal-business-
education/#education.
Resource 1 (Booklet): On page 2 of the booklet, students have a
table locating where Australian soldiers fought. They are to
 construct a timeline to sequence the information in the table.

Differentiation: Low ability students or students with difficulty are

given a scaffold to follow.

Term 1 Aural/Visual Learning: Students view a quick video about the main Teacher's computer and access to
Week 1 causes of WWI (Horrible Histories). smartboard.
Lesson 2  Outline the main causes Class Discussion: Teacher facilitates discussion: Can this be used as a Horrible Histories Video: (2 min)
of both wars useful source? Why or why not? What questions arise from the https://www.youtube.com/watch?v=NfVRaCL
video? 9ryk

Booklet: Students open to a table (Resource 2) in their booklets. Resource 2 (See Appendix)
Teacher explains the acronym of MANIA.
Students view a video about the causes and events that led up to Causes & Events Video: (12 min)
the war. Students out the table where appropriate. After video, https://www.youtube.com/watch?v=PbwH1Z
teacher puts up the table (Resource 2.5) on the board and students BnYds
complete the information.
Resource 2.5 (See Appendix)
Aural/Visual Learning: Students view a short video made by BBC, a
modern remake of the assassination of Archduke Ferdinand and his
wife. It is covered as LIVE news coverage of the assassination with Assassination of Archduke Ferdinand:
reporters reporting from the different countries involved in the war. https://www.youtube.com/watch?v=l-
AjF3dYBXA

Term 1 - Outline the main causes of both Timeline Resource 3: Teacher to handout a timeline that students Resource 3 ( See appendix)
Week 2 wars should add to their own timeline about the conflicts and events in
Lesson 1 Europe leading up to the outbreak of war in 1914.
- Explain why Australians
enlisted to fight in both wars
Differentiation - Extension activity: Students use this website
http://www.historyplace.com/worldhistory/firstworldwar/index-
1914.html to annotate their timeline further.

Week 2 The scope and nature of warfare
Lesson 2
 Describe the nature of
warfare during the
Gallipoli campaign
 Explain the outcome of
the Gallipoli campaign
Week 3  Describe the nature of
Lesson 1 warfare during the
Gallipoli campaign
Brainstorm activity: As a class, teacher to construct mind map on Whiteboard & Markers
the board on why students think Australians enlisted to fight in
WWI. Discuss any questions that arise.
Reading and Discussion: Class reading of page 204 & 205 of their Textbook
Retroactive 2 textbook. Discussion on the thoughts that arise after
reading the reasons Australians chose to enlist.
Source Analysis: Using primary sources of propaganda enlistment
posters (Resource 4), students answer questions. Class discussion Resource 4 ( See appendix)
about the sources and answers.
Differentiation: Teacher to apply think, pair, share (TPS) strategy for
source analysis and peer mentoring to students with low ability.
That is to pair them with higher ability students.
Aural/Visual Learning: Student view born on the shores of Gallipoli - Born on the Shores of Gallipoli Video: 9
an introduction to the Gallipoli Campaign. Students should take min
notes. https://www.youtube.com/watch?v=rnKYV
w5IM0g&t=211s
Teacher Centred Presentation: Students view PowerPoint
presentation (Resource 5) made by the teacher. Students should
take notes and teacher facilitates class discussion on the nature of
warfare during the Gallipoli Campaign. Students complete activities Digital Resource 5 ( See appendix)
(passages, source analysis and table on the equipment used) on the
presentation.
ICT Task: Students are allocated computers or they can use their Gallipoli 3D Website:
devices. They are given the link of the ABC 3D interactive Gallipoli http://www.abc.net.au/ww1-
website. The teacher should demonstrate on the smartboard a quick anzac/gallipoli/index.html
overview of the website and how to use it in order to answer the http://www.abc.net.au/
questions in their booklets (Resource 6). Students can play around innovation/gallipoli/

