Rationale

The unit of work attached below explores World War 1 which is Core Depth Study 3 for Stage 5, “Australians At War: World Wars I and II (1914-1918, 1939-
1945)”. The unit of work solely touches on World War 1 (WW1) as each World War will be studied separately throughout a term and the comparative
aspect of the depth study will be within the World War 2 (WW2) segment of the term. The unit of work has been designed to only have 4 weeks because
the WW2 component will include a comparison aspect and will refer back to students’ knowledge of WW1, meaning it will take additional time to cover
WW2. Also, the effects of the war and ANZAC legend content dot point will be covered at the end of the topic. Multiple activities were included in the unit
of work because it was designed with the thought process that any teacher would be able to pick it up and teach it, resulting in large variety of activities to
help the teacher select the correct activity that suits their student and/or teaching style.

The Constructivist Pedagogical approach was utilised in the creation and conception of this unit of work, as it is seen as the most efficient approach in
stimulating deep learning (Bransford, Brown and Cooking, 2000). The approach signifies the need to use students’ prior knowledge in the learning process,
the unit of work delves into prior knowledge through brainstorms, prompting questions and a prior knowledge test at the beginning of the topic (Taylor et
al., 2012). Moreover, the Constructivist approach seeks to interconnect concepts and build upon key historical questions, this notion of learning can be
seen through the choice of activities in the unit of work, as there are teacher-led presentations to help present these ideas, accompanied by a discussion to
help incorporate prior knowledge and build upon these ideas while also participating in activities such as cause and effect maps and analysis of multiple
perspectives such as war poetry analysis (Taylor et al., 2012).

Harvard Project Zero visual thinking tools were heavily utilised to accompany source analysis tasks, as well as within class discussions to help students
articulate their perspective. The unit of work has numerous source analysis tasks to encourage the development of different skills. Firstly, it builds and
enhances students’ historical inquiry skills while also allowing the students to investigate and question the sources (Taylor et al., 2012). This resulting in a
hypothesis, which is an intrinsic part of the historical inquiry process (Taylor et al., 2012). All students can interact with a historical source on their level to
develop their knowledge of the topic using visual thinking tools as a stimulus. This allows seamless differentiation; no student is singled out or given “other”
work. Also, source analysis allows students to be immersed in their learning (Cooper, 2013). Through immersion in learning and the development of their
historical inquiry skills, students are able to understand various historical concepts such as cause and effect and empathy (Cooper 2013). Students are able
to develop the notion that history is not merely made up of isolated dates and events but is a complex interconnected system of social issues and events
(Cooper, 2013).

Mary Sal Paimalan Shoard 17770473

 UNIT OUTLINE
Subject: HSIE Course: Stage 5 History Number of Weeks: 4
Unit title: CORE STUDY
DEPTH STUDY 3: Focus on WW1
AUSTRALIANS AT WAR:
WORLD WARS I AND II
(1914–1918, 1939–1945)
Key historical concepts The importance of this learning
• Aboriginal and Torres Strait Islander peoples The K-10 History syllabus sees history as a disciplined processes of inquiry. It seeks to portray and
• ANZAC analyse the human experience and expose students to what has shaped our world. The Study of
• Cause and effect World War One is paramount in this understanding of our human experience as it one of the
• Censorship largest and most catastrophic events that has occurred during the 20th century. The unit of work
• Citizenship uses written, visual and oral sources to help develop students’ inquiry skills and it promotes
• Conscription students to become active citizens. Students are to use problem-solving skills and critically think
• Continuity and change about the interconnecting concepts and events that created WW1 and that have influenced our
• Democracy lives today.
• Indigenous peoples
• Interpretation
• Nationalism
• Ottoman Empire
• Secondary sources
• Source
Unit context within scope and sequence/Purpose Syllabus outcomes
CORE STUDY DEPTH STUDY 3: AUSTRALIANS AT WAR: • Explains and assesses the historical forces and factors that shaped the modern world and
WORLD WARS I AND II (1914–1918, 1939–1945): The Australia HT5-1
following unit of work is 4 weeks long and strictly
covers only WW1. This will connect to the next 6 • Sequences and explains the significant patterns of continuity and change in the
weeks of the term when WW2 is covered and WW1 is development of the modern world and Australia HT5-2
reflected, referenced back to and compared against • Explains and analyses the causes and effects of events and developments in the modern
WW2 in the comparison aspect of the unit. world and Australia HT5-4

