Cover page

Evaluation and reconstruction of the unit CORE STUDY DEPTH STUDY 3:

AUSTRALIANS AT WAR: WORLD WARS I AND II (19141918, 19391945)

Western Sydney University

Prepared for: Western Sydney University, Unit 102098.

Prepared by: Francis Canaris Student# 17453107
Submission Date: 31/8

Content
-------------------------

Page 1 Cover page

Page2 school context-Introduction

Page 3-4 comparative table

Page 5-7 report

Page 8 References

Page 9 Modified scope and sequence

Page 10-13 Modified unit outline

Page 14 modified Assessment task

Page 15 modified Assessment task

Page 16 original scope and sequence

Page 17-20 original unit outline

School Context

The Unit of work that was examined was created for Baulkham hills school. while the school is situated
in a high SES Area. This means students are selected on the basis of their academic. High levels of
literacy were assumed amongst the students when the unit outline was created. The context of the
school that I am changing the unit for is to Arthur Phillip high school in Parramatta. The school has a high
proportion of students from refugee and migrant backgrounds. This feature creates challenges for
teachers as the classes have a wider range of literacy [Link] require different kinds of
support.

Introduction

The Understanding by Design (UbD) model was adopted as the central model for changing the
unit outline. UbD Involves a three stage process for reflecting on the previous work created
.through these reflection process teachers can develop an understanding of programs that they
wished to fix from their previous experience. Goal setting is essential towards the back design
as it forms the basis of change (Kang Joen 2016). These goals should focus on the transferable
skills that guide the construction of the unit (Wiggens,Mctighe 2011). Transferable skills at the
centre of UbD provide the support for understanding and communicating content based
knowledge within the unit. When undertaking the review I identified several components of the
unit outline that could be improved to help develop students interdisciplinary skill;

Literacy to enable students to communicate historical concepts through a variety of

mediums.
numeracy support, enable students to create conceptual understand of maths within
historical concepts
Developing student, personal and social capabilities through collaborative based
learning and empathy building task
Improving the development critical thinking skills through inquiry based learning.
Improved conceptual understanding of history by modifying the scope and sequence
Improving the assessment design in order support the other cross curriculum skills
Improving assessment design through project based approach
Each of these changes require a strategy from which I adopted to best implement the
 Comparative Table

Cross Weakness Strengths Evidence based alterations to

curriculum the unit
priority
Literacy In terms of creating supportive
The primarily weakness The unit did provide structures within the history
of the literacy strategy students in order to classroom in order to better
in the unit is that it write and contribute support student literacy
lacked adequate towards sourced based
outcomes. The unit should
support structures for analysis activities.
increase the amount scaffolded
students to participate
within a different Students read from a historical investigation
school context. Limiting variety of different text exercises. This would help
the ability for students types to inform their create a framework for students
communicate to their historical world to unpack historical concepts
historical knowledge. view.(NESA) and then communicate their
historical knowledge ( Taylor,
The second weakness in Greer 2010).
terms literacy strategy
was the unit did not In order to address the need the
assist students in
issue of the lack of persuasive
creating persuasive text
writing within the unit. The unit
based application of
their historical has been altered to create more
knowledge.(NESA) persuasive writing task when
. applying historical knowledge
Social and The unit failed create a The unit developed Implementing a more activities
personal sense of social students empathetic that are designed to foster a sense
capacity collaboration within the understanding of of social collaboration within the
program. This means historical events (NESA). class room. This requires creating
that activities within This is shown through task that incorporate cooperation
the unit did not develop the unit use source in order to create a final product of
skills that involve team based activities where historical inquiry. (Camieri 2017).
work or advocacy when students read personal
creating and applying journals of soldiers Another that method of increasing
historical concepts during the world wars. students personal and
(NESA). These reading activities interpersonal capabilities was
were then strengthened increasing the amount of Role-play
by the discussion based within the unit. Role-play is
on how students would significant in that it builds students
feel in a similar empathetic understanding of the
situation. Therefore historical concepts (skinner et
building an empathetic al,2016) as they take on the role of
understanding of historical figures helping the
history. student understand past historical
figures.

