Year 9 unit overview — Australian Curriculum: HistorySource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, <www.australiancurriculum.edu.au/History/Curriculum/F-10>.

School name Unit title Duration of unit

‘100 Years Old High School’ World War 1: ANZAC legend 6 weeks

Unit outlineThe meaning of the ANZAC Legend is disputed: it has changed over the decades, and different people interpret the significance of the events of WW1 in different ways. This unit investigates the significance of the ANZAC legend to the school and local community, in particular. The school’s war memorial is a focus for ANZAC Day commemorations annually. Students will create a presentation for inclusion in a digital memorial for display in association with the annual commemoration.

This is a culminating unit; students will extend knowledge, understandings and skills developed in the prior units (see Prior Learning).

The general purposes of this unit within the course sequence of learning are to: enable students to showcase their presentation skills; synthesise learning and understanding; engage learners by encouraging individual choice of research questions and mobilising personal interest in a community and public topic; integrate historical knowledge and understanding with information literacy skills; transform personal, school and public understanding of the topic; mature students’ capacity to communicate well reasoned, credible and supported historical arguments; align skills, processes and outcomes with school and community imperatives.

Inquiry question

Students will develop a research question in response to the overarching question:

What is the significance of the ANZAC legend to the school or its community?

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Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesHistorical Knowledge and Understanding Historical Skills

World War I

The commemoration of World War I, including debates about the nature and significance of the Anzac legend ACDSEH097

Historical questions and research

Identify and select different kinds of questions about the past to inform historical inquiry ACHHS166

Evaluate and enhance these questions ACHHS167

Identify and locate relevant sources, using ICT and other methods ACHHS168 Analysis and use of sources • Identify the origin, purpose and context of primary and secondary sources ACHHS169 • Process and synthesise information from a range of sources for use as evidence in an historical argument ACHHS170 Explanation and communication

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced ACHHS174

Literacy

ICT capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Historical Understandings

☐x Continuity and change ☐ x Cause and effect ☐ x Perspectives ☐ x Empathy ☐ x Significance

Achievement standard

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain

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Identify curriculumdifferent interpretations of the past.

Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

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Relevant prior curriculum Curriculum working towards

Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.World War I (1914-1918) An overview of the causes of World War I and the reasons why men

enlisted to fight in the war (ACDSEH021) View additional details about Critical and creative thinkingView additional details about Personal and social capabilityView additional details about Ethical understanding

The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095) View additional details about NumeracyView additional details about Critical and creative thinkingView additional details about Personal and social capabilityView additional details about Ethical understandingView additional details about Intercultural understanding

The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate) (ACDSEH096) View additional details about Critical and creative thinking

The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I 1914-1918, the ‘war to end all wars’.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

Bridging content

Knowledge, skills and processes will be integrated in the research project.

Links to other learning areas

English: Through the study of history, students learn how to read texts with critical discernment and how to create their own texts that present the results of historical understanding clearly and logically. In their studies, they encounter representations of the past that demonstrate the power of language and symbol, and they learn to extend the range of their own expression. Creative writing and text studies can be aligned to the study to create richer learning experiences.

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Assessment Make judgments

Describe the assessment Assessment dateFor Learning area standard descriptors:https://www.qcaa.qld.edu.au/31523.html

Students will develop and practise historical knowledge, understanding and skills in formative assessment tasks. Journals will assist teachers to identify students’ individual progress and students to self-evaluate. Peer feedback will provide opportunities for peer tutoring and identify ways to improve.

FormativeStudents will:

Write a minimum of journal entries to reflect on learning throughout the unit; Complete a inquiry log containing research question, sub-questions, notes,

references and evaluations of sources Respond in writing to two peers draft presentation.

Students’ selection of questions for research will cater for individual needs.

SummativeStudents will:

Create a multimodal report into the significance of the ANZAC legend to the school and local community;

Present their report to an audience of peers and members of the school community;

Make reference to 2 primary and 2 secondary sources; Include a minimum of 10 slides and a maximum of 20 slides (including 1

bibliography slide); It will include a recorded commentary on the slides, minimum of 3 minutes

and a maximum of 5 minutes.

Final week of term

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Pre-Inquiry Project Step: Exploring

Teacher will:

Models links with topic. How am I linked to the ANZAC legend?

Students will:

Participate in small group discussion of personal relationships with ANZAC legend topic

Question: What links the school, it’s community and the World War 1 period in history?

Research school and community during the Great War period by completing a completing a number of the following activities: visiting and collecting evidence at school war memorial, school archive and chapel, local war memorial, Returned Services League, interviewing family and friends, watching media about ANZAC Legacy;

Reflect on their learning, during the phase, in a personal journal (e.g. online

Adjustments will be negotiated between teacher and student, guided by learning support staff.

Instructional teams will consist of: IT staff to support the construction of multimodal presentations; Teacher librarians to support information literacy; Classroom teacher

Online Resources Footnoted in Teacher strategies and learning experience column.