Mary Sal Paimalan Shoard 17770473

 • 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

Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-6, HTLS-7, HTLS-9, HTLS-11, HTLS-12, HTLS-13
This topic can be taught as a broad comparative study or the two world wars can be studied
separately.
Literacy Focus Numeracy Focus ICT Focus Differentiation
• Vocabulary • Dates • Online Research • Mixed ability group work
activities • Statistics • Digital Presentations • Scaffolding
• Glossary • Graphs • Interactive • Learning mapping
activities • Numbers of deployed simulations • Re-enactments
• Article writing • Death rates • Submissions and • Video analysis
• Imaginative • Ratios notifications through • Immersion in learning activities
writing Google classroom • Source analysis stimulus
• Paragraph • Video analysis • Visual aids
structure • Drama activities to portray learning
• Informative • Giving students the ability to answer questions
writing verbally to display their learning
• Structuring of
paragraphs
• Poem analysis
• Text analysis
• Diary writing

Mary Sal Paimalan Shoard 17770473

We Syllabus content and
ek/ intended learning
seq
ue
nc
e
An overview of the causes of
1 the wars, why men enlisted
and where Australians
fought (ACDSEH021,
ACDSEH095, ACDSEH024)
Students:
• Outline the main causes of
both wars (only WW1)
• Locate and sequence the
places where Australians
fought in both wars
(Only WW1)
• Explain why Australians
enlisted to fight in both wars
(Only WW1)
Mary Sal Paimalan Shoard 17770473
Teaching and learning strategies
• Introduction to WW1 teacher led presentation:
Explicit teaching of dates and overview of the causes
WW1 and its importance in history and society
• Draw on prior knowledge of students in a brainstorm
(What do you know about his war? Did you have great
grandparents or relatives who were involved in this
war?)- This will be followed by a pre-test to grasp
students understanding and prior knowledge, in the
form of a Kahoot quiz
• Explain Countries involved (Allies and Central):
- Explain/ Discuss how the causes of WW1 follow the
concept of “cause and effect” (Slavic nationalism
and the Assignation of the archduke, previous wars
in the Balkans etc.)
- Explanation of the “July Crisis”
• Video analysis accompanied by discussion questions to
consolidate learning of ideas within the presentation
and video
• The causes of WW1- Cause and effect map (this is
scaffolded for students). Visual representation of the
causes and events that led to WW1 This allows
differentiation as it is scaffolded and allows students to
portray their learning and interact with the information
on their level
• Location of Australian battles
Resources
Resource for teacher led presentation:
https://www.youtube.com/watch?v=Cd2ch4XV84s
Allies and Central:
http://web.annefrank.org/en/Subsites/Timeline/Wo
rld-War-One-1914-1918/Theme-1/1914/MAP---
World-War-One-is-a-conflict-between-the-Central-
Powers-and-the-
Allies/#!/en/Subsites/Timeline/World-War-One-
1914-1918/Theme-1/1914/MAP---World-War-One-
is-a-conflict-between-the-Central-Powers-and-the-
Allies/
Video analysis: The MAIN Causes of WW1
https://www.youtube.com/watch?v=XRcg_t2oJkc
OR
https://www.youtube.com/watch?v=24i4ncHuf6A
Cause and effect map inspiration:
https://www.google.com/search?q=Cause+and+effe
ct+map+ww1&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiY
otjw6-
HdAhXKMN4KHePbDTIQ_AUIDigB&biw=1440&bih=7
38#imgrc=tmLHDcWaxspzPM:
 – Map of deployment activity: Students to label a map of
Europe and the Middle East of the major battles listed
in the resource (Scaffolded for all students)
• Reasons for enlistment (Students look at propaganda
posters, letters and primary other sources) to
understand the various reasons for the large number of
enlistments
- Analysis and comparative task of Military traditions
and views about war- Students analyse war poems
from: Britain, Germany and Australia
- Students research and create their own recruitment
poster on their digital device
• Case file of who started the war? Students in a group
(teacher will choose the groups, they will be mixed
ability) are allocated a theory and must research their
theory in order to debate who was at fault for WW1.
Theories:
– Slav Nationalism
– The Black Hand
– The assignation
– The Blank Check
– Russia’s readiness for war and mobilisation
– Previous tensions about trade among the powers
Mary Sal Paimalan Shoard 17770473
The July crisis – information should be used in the
cause and effect map:
http://www.open.edu/openlearn/history-the-
arts/history/world-history/the-july-crisis-chronology
Major battles list:
https://www.civicsandcitizenship.edu.au/cce/fast_fa
cts_file,9614.html
Harvard zero:
http://pz.harvard.edu/resources/see-think-wonder
http://pz.harvard.edu/resources/claim-support-
question-0
http://pz.harvard.edu/resources/connect-extend-
challenge-0
Sources for the analysis- reasons for enlistment:
http://guides.sl.nsw.gov.au/c.php?g=671848&p=472
8886
Empty map for students map activity- students to
annotate:
https://www.google.com/search?q=empty+map+of
+europe&client=firefox-b-
ab&tbm=isch&source=iu&ictx=1&fir=JKshmBNhRXJS
IM%253A%252C5PIDvW7q10Jf5M%252C_&usg=AI4
_-
kShuRVzhG7Jfeh3jyrq4EMUXJvz5Q&sa=X&ved=2ah