Numeracy The unit was limited in The unit program did In order to build students
its approach towards provide student empathetic knowledge of
teaching numeracy opportunities for history through numeracy it is
within the classroom. students to apply important to include activities
The use of numeracy numeracy skill when that get students to understand
not increases students readings graphs and the physical dimensions of
ability to develop an statistical data .when history (Benison 2016). This can
empathetic students analysed be achieved through students to
 understanding of the historical models to create models based
past. Therefore limiting sources.(NESA) upon the statistical data to give
students ability to make them an increased awareness of
meaning of the past the significance of the events.
based upon their
historical knowledge
(NESA)

Critical and The unit lacked an The unit did get In order to improve the critical
creative overarching approach students to critically and creative thinking within the
thinking to getting students to analyse and question unit was to include essential
develop a critical individual documents questions. Essential questions
understanding of the and create connections provide a framing device to
historical period .This is between those approach an inquiry
shown by the fact that documents and the (Wiggens,Mctighe (2011). While
subjects areas were historical period. at the same time through
treated as a separate Therefore engaging creating an essential question
factual elements of with some critical .This can be used to create
history rather than thinking of historical narrative structure allows
being seen as a inquiry. students create connections
cohesive whole. Both in between the different historical
terms of assessment events. (Koen 2016).
design and in terms of
in class activities for the The assessment task within the
unit . unit needed to change to better
reflect both the critical and
Secondly the creative thinking. This included
assessment task did not imbedded the task with an
assist in creating either essential question what is the
critical thinking or cost of war? While at same
creative capacity. As it time the assessment changed
provided only a brief towards a formative project
summative expression based structure to better
of student knowledge. express creative thinking , as
Rather than being an project based assessment allows
experience that allows for a greater scope of
for students to expression( Jacoby et al 2014).
creatively demonstrate Therefore students could apply
their historical their historical knowledge in
knowledge. critical and creative ways.
Report- Recommendations for improving the Unit: CORE STUDY DEPTH STUDY
3: AUSTRALIANS AT WAR: WORLD WARS I AND II (19141918, 19391945)
Improving Literacy Outcomes

Improving student literacy outcomes was a significant goal for my adaption towards the Unit
program. Through developing students literacy abilities I have to improve how they
communicate the conceptual ideas of history. The previous lacked adequate literacy support for
students, as the literacy experience was primary based upon purely comprehension task from
text books task and limited source based analysis task that did not challenge students to create
complex written connection between the source and the historical concept. The literacy heavy
nature of history requires changes to the program to better assist engage with the content.
Therefore creating an improved framework for students to explore text is required. Taylor,
Greer (2010) argues that the traditional approach towards helping students with the complex
language of history has been to simplify the language of complex text. However Taylor , Greer
(2010) continue to argue that this is insufficient strategy for improving both students literacy,
and there conceptual understanding of the topic, as it does not build a capacity within students
to understand and communicate the complexity of ideas being expressed. Taylor and Greer
(2010) suggest rather than simplifying the text create a framework for students to unpack
complex language. The approach I undertook to changing the unit outline creating scaffolds of
worked was a key way to help students break up complex historical concepts. Taylor , Greer
suggest using scaffold based structuring of highlighting the event and the significance of the
events in order to provide a focused literacy experience ,while Reisman(2012) Provides a
similar but alternative model for which provide a framework for students to communicate their
understanding of history lessons based upon understanding historical documents model
.imbedded within the document based lesson structure is time including paragraph and essay
writing workshops that assist students in building up a writing portfolio .