 Explain the outcome of
the Gallipoli campaign
Week 3  Outline and sequence
Lesson 2 the changing scope and
nature of warfare from
trenches in World War I
with the website and explore the Gallipoli Campaign through games,
videos, 3D timeline, eyewitness accounts and primary sources.
Resource 6 (Gallipoli website activities -
Students should work through the activities in their booklets using See Appendix)
the website. They do not need to complete all activities and they can
choose which activity they would prefer, as the purpose of this
interactive website is to explore it. The teacher will set her
expectations.
Differentiation: Students with lower ability or difficulty do not need
to do the activities. They can explore the site and play the
games/activities on the website.
Higher ability students/Gifted talents students can attempt to finish
the activities provided or do it for HW.
Warning: Teacher should warn students about graphic content in
the videos that may be disturbing and they may leave the room.
Aural/Visual Learning: Students watch various short videos
depicting life in the trenches. They should take down notes and ← Video Links
compare the different video depictions of the trenches.
Video 1: https://www.youtube.com/watch?v=QFj23OFl2Kw
Video 2: https://www.youtube.com/watch?v=j8HmPNgOC2Q
Video 3: https://www.youtube.com/watch?v=_G4ZY66BG38
Students watch a scene in the trench from the movie Gallipoli:
https://www.youtube.com/watch?v=wd1Fn4gHYac
Students watch a scene in the trench from the movie War Horse:
https://www.youtube.com/watch?v=4zBQGY_p4QM

Week 4  Outline and sequence
Lesson 1 the changing scope and
nature of warfare from
trenches in World War I
Week 4 Significant events and the
Lesson 2 experiences of Australians at war
Using sources, students
investigate features of war:
Activity: Teacher to print out a detailed trench system visual and
stick it outside the classroom door. Explain to students the rule and Trench system diagram printed out from
purpose of the game and break them into groups of four. Each group the textbook Retroactive 2, page 208
will be given A3 paper with an incomplete trench image and one at a
time go outside and view the image of the trench system. They go
back and finish the drawing and label the trench to the best of their
memory. After each group has their turn, the teacher gives out the
original visual of the detailed trench system and 2 other detailed Resource 6.5 (See Appendix)
(resource 6.5) and also puts it on the board so students can compare
their labelling with the visual.
Video Game trenches:
Visual Learning: As a last activity, students are shown a brief video https://www.youtube.com/watch?v=JwQc
clip from a videogame about the trenches and the battlefield that 8z74NWA
appears very realistic.
Fun Activity: Teacher to explain explicitly the instructions of this
activity. The class is divided in to two groups. One side is Triple Teacher can bring extra resources to make
Alliance and the other Triple Entente. student's learning creative and fun.
Each group takes one end of the classroom and creates trenches
with the tables and chairs. (The teacher can bring extra resources for
this lesson). Once this classroom is set up like a battlefield and both
sides have their trenches, the teacher will then explain the rules
again. There will be some extra tables and some chairs spread across
the middle space for some cover. Each side can only advance when
the questions asked by the teacher is answered correctly. The
teacher can adjust the game to his/her liking.
Students view video depicting prisoners of war, particularly Prisoners of war video (watch till 5
Australians using primary sources. minutes):
https://www.youtube.com/watch?v=Zg4zr
ReTw6s.

 Prisoners of war
Week 5
Lesson 1  Specific campaign:
Western Front 1916
 Specific event/incident
Group collaborating and ICT task: In groups of three (teacher can
make adjustments), students are to investigate further into the
prisoners of war by finding different sources that include actual
experiences of prisoners.
The groups can present their findings to the class in whatever
method they like (PowerPoint, digital gallery, speech etc). The
findings should not be more than 3 minutes.
Individual Task: Individually students read pages 223-225 from their
textbook and answer the first activity question (table) on page 225.
Differentiation: Teacher should improvise the peer mentoring
strategy for students with lower ability. For higher ability or gifted
student, if they finish earlier, they can do the source analysis
question on page 224 and also finish question 2.
Students are given a basic map (resource 7) of the Western Front. Resource 7 ( See appendix)
Using their textbook and detailed map (resource 7.5) on the board http://www.greatwar.co.uk/
that the teacher has put up, students are to annotate the different battles/
places on the Western Front and when they were fought.
Resource 7.5 ( See appendix)
Group Task: In groups, students conduct a research task on the
Western Front Campaign and create a PowerPoint Presentation.
Each group researches the Western Front Campaign and one other
battle. The teacher will allocate a different battle/event/incident to
each group (Battle and Siege of Liege, Battle of Hamel, Fromelles,
Pozières, Passchendaele, Verdun, British battles at Arras etc).
Teacher to emphasise the importance of investigating the Campaign
and battle through various primary and secondary sources that the
experiences of Australians.
The teacher explains to students that each group will come back
next lesson and present their findings to the rest of the class and the