The scope and nature of
warfare (ACDSEH095,
ACDSEH107)
2 Students:
• Describe the nature of
warfare during the Gallipoli
campaign
• Explain the outcome of the
Gallipoli campaign
• Outline and sequence the
changing scope and nature
of warfare from trenches in
World War I to the Holocaust
and the use of the atomic
bombs to end World War
(focus will only be on the
trenches; the changes in
warfare will be discussed
Mary Sal Paimalan Shoard 17770473
• Trench warfare:
– Diagram of Trenches given to students as a reference
or the following:
– Nature of warfare: Teacher lead presentation of trench
warfare
– Model trench making OR (depending on time)
– Trench classroom transformation
– Interactive simulation of Western front trenches
– Activity while in the classroom transformation Or after
watching the interactive 360 video: Students are given
an imaginary soldier and are to write a diary entry of
what life is like within the trenches- (This a very short
dairy entry to assess students grasp on the connects
and topic. Also, this short diary entry should be marked
by the teacher as a check-in on students learning.)
– Students go on a mock archaeological dig - The
artefacts that they find will be then a source analysis
UKEwigjuT17eHdAhXBA4gKHcE9BuAQ9QEwC3oECA
UQGg#imgrc=x76mmT4IQBseNM
War poems: Britain:
https://www.poetryfoundation.org/poetrymagazine
/poems/13076/the-soldier
Australia: https://allpoetry.com/poem/8620803-
The-Recruit-by-Charles-Shaw
Germany:https://www.poemhunter.com/poem/leav
ing-for-the-front/
Resource for trench making model and classroom
transformation:
http://www.ww1trenchproject.com.au/
https://www.instructables.com/id/WWI-Trench-
Model/
https://www.youtube.com/watch?v=d-CqZwtFSIk
(example of trench classroom transformation)
Trench information video:
https://www.youtube.com/watch?v=XqIhpYlhZKQ
https://www.awm.gov.au/visit/exhibitions/anzac-
voices/life-trenches
https://www.history.com/news/life-in-the-trenches-
of-world-war-i
https://www.iwm.org.uk/history/10-photos-of-life-
in-the-trenches - Can be used as a photograph
source analysis
 when WW2 is introduced) task- This will help develop their historical inquiry skills
• Outline of the Gallipoli: Teacher lead presentation
using the interactive timeline created as a digital
resource
• Google earth of Gallipoli to show students the terrain
and present the visual, class discussion using (see,
think, wonder)
• Case study: students are to go to the following website:
https://www.awm.gov.au/learn/schools/resources/un
derstanding-gallipoli/case-studies and pick one of the
case studies on the website and answer the questions.
Differentiation: students who may struggle with this
literacy aspect of this activity can verbally answer the
question in a video
• Article on the last surviving soldier – analyse this article
as a class
• Discuss the idea of the Australian spirit at war- how
were we different to British soldiers?
• Students to write a diary entry of a young ANZAC
– Talk about how you feel Australians are different to the
British soldiers
– Mateship
– Your struggles
– Your spirit and hopes
– Your loss in the idea and belief in “The crimson thread”
Mary Sal Paimalan Shoard 17770473
Life in the trench
http://ww1facts.net/the-land-war/life-in-the-
trenches/
Interactive simulation 360 video:
Russian front:
https://www.youtube.com/watch?v=ct7tZ-MeUrA
Trench Barracks:
https://www.youtube.com/watch?v=92dNeGwf9Qs
&t=72s
Trench teacher led presentation resources:
Mock archaeological dig resources:
https://www.iwm.org.uk/history/10-things-that-
could-have-saved-your-life-in-the-trenches
Google earth of Gallipoli terrain:
Gallipoli Peninsula
https://tinyurl.com/y9ut7yeh
Anzac Cove: https://tinyurl.com/yd9xt76b
Gallipoli teacher led presentation resources:
Interactive PowerPoint
Article on the last surviving soldier:
https://www.smh.com.au/national/gallipoli-100-
years-the-last-anzac-alec-campbell-20150327-
1m94ry.html