Another method that can be used to assist students literacy development was through ICT
(information and communication technology). ICT provides an additional tool to support
students literacy capabilities as it provides an alternative platform to communicate their
understanding of historical concepts (Putman 2015) .One method that I have adopted to use
was using voice threads to communicate the historical concepts. Putman (2015) argues that
that getting students to record themselves requires them to organise their thoughts
surrounding the concepts. While at the same time provides students with a sense of audience.
if students are only writing for themselves the text lacks a sense of purpose . Therefore through
the written and voiced task a sense of audience and purpose will be created within student
writing.

Improving the inclusion numeracy to explain historical concepts.

Improving numeracy can help students conceptual understand there history content .while at
the same time students get a better appreciation of mathematics within historical context. The
numeracy element was not made overly apparent within the old unit outline. Within outline
numeracy was limited towards a few memorised statistics .Freedom and Sgero(2008))suggest
that there needs to be a move away from memorisation of knowledge towards a students to
understand the concepts .While Benison (2016) argues that there is a need to create a strong
link between historical concepts and mathematical concepts . Furthermore benison (2016)
suggests this can achieved through getting students to understand the physical dimensions of
history. This attempted through causality changing how certain figures thats required to
present when understanding casualty rates during the first and second war. The activity was
changed so that students would need to work out the percentage of people wounded or killed
compared with the total amount of Australian soldiers during ww1 and ww2 .through this
activity students to create a physical representation of these casualties .This provides students
a greater sense of proportionality of casualty providing, with a clearer understanding of the
cost of war for Australian soldiers during the first and second world war. While at the same
time by creating connection by understanding the proportionality of casualties students can
developed an empathetic understanding of history thereby meeting the unit skill outcomes. If
required the main involve co-coordinating with maths teacher to make sure students have a
strong understanding of the mathematics behind understanding percentages before
proceeding with the unit.

Improving student personal and social capabilities

Improving the personal and social capacity within the classroom was underutilised area within the
previous unit outline .The previous unit outline primarily focused upon content delivery on a whole and
individual level as opposed to inter-peer. This lead to limited development of students social and
personal capacities .The NESA divides personal social capabilities into four different area which need
improvement(NESA) .In to increase students social capacity therefore I adapted the strategy of
collaborative learning. Collaborative task require students to design an object that new .while at the
same time collaborative learning provides the opportunity to build co-ordination skills between students
as students need to communicate each other to effective conduct the activity (Camieri 2017).
Furthermore collaborative based activities provides with the opportunity to self-assessment as students
assess their own capabilities in relation to the wider group (Camieri 2017).Another strategy that can be
adopted to help develop students personal and social capabilities is increasingly using role-play as a
method to teach students. Another method of increasing students personal and interpersonal
capabilities was through Role-play. Role-play is significant in that it builds students empathetic
understanding of the historical concepts (skinner et al,2016) .While at the same time role plays can be
greater used to develop the social skills as students co-ordinate amongst themselves to create an
effective role play experience(skinner et al,2016). As each student plays a defined role.

Developing critical think and Inquiry based learning through the essential
question
Developing the students critical thinking through was another key component towards change
the unit. The previous unit overly relied upon textbook based question surrounding sources and
events. That bigger inquiry based questions were left out from the day to day teaching
program. This left students less prepared for the assessment task which asked a broader
surrounding the cost of war and holocaust. Wiggens Mctighe (2011)Suggest that for a critical
and inquiry to become developed there needs to be an essential question being asked
throughout the unit of work .Kang Joen (2016) builds on the notion of the key question, as
playing an essential part towards unit design ,arguing that through these questions it provides
UbD units with a narrative that helps students to derive meaning from the unit. While at the
same narrative structure allows students to place a value judgement on the work they are
undertaking. Therefore develop a critical awareness of their work. Therefore within the new
unit outline designed the program to build towards this key question surrounding the cost of
war. How war changes society and is ww1 and ww2 worth remembering.

