Learning Intention: To develop your understanding of what makes a great power.

Think-Pair-Share: What makes a country powerful? Draw own your own knowledge of powerful countries today.

Discuss as a class.

Each group will be given a data set that details the Empire's power.

• Germany
• Britain
• France
• Russia
• Austria - Hungary
• Italy
• Japan
• Turkey/Ottoman Empire
• United States

Read through the information and take dot points about the country.

Prioritise the dot points to the most important 8.

Share you dot points with your group.

Comment: Share one new fact you learned in this jigsaw. Read other students' facts and add one more fact if you can without repeating what another student added.

Fig. 1: Map of Europe in 1914, showing the great powers and their alliances.

Learning Intention: To explore reasons why a country might go to war.

Look at the powerpoint of the leaders in Europe in 1914. With a partner, identify who they are. Refer to the internet to verify your answers.

Leaders in 1914 in Europe

Comment: Imagine you are one of the world leaders in 1914. War clouds are gathering. In your opinion, why would you go to war? 

Include examples from the previous activity from your country's perspective.

Fig. 2: "The Chain of Friendship", an American cartoon from 1914 depicting the web of alliances, captioned, "If Austria attacks Serbia, Russia will fall upon Austria, Germany upon Russia, and France and England upon Germany."

Learning Intention: To describe the short term and long term causes of the First World War.

Watch 2-3 of the following youtube clips which describe the causes of World War 1. With a partner, discuss the reasons they give for the beginning of the war.

The 4 M-A-I-N Causes of World War One in 6 Minutes

Epic History: World War 1 (12.09)

Black Adder: How did World War 1 begin (2.29)

5 Major Treaties & Alliances in the Build Up to World War One (4.54)

Look at the cartoon below. Think-Pair-Share: What are your initial thoughts of the cartoon? What does it depict? List what causes of the war does it illustrate. Put each of the causes from the youtube clips and the cartoon into the following table.

One way to remember these causes is MANIA B (Militarism, Alliances, Nationalism, Imperialism, Assassination and Balkans).

Comment: Share one new fact you learned in this jigsaw. Read other students' facts and add one more fact if you can without repeating what another student added.

Fig. 3: A German cartoon from 1914 showing the lay of the political land as seen from the German perspective at the outbreak of World War One. As the text below the picture states, Germany and the Austro-Hungary Empire defend “blows from all sides”, particularly from the east in the form of a huge snarling Russian face. To the right of the image a banner declares that 10% of the proceeds of the map’s sale will go toward the Red Cross.

Learning Intention: To identify the main facts in an information text about the causes of the First World War.

Reading Map

Step One: Draw the layout of the textbook pages on a blank piece of paper and record any headings, subheadings and pictures on to the sheet of paper. It should look like a series of boxes.

Step Two: Record 5 key points from each section of text under each heading and sub-heading. Describe the pictures and cartoons.

Step Three: Share with a partner and compare information. Check if you have covered the key points of each section. Amend if necessary.

Overview of The Causes of World War One

Comment: From all the information you have now read and viewed, what do you think is the main cause of World War 1. Give one reason for your opinion. Read other students' comments to see how your opinions and reasons are the same and different.Then comment on 1-2 other students' comments, explaining why you agree or disagree with them. Start with @Name so they know you are commenting on their comment.

Fig. 4: Reading Map

Learning Intention: To understand the links between the causes and effects of World War 1.

One important skill a historian needs to develop is to see the connections between causes and consequences. Complete the following chart. Once consequence is provided. Add as many more as possible to each cause. Work collaboratively and use the internet to find out more information.

Comment: What do you think was the main reason the war started - Militarism, Alliances, Nationalism, Imperialism, Assassination or Balkans? Read other students' comments and comment on 1-2, building on their ideas and/or explaining why you agree/disagree with them. 

Fig. 5: Imperialism: A shocked mandarin in Manchu robes in the back, with Queen Victoria (United Kingdom), Wilhelm II (Germany), Nicholas II (Russia), Marianne (France), and Emperor Meiji (Japan) discussing how to cut up a king cake with Chine ("China" in French) written on it.

Fig. 6: An example of a poster on the front page of a magazine. It shows how part of militarism was the build up of naval power

Learning Intention: To understand the function of one cause in contributing to the outbreak of war. 

You will be placed into groups that will research a short term or long term cause of World War One.

The groups are:

• Militarism (Arms Race)
• Alliances
• Imperialism
• Nationalism
• Assassination of Archduke Franz Ferdinand
• Balkans War

In your group, read all of the available information and create a poster which includes the key dot points and how  this idea/event lead to war? (Don't forget to reference the information).