Significant events and the
experiences of Australians
at war (ACDSEH108)
3 Harvard Project Zero visual thinking tools
• Using sources, students
investigate the following
features of each war (WW1):
– Prisoners of war
– A specific campaign, e.g.
the Western Front 1916 and
the New Guinea campaign
1942
– The role of women
– Participation of Aboriginal
and Torres Strait Islander
peoples
– A specific event/incident,
eg the Battle of Hamel 1918
and the Fall of Singapore
1942
Mary Sal Paimalan Shoard 17770473
• Aboriginal soldiers Memorial box activities:
– Source Analysis - “See think wonder” and other
– Activity: students to go the case study website, pick an
Indigenous soldier from WW1 and answer the
questions. Students will use their prior knowledge, the
information from the source analysis form the
memorial box and they may also research.
• Prisoners of war
• Video analysis
• Survivor stories analysis and discussion
• Analysis of “Prisoners of War Australians Captured in
Turkey” –Activity: Students pick a soldier and give an
overview of who he was, where he fought, where he
was captures and if he died while in battle or as a
prisoner of war or if he was freed and survived war.
• Battle of the Somme
• Video analysis- Discussion with class
• After video students are Split into groups (mixed
ability)
• These groups will be call “Infantries” research specific
parts to be later consolidated into one classroom
presentation (a primary resource will be expected in
each presentation)
– Infantry 1: Where was the battle
– Events leading up to the battle
– Why did the British want to attack? What was the
Video to accompany diary entry activity:
https://www.youtube.com/watch?v=Gps1I7Yr_1c
Memorial box and resources within the box:
https://www.awm.gov.au/learn/memorial-
boxes/3/object-list
Case Study:
https://www.awm.gov.au/learn/memorial-
boxes/3/online-resources
Prisoners of war video analysis:
https://www.youtube.com/watch?v=5_KXB8a0cqc
Survivor stories: http://www.abc.net.au/news/2012-
04-25/cassidy-life-as-a-prisoner-of-war/3967242
https://ww1.sl.nsw.gov.au/stories/george-bell-pow
Prisoners of War Australians Captured in Turkey:
https://recordsearch.naa.gov.au/SearchNRetrieve/In
terface/ViewImage.aspx?B=395661&S=1
Data base:
https://recordsearch.naa.gov.au/SearchNRetrieve/In
terface/SearchScreens/NameSearch.aspx
Prisoner of war resource information:
https://www.awm.gov.au/articles/blog/complex-
story-australian-prisoners-war
http://anzaccentenary.sa.gov.au/story/australian-
 objective(s)
– Infantry 2: France and Britain’s Battle plan: What did
they want to destroy and how
– Infantry 3: What went wrong (all aspects that went
wrong e.g. uncoded telephone messages,
inexperienced soldiers etc.)
– Infantry 4: Number of casualties, the outcome, was
there any advancements or achievements?
• Western front
• Students and teacher discussion on what they know of
the Western front or what they have learnt or think the
western from incorporates from their learning on the
topic so far- Teacher will discuss number of causalities
etc.
• Student go on “Australian Remembrance trail”
– They pick a battle and give and create digital poster on
the main events of that battle, location, date, those
involved.
– They are also to give a description of the memorial /
cemetery connected to their battle
• Women
• Students are asked on their perceptive of nurses at
war, discuss these perceptions as a class.
• Teacher led presentation: Nurses, number of
enlistments of women in war, their role at war, and
number of deaths of nurses and mental trauma of war.
• Comparison of sources, analysis as a class: photographs
of actual nurses on the war front VS romanticised
pictures… “See-think-wonder” to compare and write
answers.
– A comparison source analysis work sheet will be given
to students to write down the main discussion points of
Mary Sal Paimalan Shoard 17770473
prisoners-of-war-our-forgotten-heroes/
https://www.smh.com.au/opinion/what-happened-
to-the-bullecourt-prisoners-of-world-war-i-
20170411-gvifse.html (possible case study for Gifted
and Talented OR extension activity)
https://www.australiangeographic.com.au/topics/hi
story-culture/2011/07/australias-forgotten-wwi-
prisoners/ Extension activity
Battle of Somme Video analysis:
https://www.youtube.com/watch?v=XqvALkpsfRo
Extra resources on the Battle of the Somme:
https://www.bbc.com/timelines/ztngxsg
http://www.anzaccentenary.gov.au/news/battle-
somme-centenary
Remembrance Trail:
https://anzacportal.dva.gov.au/history/conflicts/aus
tralians-western-front
https://anzacportal.dva.gov.au/history/conflicts/aus
tralians-western-front/australian-remembrance-trail
PDF resource Remembrance Trail:
https://www.dva.gov.au/sites/default/files/ART-
Brochure.pdf
Article used as a resource:
 the sources and to answer question. https://www.mirror.co.uk/news/uk-news/bodies-
125-ww1-soldiers-found-
12910413#ICID=sharebar_whatsapp