Changing the sequencing of the units

Changing the sequencing of the unit within the scope and sequence was also required to better
meet the needs of the students conceptual understanding of history. The previous scope and
sequence In particular making the unit on the holocaust come before the unit on ww1 and
ww2. The problem with this sequencing is the latter unit provides some of the contextual
knowledge that is required for understanding the unit on the holocaust. Greer,Taylor(2010)
argues that developing conceptual understanding of history that integrates different topic area
involve developing a sequential understanding of events. Therefore rather treating the
holocaust as an isolated event in human history students can use there prior knowledge of the
events of ww1 and ww2will develop an understanding that historical events are strongly
connected.

Learning through Assessment

The final recommendation focuses on changing the assessment task based upon in order to better fit
UbD [Link],Mctighe (2011) assessment should be designed to frame the overall design of the
unit. Therefore the assessment needs to incorporate the cross curriculum skills that have been
developed across the unit that are transferable. The therefore changed how it approach literacy
provides multiple forms of expression both through ICT, traditional writing practices. While Numeracy
students providing graphical and statistics data in to support their historical concept .while at same time
interpersonal skills are developed as it is a team based project design need to be considered when
designing the assessment task. The previous form of assessment as outline did not facilitate the
development of this transferable skills focusing primarily on content knowledge. Through the back
design however the assessment has been modified to accommodate these skills.

The second way in which the design structure of the assessment has changed was moving from purely
summative based design towards a more formative project based experience .Wiggens, Mctighe (2011)
Argues for UbD model effective assessment to provide feedback and evidence of the programs
effectiveness .The problem with the previous summative approach of assessment within this unit is that
it does not provide the support that students need to undertake the assessment as through project
based learning additional (Jacoby 2014). While at the same time summative assessment provide the
opportunity for students to gain feedback and support without the pressures of being. Another
significant benefit of this is helps students for self-assessment of student ability as students measure
themselves towards certain benchmarks throughout the term (Jacoby 2014) .
References

Benison(2016), A sociocultural approach to understanding identity as an embedder-of-numeracy: A

case of numeracy and history, European Educational Research Journal 2016, Vol. 15(4) 491 502 ,DOI:
10.1177/1474904116643327

Taylor Greer(2010),.Literacy in history: Language and meaning,, Australian Journal of Language

Literacy,31(2),174-187

Wiggens,G.,Mctighe (2011). Title: The Understanding by Design Guide to Creating High-Quality Units.,
Alexandria : ASCD .

[Link]
capability/ (accessed 27/08/2017

Freeman,S,,Sgero,S.(2008) ,. Teaching Critical Thinking Using Understanding By Design. ASEE Annual

Conference and [Link]:
[Link]

Kang,H Joen,H (2016). Alternative Curriculum Design: Toward Narrative based Curriculum Design
.,International Information Institue,19(4),1163-1168 (find DOI

Camilleri,M, Camilleri,A(2017) .Digital Learning Resources and Ubiquitous Technologies in

Education., Tech Know Learn,22,65-82,DO: 10.1007/s10758-016-9287

Stover,K,Kissel,B,Wood,K,Putman,M (2015) Examining Literacy Teachers Perceptions of the Use

of VoiceThread in an Elementary, Middle School, and a High School Classroom for Enhancing
Instructional Goals, Literacy Research and Instruction, 54(4), 341-362, DOI:
10.1080/19388071.2015.1059911

Reisman,A (2012). The Document-Based Lesson: Bringing disciplinary inquiry into high school
history classrooms with adolescent struggling readers., Journal of Curriculum Studies, 44:2, 233-
264, DOI: 10.1080/00220272.2011.591436
Modified scope and sequence

Course Term 1 Term 1-2 Term 2 Term 3 Term 4

History
Topic: DEPTH Topic : CORE Topic : DEPTH
STUDY 1: STUDY STUDY 6:
MAKING A DEPTH STUDY SCHOOL
BETTER 3: DEVELOPED
WORLD? AUSTRALIANS TOPIC FROM
AT WAR: EITHER OF THE
WORLD STAGE 5
WARS I AND Holocaust
Syllabus II (1914
outcomes: 1918, 1939 Syllabus
1945) outcomes:
HT5-1
HT5-2 Syllabus 5HT-1
HT5-4 outcomes: 5HT2
HT5-6 5HT4
HT5-9 HT5-1 5
HT5-19 HT5-2 7
HT5-4 9
Duration in HT5-5 10
weeks 6 HT5-7 Duration in
HT5-9 weeks. 6
HT5-10
Duration in
weeks 8
Modified Unit Outline