Week 5
Lesson 2
 Specific campaign:
Western Front 1916
 Specific event/incident
Week 6 Significant events and the
Lesson 1 experiences of Australians at war
 Prisoners of war
 The role of women
 Participation of
Aboriginal and Torres
Week 6 Strait Islander peoples
Lesson 2
presentation should be conducted in a way where the students are
teaching their fellow classmates on their chosen battle.
Each group presents their findings as per teacher's instructions.
Teacher needs to time each group and allocate a fair distribution of
time among all groups. This is entirely at the teachers discretion;
how much time she allocates.
Battle of Somme Video:
For the rest of the lesson, students view the 'Battle of Somme'. https://www.youtube.com/watch?v=XqvA
LkpsfRo
Source analysis task (resource 8)
Resource 8 ( See appendix)
Students are given a booklet of sources (resource 9) which they use
to answer the analysis task (resource 8). Resource 9 ( See appendix)
Differentiation: Peer mentoring and TPS strategy is applied to assist Resource 9.5 (Scaffold)
students with high difficulty. Other low ability students will have
only specific source analysis questions for them.
High ability and gifted talented students will have high order, deep
analysis and critical thinking questions (Blooms-taxonomy). These
questions are presented in resource 8.
Collaborative Classroom & Discussion: Class reading of page 205 '
Aborigines and Torres Strait Islander participation' from Retroactive
2 textbook. Discuss and encourage students to voice their opinions
on the involvement of Indigenous soldiers.
Individual ICT/research task: Students conduct individual research
task on the involvement of Indigenous soldiers. They must construct
a profile of an indigenous solider and must include sources.

Impact of the wars on Australia:
Outline the Australian
Week 7 governments' control on the
Lesson 1 home front in the war
 Conscription
Differentiation: Teacher pairs students (strategy of think pair share
and peer tutoring should take place, particularly pairing low ability
students with high ability students). Students share with their Web Link (pages 8-12):
partner the information and profile they have constructed. https://www.reconciliation.org.au/wp-
content/uploads/2015/04/RA-News-April-
Students are given this website that has good sources. 2015.pdf#page=8 (pages 8-12)
Brainstorming Activity: Brainstorm what students already know
about the conscription during WWI. Teacher draws up a mind map,
assessing student's previous knowledge.
Reading: Class reading of pages 236-238 to understand the
background and motive for Prime Minister Hughes' introduction of
conscription. Teacher to facilitate class discussion on the sources
present on those pages. Teacher may go through source questions
together with the class as an open discussion.
Class Debate: Teacher explains that students will be split into two
groups and will take part in a conscription debate next lesson. For
and against side should be picked anonymously.
Differentiation: Teachers needs to choose the groups as they have
knowledge to differentiate and have diverse students in both
groups. Teacher makes sure there is fair amount of high ability
students in the same group as low ability students.
The two groups go on the computers to research their side. Teacher
gives out this link:
https://billyhughes.moadoph.gov.au/conscription_debate. Students
need to listen to the different perspectives on the website and make
an argument for their side. They should research other websites as
well.
 Inquiry Based Questions:
Students need to consider the following questions while preparing
for the debate:
Who supported the conscription and who were against it?
What were the views of other political parties?
Why did they have this view?
What did conscription require men to do?

Class Debate: Students should be ready to debate on the for and

Week 7 against side of conscription. Teacher needs to facilitate and assist
Lesson 2  Conscription the debate and be the judge. Classroom should be divided in half
and a setting of a debate should be in motion. Teacher explains the
rules and students are set to go.

 Use of government Group Research & Presentation: Students are divided into four
Week 8 propaganda groups. Teacher allocates one topic to each group (government
Lesson 1 propaganda, changing roles o women, enemy aliens and wartime
 Changing roles of women controls/censorship).
Computer and devices
 Enemy aliens Formative Assessment (Informal Task): Teacher explains these
topics briefly and instructs to research regarding the Australian
 Wartime government's involvement on the home front. Each group presents
controls/censorship their findings through PowerPoint presentation to the whole class
and will be assessed by the teacher as an informal task.

 Use of government Students pair up (think pair share and peer mentoring strategy for
Week 8 propaganda low ability students) and open this website Computers or devices
Lesson 2 http://firstworldwar.com/posters/australia.htm to view the posters
 Changing roles of women and the propaganda used by the government. Teacher hands out Resource 10 ( See appendix)
 worksheet (resource 10) questions of source analysis. Students use
the scaffold to answer the questions.

Extension activity: Students who finish earlier or with high Resource 11 (See appendix)
ability/gifted students can go on this website:
http://womensroleinthefirstworldwar.weebly.com/ and analyse the
sources using the questions provided in resource 9 by the teacher.