Nurses resource: http://anzacs-roleofwoman-

ww1.weebly.com/role-of-nurses.html

https://www.awm.gov.au/visit/exhibitions/nurses/
ww1

https://www.bbc.com/news/magazine-26838077

Romanticised image “Frontline Angels”:

http://debyclark.blogspot.com/2012/11/front-line-
angels-nurses-of-wwi.html

https://www.flickr.com/photos/x-
ray_delta_one/4103141557

‘Real’ images of nurses

https://www.google.com/search?q=WW1+war+nurs
es&client=firefox-b-
ab&source=lnms&tbm=isch&sa=X&ved=0ahUKEwih
1-
GK2d_dAhVBF4gKHT0PBmcQ_AUIDigB&biw=1440&
bih=738#imgrc=_Hj-tUoNnkXXhM:

Impact of the wars on • Conscription Enlistments:

Australia (ACDSEH096, • Source analysis and comparison- look at numbers of https://www.awm.gov.au/articles/encyclopedia/enli
ACDSEH109) enlistments and the decline from 1914-1918
4 Students: stment/ww1#year

Mary Sal Paimalan Shoard 17770473

 • Outline the Australian
governments' control on the
home front in both wars for
each of the following:
– Conscription
– Useof government
propaganda
– Changing roles of women
– Enemy 'aliens'
– Wartime
controls/censorship
Mary Sal Paimalan Shoard 17770473
– Class split into two (Pro conscription & Anti
conscription) Conscription teacher led presentation resources:
– Teacher explains the issue of conscription in teacher https://ww1.sl.nsw.gov.au/stories/australias-
led presentation
– The two sides research their arguments conscription-debate
– Students debate
– In the arguments they need primary sources https://www.awm.gov.au/articles/encyclopedia/con
– To enable differentiation and to ensure all are scription/ww1
participating they are also needed to make posters as a
visual and reinforcement of their arguments.
https://guides.slv.vic.gov.au/wwone_soldiers/conscr
• Use of government propaganda
iption
• Show students enlistment and war effort propaganda
sent to primary students to take home
– Discuss the full scope and meaning of this. Propaganda
went to great lengths to convince young men to enlist Propaganda:
and to convince the public to join the war effort. http://www.samemory.sa.gov.au/site/page.cfm?u=8
– Students are to create a diary entry of an older brother, 36
who has just turned 16 picking his younger sibling up
from schools and receiving this news about how all the
children are actively involved in the war effort. Women at home resources:
Scaffolding will be available for all students http://guides.sl.nsw.gov.au/c.php?g=671848&p=472
• Changing roles of women- discuss with students 8627
– Women at home Key questions for students
(discussion): What were the societal view of women? https://www.australiagreatwar.com.au/blog/read/n
What was expected of them?
/WOMEN-MAN-THE-HOME-FRONT.html
– Video analysis and source analysis accompanied by a
worksheet
– Reinforce the impact of women at home. Women https://guides.slv.vic.gov.au/wwone_soldiers/wome
supporting the war effort and industries & the changes n
in society