UNIT OUTLINE
Subject:History Stage 5 Course: CORE STUDY DEPTH STUDY 3: AUSTRALIANS AT Number of
WAR: WORLD WARS I AND II (19141918, 19391945) Weeks 8
Essential Questions

What is the cost of war?

Is ww1 and ww2 still relevant
today?
Does war change us?

Key Concepts/ Big Ideas

Continuity and change:

changes and continuities
experienced by
Australians during ww1
ww2 .

Cause and effect: The

causes and effects of the
first and second world
war

Perspectives: different
points of view about the
first world and second
world war experienced by
Australians held by
people from the past and
today

Empathetic
understanding: why
Australians people and
how Australians behaved
and thought during ww1
and ww2

Significance: the
significance and
importance of the first
and second world war
Unit context within Scope and Syllabus Outcomes
Sequence
HT5-1: explains and assesses the historical forces and
factors that shaped the modern world and Australia
Term 2 weeks 2-10
HT5-2:sequences and explains the significant patterns
of continuity and change in the development of the
modern world and Australia

HT5-4:explains and analyses the causes and effects of

events and developments in the modern world and
Australia

HT5-5:identifies and evaluates the usefulness of

sources in the historical inquiry process

HT5-7:explains different contexts, perspectives and

interpretations of the modern world and Australia

HT5-9:applies a range of relevant historical terms and

concepts when communicating an understanding of
the past

HT5-10:selects and uses appropriate oral, written,

visual and digital forms to communicate effectively
about the past for different audiences

Literacy Focus Numeracy Focus ICT Focus

Differentiation
Essay writing Graph reading Research based ITC
Source analysis Timelines skills
Support scaffolds statistics Finding reliable
Peer writing support sources online
Project based learning Using ICT as a
collaborative way
Week/ Syllabus Content Teaching and Learning Strategies including
Sequence assessment for learning.
1 An overview of the causes Source analysis
of the wars, why men Power point presentation on the
enlisted and where causes of ww1
Australians Creating maps of these empires that
fought (ACDSEH021, were involved in ww1 and 2 creating
ACDSEH095, ACDSEH024
tables of which countries were on
which side.
Causes of ww1
Examine properganda posters
Project groups formed
Nature of trench warfare Source analysis activity comparing
2 -western front the different types of trench systems
Gallipoli Role play of the different life style
-conditions Online research activity on the
-Food different class roles individuals
The scope and nature of played within the trench system
warfare (ACDSEH095,
ACDSEH107)
3 Significant events and Power point presentation on the
battle of Hamel
the experiences of
Think pair share activity
Australians at Individual Online research activity on
war (ACDSEH108) General Monash and his role within
the battle of Hamel
The battle of Creating a peel based essay as a class
Hamel and describing how Australia
general Monash commemorates the events

4 Commemorations Students outline the different
methods Australians use to
and the nature of
commemorate ww1
the ANZAC Students debate the question is ww1
legend (ACDSEH0 and ww2 still relevant to us today
97) Online research activity on the role of
the RSL
explain how and Students examine statistics of
why Australians Australian casualties during
[Link] create physical models
have
representing the casualty rates of
commemorated the ww1 and ww2.
wars