Week 9 Activity: Students to create their own conscription poster using the
Lesson 1  Conscription following website:
https://billyhughes.moadoph.gov.au/conscription_poster

These posters will be hung up around the room.

Discussion: Class discussion on the impact of the war on the
Significant of the wars to returned soldiers and the civilians.
Week 9 Australia
Lesson 2 Students: Individual Task: Individually student's research on the different
Explain the impact of the impact the war had on soldiers/civilians/families.
wars on returned
soldiers/civilians Writing Task: After the research, students write an extended
response with the key inquiry question: What significant impact did
the war have on soldiers who died on the battlefield and those who
returned home? What was the impact on their families and civilians?

Differentiation: Teacher needs to help students with low ability, give

them a scaffold to follow and help with their structure.

Commemorations and the Mind-map: In pairs, students create a detailed mind map of the
nature of the ANZAC legend different ways in which Australia commemorates WWI. They can
Week 10 Students: create the mind map on A4 paper, using colours and being creative.
Lesson 1  Explain how and why Using their textbook and computers/devices to research. Refer to
Australians have http://australia.gov.au/about-australia/australian-
commemorated the story/remembrance-day.
 wars Teacher displays students mind map on the wall.
 Explain different
perspectives on the Class reading: Students read the textbook, pages 248-251 on the
ANZAC legend ANZAC legend. Throughout the reading, the teacher should stop and
discuss key points. Teacher should stop at the sources and analyse it
as a class using the previous scaffold provided to students.

Students draw up a table to compare the different perspectives on

the ANZAC legend.
Class Project:
As a class, including the teacher create a full wall display that aims to
Week 10 illustrate the key aspects of Australia's involvement in the WWI and Teacher brings in resources to create the
Lesson 2 other key aspects of the World War. Teacher encourages and assists full display wall.
in any way possible in order to create a display that accurately - Massive display poster (teacher should
represents the World War with colours, drawings, primary and measure the wall where she will hang the
secondary sources, trench system etc. display on)
- Sketch pencils/colour pencils & textures
Wall display can include the following but not limited to: - different kind of papers
 Start with a timeline illustrating the years the war took place - primary sources printed
and the key events within each year
 Sketch or print out maps of the allies and the places the war
took place at
 Gallipoli Campaign including a detailed trench system
 Lots of pictures that illustrate the war from the home front
and on the battlefield
 Use primary sources such as diaries, letters, photos etc
 Sketch some soldiers and include speech or though bubbles
of their attitude to war/death and responses to specific
events
Assessment Details Outcomes

Group Presentation (Informal Task) HT5-1, HT5-4, HT5-10

HT5-1, HT5-9
Students are divided into four groups and given a topic
each
- Government propaganda
- Changing roles of women
- Enemy aliens
- Wartime controls/censorship

Students research the Australian government’s

involvement on the home front. Groups present their
findings to the class through digital and oral forms.
Extended Response
Students individually research on the impacts that the war
had on soldier, civilians and families.
Students write an extended response based on the
question:
What significant impact did the way have on soldiers who
died on the battlefield and those who returned home?
What was the impact on their families and civilians?
 Justification
This unit of work is designed for Stage 5 History course for 10 weeks of the core study 'Australians at War: World War I and II (1914-1918,

1939-1945). This topic can be taught together as a comparative study or separately. I chose to do World War I separately as there were a lot of

pedagogical strategies that I found useful. Two lessons per week is a sufficient time to undertake the study of this topic. Two lessons have

broken down to undertake enough theory and engaging activities to assist the theory. The unit outline has been creatively designed to focus on

historical inquiry based approach, differentiated learning and to appropriately incorporate historical concepts and skills. Inquiry is simply

defined as seeking and understanding the truth. Historical Inquiry introduces the historical aspect of exploring the truth through the tools of

historians that requires students to dig deeper in to their thoughts and question it (Fragnoli, 2005). This process allows students to appreciate

their own history while exploring other histories. Spronken-Smit and Walker (2010) also discuss inquiry based pedagogy as being student

centred that allows for deeper engagement in the classroom. Historical inquiry approach is present throughout this unit of work through the

activities of source analysis and research tasks. These tasks allow students to examine and evaluate evidence and reach logical conclusions

which leave students with an appreciation of historical context (Fragnoli, 2005).