• Enemy 'aliens' Teacher led presentation. Key Role of women video:
concepts/events to explain: https://www.youtube.com/watch?v=7cVSjzuvThE
– War Precautions Act 1914
– Camps
– Anti-Germanism Enemy aliens resources:
– Spy mania https://www.youtube.com/watch?v=hwPDaSn1-E0
– Push for families to enlist sons (proving loyalty) https://www.youtube.com/watch?v=zyzCnCMPDS0
– Role play or scenario simulations
 – After discussing the information above, students are
given a scenario to act out/ create based on the events
and treatment of German- Austrian Australians living in
Australia During WW1
These events to recreate might include: A German
family wants their sons to enlist, a German family
having to go to their local police station to take an oath
etc.
• Wartime controls/censorship
• Overview:
– Discussion/ teacher led presentation on the censoring
photographs of the western front
– Not allowing Australians to see the true nature of war in
order to gain more enlistments
– Phone calls and letters
– Trading
– Comparative source analysis of sources romancing war
and sources showing the true nature of war.
• Conclusion of WW1- The Treaty of Versailles
• Video analysis and discussion questions that can be
discussed as a class or answered in books/ or both.
– What did the League of Nations want/ who was in the
league?
– Who was involved in the making of the treaty?
– What do you think the consequences of the treaty
being very harsh on Germany/ Germany having to take
the blame of the war? Is this fair? Think about our
discussion on how the war was cause.
– Do you think the terms were fair?
– Do you think it was fair that Germany had no say in the
treaty?
– What were the terms? And were they too harsh?
– What are all the consequences of this?
Mary Sal Paimalan Shoard 17770473
Censorship:
http://svc029.wic009tp.server-
web.com/history/ww1/homefront/powers.html
Comparative resources:
https://www.google.com/search?client=firefox-b-
ab&biw=1440&bih=738&tbm=isch&sa=1&ei=dkew
W5D9C4ODoAS_4454&q=battle+of+the+somme&oq
=battle+of+the+somme&gs_l=img.3...7900.13276.0.
13420.0.0.0.0.0.0.0.0..0.0....0...1c.1.64.img..0.0.0....0
.cTQiooYV8lU#imgrc=TeJmBl9tcMcFTM:
https://rarehistoricalphotos.com/the-battle-of-the-
somme-in-pictures-1916/
https://www.google.com/search?client=firefox-b-
ab&biw=1440&bih=738&tbm=isch&sa=1&ei=zEewW
-
HvNJXAoAS1mpiYAQ&q=ww1+australian+telegraph
&oq=ww1+australian+telegraph&gs_l=img.3...5875.
13546.0.13787.0.0.0.0.0.0.0.0..0.0....0...1c.1.64.img..
0.0.0....0.hzDxFd_7kb8#imgrc=UT_-dOhyrCTqHM:
https://www.goldcoastbulletin.com.au/news/sun-
community/a-memorial-could-be-built-in-pozieres-
france-to-commemorate-the-battles-100th-
anniversary/news-
story/e6777b8eb8e163291f26ef603cb814f2
https://www.google.com/search?client=firefox-b-
ab&tbm=isch&q=ww1+australian+pyramids&spell=1
&sa=X&ved=0ahUKEwjY55_T6eHdAhUEMN4KHZOgB
2IQBQg8KAA&biw=1440&bih=738&dpr=1#imgrc=7d