explain
different perspectiv
es on the ANZAC
legend

5 WW2 and its causes Students chart the different sides of

An overview of the causes ww2
of the wars, why men Source based analysis activity-
enlisted and where conditions Australian soldiers faced
Australians in Kadoka
fought (ACDSEH021, Text book questions and answers
ACDSEH095, ACDSEH024 provided in the workbook
Class discussion the significance of
Causes of WW2
the fall of Singapore for Australian
history
Workbook based activity
Students continue working on their
group project
6 Significant events Map creating activity
Primary source activity
and the
Students create a timeline of the
experiences of events of ww2
Australians at Workbook based activity
war (ACDSEH108) Document based lesson. Students
will discuss reports on the fall of
The fall of Singapore singapore when
Classroom disscusiion
7 Impact of the wars Classroom debate surrounding the
Source analysis
on
Website activity
Australia (ACDSE Textbook based activity
H096, Workbook Based activity
ACDSEH109) Collaborative group activity: in
groups of four create your own ww2
properganda poster . Provide an
-Conscription in ww2 explanation on the role of the
-Censorship Students disscussthe question how
-Propaganda has war changed australia
- Impact of the war on
women
8 Significant events and Power point presentation
Map making activity
the experiences of
Workbook based activity
Australians at Students expand on the discuss the
war (ACDSEH108) question has war changed Australia
in relation to aboriginal and Torres
prisoners of war straight Islanders

participation of
Aboriginal and
Torres Strait
Islander peoples

Assessment Details Outcomes

Modified Assessment Outcomes

HT5-1: explains and assesses the historical

Project based learning
forces and factors that shaped the modern
Project in groups of 4 create a presentation world and Australia
on the experience of Australians during
ww1 and 2. HT5-2:sequences and explains the
significant patterns of continuity and
The presentation must select between the
following topic areas change in the development of the modern
world and Australia
Australia in the home front during either
ww1 or 2 HT5-4:explains and analyses the causes
Gallipoli and effects of events and developments in
Kadoka the modern world and Australia
Hamel
Fall of Singapore HT5-5:identifies and evaluates the
The Australian home front usefulness of sources in the historical
inquiry process
Included within the presentation
HT5-7:explains different contexts,
A poster of the event
-500 word summary on the details of the perspectives and interpretations of the
event modern world and Australia
Timeline surrounding the event studied
HT5-9:applies a range of relevant historical
6 minute presentation on the event terms and concepts when communicating
detailing why it is important to an understanding of the past
commemorate the event
HT5-10:selects and uses appropriate oral,
Select 2 primary sources and create 4 written, visual and digital forms to
minute discussion on the usefulness and
reliability of these sources for examining communicate effectively about the past
the Event for different audiences
Course Term 1 Term 1-2 Term 2 Term 3 Term 4
History year
10
Topic: DEPTH Topic : Topic : CORE
STUDY 1: DEPTH STUDY
MAKING A STUDY 6: DEPTH STUDY
BETTER SCHOOL 3:
WORLD? DEVELOPED AUSTRALIANS
TOPIC AT WAR:
FROM WORLD WARS
EITHER OF I AND II
Syllabus THE STAGE (19141918,
outcomes: 5 Holocaust 19391945)

HT5-1 Syllabus Syllabus

HT5-2 outcomes: outcomes:
HT5-4
HT5-6 5HT-1 HT5-1
HT5-9 5HT2 HT5-2
HT5-19 5HT4 HT5-4
5 HT5-5
Duration in 7 HT5-7
weeks 6 9 HT5-9
10 HT5-10
Duration in Duration in
weeks. 6 weeks 8
 UNIT OUTLINE
Subject:History Stage 5 Course: CORE STUDY DEPTH STUDY 3: AUSTRALIANS AT Number of
WAR: WORLD WARS I AND II (19141918, 19391945) Weeks 8

Key Concepts/ Big Ideas

Continuity and change:

changes and continuities
experienced by
Australians during ww1
ww2 .