The pedagogical strategies employed throughout the unit of work vary and differentiates to appropriately assist all students. The very first lesson

begins with a class brainstorming activity and a mind-map. Brainstorming is a great starter for the first lesson as it introduces students to the

topic through their background knowledge on the topic. This activity allows all students to contribute and engage as the level of knowledge of all

students is fairly equal. Students who may have more knowledge on the topic may contribute to other student's memory of the topic (Isaksen,
1998). Students also create a glossary to use throughout the whole unit and adding to it when they come across a new concept. This is also part

of inquiry based learning as students will add to their glossary on their own by questioning a concept and researching it themselves. This allows

students to be engaged with the historical concepts of the topic throughout the unit of work.

Collaborative group work and discussions are incorporated as an important pedagogical strategy. Collaboration as a strategy for student learning

can have a significant impact on students especially low-ability students (Lai, 2011). Therefore, I have incorporated this strategy throughout the

unit of work allowing all students to collaborate to not only assist each other to learn but to develop skills like communication, decision making,

coordination and negotiation. Especially in group work, students are negotiating with each other to come up with the accurate type of work.

Collaboration discussion especially after viewing a video is used throughout the unit. This is because visual learning is another important

pedagogical strategy that engages students and contributes to a deeper understanding of the content. Discussion after visual learning for example

in lesson two, students watch a two minute video that covers a syllabus content point and the video is funny using role play to entertain and

engage students. Surely, after watching a video that is entertaining and educational at the same time, students will engage in discussion and in

this case the teacher will lead the discussion to historical inquiry questions and analyse the video as a reliable source or not. Students watch a

video that is a modern remake of an important historical conflict that was a leading cause of the breakout of World War I. The modern remake of

this event gives students another perspective of the event and it is easy for them to imagine it occurring in their life. This not only is a visual

learning strategy but it involves students to gain understanding of historical concepts such as empathetic understanding. Using collaboration
discussions and group tasks following a visual learning strategy allows students to accurately explain their thoughts, elaborate and reorganise

their knowledge (Lai, 2011) as the visual would have assisted already in their ability to understand and deeper thinking.

The use of ICT in pedagogical strategy is important as it allows students to work through a different mode. Throughout the unit, students watch

various video clips, conduct research tasks in groups and individually, present their findings using various digital forms and visiting websites

such as the Gallipoli Campaign 3D interactive web by ABC. These different modes of ICT allows students to stay focused in their work

especially students who have a low attention span and easily drift off topic. It is a strategy employed to keep student's learning engaging,

exciting and it also challenges them (Livingstone, 2012). In classrooms today, technology is employed more than often with students already

heavily influenced by technology. This way the students are allowed to use technology but in ways that will keep them learning, contribute to a

deeper and critical understanding of the topic and allows them to develop their ICT and communication skills. Source analysis allows students to

approach the topic through historical inquiry and always keeps the students questioning their own thoughts in order to gain deeper analysis and

understanding of the historical evidence.

Differentiation among students is a sensitive and a very important aspect of teaching and pedagogy. Throughout the unit of work, differentiation

tasks have been incorporated to appropriately address the needs of all diverse students. Diversity in classroom will always be present, even if it is

a small distinction. Therefore, teachers need to have strategies in place that are effective, sustainable and efficient (Shaddock, 2007). Peer

mentoring/tutoring is a student centred pedagogical strategy to assist student learning especially low ability and students with language

difficulty. The aim is to pair these low achieving students with higher ability students in order to assist their learning (Killen, 2013). It is
beneficial for both pair as it challenges the higher ability to make sure they are learning and understanding the topic. Another differentiation is

for the teacher to scaffold and structure responses for these students so they know step by step what is expected of them.

References

A.J. Shaddock, (2007, June 25-26). Improving learning outcomes for all students: Strategies for teachers who don’t claim to be superheroes. In

Successful Learning Conference. Conference conducted at Harold Park Conference Centre, Glebe, Sydney.

Battles of the Western Front 1914-1918 (n.d.). Retrieved September 18, 2017 from http://www.greatwar.co.uk/battles/

Department of Veterans’ Affairs. Teacher Guide Gallipoli. Retrieved from http://www.abc.net.au/ww1-anzac/gallipoli/teaching-

resources/GallipoliTFD_TeachersGuide.pdf

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10.1080/03054985.2011.577938

Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies

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Reconciliation News (2015) Retrieved September 13, 2017 from https://www.reconciliation.org.au/wp-content/uploads/2015/04/RA-News-

April-2015.pdf#page=8

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The Conscription Debate (n.d.). Retrieved September 14, 2017 from https://billyhughes.moadoph.gov.au/conscription_debate