Assessment of learning details
– Kahoot pre-test
– All forms of assessment
will be informal and will
be utilised throughout the
unit of work. Students will
present their finished
tasks and workbooks
throughout the 4 weeks
at the discretion of the
teacher. The teacher
should check and mark
most, if not all tasks to
see how students are
developing and
understanding the
content.
Mary Sal Paimalan Shoard 17770473
21pom0qc95AM:
https://www.australiangeographic.com.au/topics/hi
story-culture/2015/04/digger-kangaroo-mascot-
world-war-i/
The Treaty of Versailles:
https://www.youtube.com/watch?v=vrYhLNQMRro
https://www.youtube.com/watch?annotation_id=an
notation_2515765123&feature=iv&src_vid=vrYhLNQ
MRro&v=0jycVFL8CNM
Resources (for rationale & for learning activates)
Bransford, J., Brown, A & Cooking, R. (2000). How people learn: Brain, mind, experience and school, National
Academies Press, Washington, DC.
Cooper, H. (2013). Teaching History Creatively. Learning to Teach in the Primary school Series. Routledge.
Lewis, R & Gurry, T. (1999). The ANZAC Experience: Investigating Australians’ Battlefields Experiences in World War 1.
The ANZAC Day Commemoration Committee of Queensland. Ryeback Media.
NSW Syllabus for the Australian Curriculum. (2012). History K-10 Syllabus. Board of Studies NSW
Taylor, t., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and Time, Explorations in Teaching Geography and History.
Pearsons Australia
Winder B, R. (1987). Approaches to Teaching The Core Study: World War 1, Modern History. Curriculum Ideas For
Secondary Schools. NSW Department of Education.
Evaluation of the learning and
teaching

It was my main aim in the creation

of the unit of work that students
respond positively and are
genuinely engaged by the various
activities. WW1 as a topic can be
very content heavy and somewhat
complex for students to
understand the interconnecting
events and issues. I hope I have
created a unit of work that takes
this into consideration and allows
students to be immersed in their
learning and enjoy their time
learning it. However, I also want
this unit of work to communicate
to students the significance of
WW1 and allow them to
understand and respect the grand
scope and gravity of WW1.

Mary Sal Paimalan Shoard 17770473

Resources Created

• Kahoot pre test quiz: https://play.kahoot.it/#/k/11598da5-63d6-4d66-8e98-316818942f40

• Interactive Timeline: please click on the following link to the Google drive folder of the interactive timeline resource and download.
• https://drive.google.com/open?id=1ukgnXU4zmYbTdnxCZVOGvBTBrGwcNAOV

INSTUCTIONS FOR THE TIMELINE: Go into presentation mode, and from there people can click on the timeline to interact. You

Don’t need to press forward or back on presentation mode otherwise its not interactive, just click on the prompts located on the slide.

• Archaeological dig resource:

Mary Sal Paimalan Shoard 17770473

Date:

Name:
 2

organization [Insert Date]

Lorem Ipsum

Rationale
There has been a rumor going around your school stating that there was a secret invasion of Australia
by the Central powers during WW1. It is said that the enemy was stopped within the areas of what is
now your school. As soon as the enemy was caught; the battling occurred, which resulted in trench
warfare. This secret battle and invasion was never broadcasted and all knowledge of it was sealed away
due to the government wanting to avoid a mass hysteria and to ensure that the public did not lose
faith in the government and the Australian militaries control of Australian boarders

Although this may all be rumors, as young historians and archeologists you are curious and want to
investigate further. It is up to you and your historical team to survey and search a particular patch of
the school oval that you feel would be the most likely place where the trenches were formed.

Using your extensive knowledge of trench warfare and your advanced research each item that you may
possibly fond and answer the questions on the following page

GOODLUCK!

Aim & Method

Aim

• Find all 7 items and answer the questions in the booklet

Method

• Everyone will receive one spade, a pair of gloves and a brush.

• You are to only dig in within the enclosed space marked by tape

• BE CAREFUL these items are historical artifacts! You must proceed with caution.

2
 3
What is it? What was it used for?

organization [Insert Date]

Source 1
Lorem Ipsum

Source 2

Source 3

Source 4

Source 5

Source 6

Source 7

3
 4
Teacher Reference: Trench items

organization [Insert Date]

Lorem Ipsum

Steel Helmet

Writing Case Entrenching tool

Playing Cards

4
 5

organization [Insert Date]

Lorem Ipsum

Gas Mask

Pocket medical kit

Food rations

All imaged taken from:

https://www.iwm.org.uk/history/life-at-the-front-
in-14-objects

https://www.iwm.org.uk/history/10-things-that-
could-have-saved-your-life-in-the-trenches