Cause and effect: The

causes and effects of the
first and second world war

Perspectives: different
points of view about the
first world and second
world war experienced by
Australians held by people
from the past and today

Empathetic
understanding: why
Australians people and
how Australians behaved
and thought during ww1
and ww2

Significance: the
significance and
importance of the first and
second world war

Unit context within Scope and Sequence Syllabus Outcomes

HT5-1: explains and assesses the historical forces and

factors that shaped the modern world and Australia
Term 2 weeks 2-10
HT5-2:sequences and explains the significant patterns
of continuity and change in the development of the
modern world and Australia

HT5-4:explains and analyses the causes and effects

of events and developments in the modern world
and Australia

HT5-5:identifies and evaluates the usefulness of

 sources in the historical inquiry process

HT5-7:explains different contexts, perspectives and

interpretations of the modern world and Australia

HT5-9:applies a range of relevant historical terms

and concepts when communicating an
understanding of the past

HT5-10:selects and uses appropriate oral, written,

visual and digital forms to communicate effectively
about the past for different audiences

Literacy Focus Numeracy Focus ICT Focus

Differentiation
Essay writing Graph reading Research based
Source analysis timelines ITC skills
Finding reliable
sources online
Week/ Syllabus Content Teaching and Learning Strategies including
Sequence assessment for learning.
1 An overview of the causes Source analysis
of the wars, why men Power point presentation on the
enlisted and where causes of ww1
Australians Creating maps of these empires that
fought (ACDSEH021, were involved in ww1 and 2 creating
ACDSEH095,
tables of which countries were on
ACDSEH024
which side.
Causes of ww1 Examine properganda posters
Nature of trench warfare Source analysis activity comparing
2 -western front the different types of trench systems
Gallipoli Role play of the different life style
-conditions Online research activity on the
-Food different class roles individuals
The scope and nature of played within the trench system.
warfare (ACDSEH095,
ACDSEH107)
3 Significant events Power point presentation on the
battle of Hamel
and the
Think pair share activity
experiences of Individual Online research activity on
Australians at General Monash and his role within
war (ACDSEH108) the battle of Hamel

The battle of
Hamel and
general Monash

4 Commemorations Students outline the different

methods Australians use to
and the nature of
commemorate ww1
the ANZAC Students debate the significance of
legend (ACDSEH0 ww1 for Australia
97) Online research activity on the role
of the RSL
explain how and
why Australians
have
commemorated the
wars

explain
different perspectiv
es on the ANZAC
legend

5 WW2 and its causes Students chart the different sides of

An overview of the causes ww2
of the wars, why men Source based analysis activity-
enlisted and where conditions Australian soldiers faced
Australians in kakoda
fought (ACDSEH021, Text book questions and answers
ACDSEH095, provided in the workbook
ACDSEH024
Class discussion the significance of
the fall of Singapore for Australian
Causes of WW2
history

Workbook based activity

6 Significant events Map creating activity
Primary source activity
and the
Students create a timeline of the
experiences of events of ww2
Australians at Workbook based activity
war (ACDSEH108)
The fall of
Singapore
7 Impact of the Classroom debate surrounding the
Source analysis
wars on
Website activity
Australia (ACDSE Textbook based activity
H096, Workbook Based activity
ACDSEH109)

-Conscription in ww2
-Censorship
-Propaganda
- Impact of the war on
women
8 Significant events and Power point presentation
Map making activity
the experiences of

Australians at
war (ACDSEH108)

prisoners of war

participation of
Aboriginal and
Torres Strait
Islander peoples

Assessment Details Outcomes

 HT5-1: explains and assesses the historical
15 multiple choice questions
6 short Answer questions forces and factors that shaped the modern
1 extended response world and Australia

HT5-2:sequences and explains the

significant patterns of continuity and
change in the development of the modern
world and Australia

HT5-4:explains and analyses the causes

and effects of events and developments in
the modern world and Australia

HT5-5:identifies and evaluates the

usefulness of sources in the historical
inquiry process

HT5-7:explains different contexts,

perspectives and interpretations of the
modern world and Australia

HT5-9:applies a range of relevant

historical terms and concepts when
communicating an understanding of the
past

HT5-10:selects and uses appropriate oral,

written, visual and digital forms to
communicate effectively about the past
for different audiences