1. http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry

2. https://www.awm.gov.au/people/roll-search/all/?preferred_name=&service_number=&unit=&conflict=0&op=Search

3. http://trove.nla.gov.au4. http://www.youthlearn.org/sites/youthlearn.org/files/images/1-1-1_1.gif5. http://www.youthlearn.org/sites/youthlearn.org/files/images/1-1-1_3.gif6. http://www.youthlearn.org/sites/youthlearn.org/files/images/1-1-1_4.gif7. http://www.youthlearn.org/sites/youthlearn.org/files/images/1-1-1_5.gif8. http://www.youthlearn.org/sites/youthlearn.org/files/images/1-1-1_6.gif9. http://www.youthlearn.org/sites/youthlearn.org/files/images/1-1-1_8.gif

Books• Anderson, M, Low, A, Conroy, J & Keese, I 2005, Retro active 2, “Stage 5: Australian History”, John Wiley & Sons, Milton, Qld.• Anzac Day Commemoration Committee of Queensland 1999, The Anzac Experience: Investigating Australians’ Battlefields Experiences in World War I, Ryebuck Media, Malvern, Vic.

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Black Board journal)

Teachers and students will:

Discuss Brunner’s The Inquiry Process (1).

Step 1. Posing Real QuestionsOverarching question:What is the significance of the ANZAC legend to the school or its community?

Students will:

Pose questions to investigate why a particular person (former pupil or family member), place (significant place e.g. battlefield, building, memorial etc.), or object (e.g. artifact) represents an interpretation of the significance of the ANZAC legend to the school or the local community (4);

Develop a central question and supporting sub-questions (5);

Complete the Real Questions in small groups and report back to the class;

Reflect on their learning, during the

• Bereson, I & Rosenblat, S 1985, Inquiry Australia, 2nd edn, Heinemann Educational Australia, Richmond, Vic.• Cannon, M 1996, Chronicles of Australian Contemporary History, Addison Wesley Longman, Melbourne.• Carrodus, G, Delaney, T, Howitt, B 2012, Oxford Big Ideas, History 9: Australian Curriculum, Oxford University Press, South Melbourne, Vic.• Dennis, L 1996, Australia since 1890, Addison Wesley Longman, Melbourne, Vic.• Engwerda, R& Cotter, R 1998, Jacaranda SOSE: Australian History to 1975, Jacaranda WileyLtd, Milton, Qld.• Mackay, H, et al. 2002, Longman History 9, Pearson Education, Melbourne, Vic.

Additional Online Resources

• Anzac Day: www.anzacday.org.au/education/tff/anzacday.html• Australia Army archives: www.army.gov.au/Our-history/Primary-Materials/World-War-One-1914- to-1918• Australian War Memorial: http://www.awm.gov.au/encyclopedia/gallipoli/• Department of Veterans’ Affairs: www.dva.gov.au• First World War diaries: www.awm.gov.au/collection/records/awm4• National Library of Australia, Pictorial Collection: www.nla.gov.au/catalogue/pictures• National Library of Australia, Resource search: www.nla.gov.au• Australian War Memorial, Opinion, views and commentaries: www.awm.gov.au/blog/category/opinion• Library of Congress: Using primary sources

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

phase, in a personal journal (e.g. online Black Board journal).

Step 2. Finding ResourcesTeacher and instructional partners will model use of online resources like: War Memorial Website (2), NLA’s Trove (3) database.

Students will:

Identify, select, locate and record (e.g. notes, photographs etc.) evidence from physical locations (e.g. war memorial, chapel, museum etc.); digital evidence and print evidence;

Keep an inquiry log, completing the included graphic organisers (see attached) to manage information.

Record sources of information in the Inquiry Log;

Evaluate the merit of evidence and arguments using graphic organizers (e.g. CRAAP test (6) & (7);

Reflect on their learning, during the phase, in a personal journal (e.g. online Black Board journal).

Step 3. Interpreting InformationStudents will:

www.loc.gov/teachers/usingprimarysources• Skwirk.com.au Interactive schooling, The Anzac legend: www.skwirk.com.au/p-c_s-14_u-42_t- 46_c-136/the-anzac-legend/nsw/history/australia-and-world-war-i/gallipoli-and-the-anzacs

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Read, analyse and interpret findings (using graphic organisers) (8);

Organise, process and synthesise information from their sources to develop historical argument in response to their questions (9);

Reflect on their learning, during the phase, in a personal journal (e.g. online Black Board journal).

Step 4. Reporting FindingsTeacher and instructional partners will model response text type:

Multimodal presentation that includes a minimum of 2 primary sources and 2 secondary sources and a maximum of

Students will:

Complete a mini Inquiry Process into the multimodal text type for presentation (Revise Brunner’s The Inquiry Process);

Develop a script for their multimodal using referenced evidence to support their answer to their research question;

Provide feedback to 2 peers and attach 2 peers’ feedback to your assignment booklet.

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Post-Research Step: ReflectingStudents and teacher will:

Discuss the unit of work; Complete a journal entry reflecting on the

research project’s inquiry process and personal understanding of the topic;

Brainstorm questions arising from the depth study: consider knowledge and understanding, processes and critical understandings.

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Use feedback

Ways to monitor learning and assessment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency.

Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children on their strengths and areas for improvement.Children reflect on and discuss with their teachers or peers what they can do well and what they need to improve.Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve.

Reflection on the unit plan Identify, in class discussion and reflective writing, what worked well during and at the end of the unit, including:

activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.

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