Digital Gallery Walk

Create an Update: Scan/photograph your image. Then post your group's poster and a short rationale, explaining the poster. Then read other groups' updates and comment on the success of their posters in explaining the MANIA B concepts. Also ask any clarifying questions which a member of the group should answer for you by starting with @Name.

Learning Intention: To apply what you have learnt about the causes of World War 1.

Essay Question: 'What were the 3 main factors for the outbreak of the World War One?'

Write a persuasive essay about the main causes of World War One. You MUST include at least 3 main factors as to why the world plunged into world war in 1914.

EXTENSION: Include a fourth cause of World War One.

Rubric: Once you accept the "Work Request" in your Notifications, read through the rubric so you understand what is expected of you in this essay task.

Comment: Do you have any questions about how Scholar works? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 7: Symbols like the British lion and the German eagle were an ever-present part of pre-war nationalism

Learning Intention: To consider what you have already learned and what you would like to find out more about World War One.

Turn your book to landscape and divide it into 3 columns, Know, Want and Learn (KWL).

Fill in the first column and second columns.

Do not fill in the last column, Learn. This will be completed at a later date.

View the images of the World War One as you are watching them, add to the know (K) column or want (W) column.

Images of World War One (Powerpoint file)

World War One Pictures (Publisher file)

Comment: Share one idea from your "W" column so we have a class list of all that the class is interested in. Read through and comment on any that you would also like to find out more about. Start with @Name so the student knows you are commenting on their comment.

Fig. 8: German soldiers in a railway goods wagon on the way to the front in 1914. Early in the war, all sides expected the conflict to be a short one.

Learning Intention: To identify the specific events that led to the outbreak of war in 1914.

Look at a timeline showing the sequence of events that led to the outbreak of war in 1914. Illustrate these events on the map of Europe, using colours, lines and any other appropriate symbols. For example, where nations allied, colour them in the same colour; where there is talk of military mobilisation, draw lines showing the direction and location that troops from one country would be heading towards.

Note you will have to identify the countries and some of the countries no longer exist under those names with those borders. Use this map to guide you.

Map of Europe in 1914

Useful Resources: 10 Events that Led to World War I

The Great War (PBS)

Comment: Why do you think that Some of the countries on the map in 1914 no longer exist? Read through other students' comments, ask questions, explain why you agree/disagree with their ideas, and/or elaborate on their information.

Fig. 9: As described by contemporary Spanish magazine El Mundo Gráfico: "The moment when the Austrian archdukes, following the first attempt against their lives, arrived at the City Council (of Sarajevo), where they were received by the mayor and the municipal corporation."

Learning Intention: To understand why Australia became involved in the First World War.

Watch the clip from Australians At War, Episode 2 "Who'll come a fighting the Kaiser with me" below.

With a partner, record dot points as you discuss:

i. What ideas did this society hold about duty, pride and the Empire?

ii. What main similarities and differences existed in the Australia on 1914 and Australia today?

iii. Why did Australia need to prove itself to Britain?

iv. What does the statement ‘it was harder not to enlist than enlist’ tell you about Australia at the time?

Look at  how the Australian Government reacted to war. You will be assigned one section to read and take notes and then share in your group.

Comment: Using the information from the sources, list one reason why the Australian government committed Australia to involvment in Britain's war in 1914. Also add one reason against Australia going to war. Read other students' comments, adding more reasons, elaborating on the information, and asking clarifying questions.

Learning Intention: To understand the reasons for and against Australia going to war.

There were various reasons and motives as to why men signed up to fight in 1914. List the reasons why men went so readily to war.

Create the table in your books and look at the  quotations from letters and diaries of men (and one woman) who enlisted in the Australian Army. 

Comment: If World War III was to break out tomorrow would you go? Why / Why not? Your best friend has decided to do the opposite to you. What reasons would you give to persuade them to do what you would do? Read through other students' comments and comment on 1-2 that you think provide good reasoning. Explain why.

Fig. 11: Australian World War 1 recruitment poster

Learning Intention: To understand where and how Australian soldiers fought in World War 1.

Read through 'Where did Australians fight during World War One' (attached below)

On a blank map of the world locate all of the places where Australians fought. Annotate each location with the name of the place and what happened there.

Reflection:

• What have you learned?
• What has surprised you?
• What place interested you?
• Add comments to your KWL in Update 8.

Where did Australians fight during World War One

Map of World

Now you know where Australians fought, read through the following information about How World War One was fought. Read First World War 1914-1918 (Australian War Memorial). With a partner, make notes as you discuss:

i. How was World War One the same and different from preceding wars?

ii. Did new technology actually extend the war?

iii. Why do you think that the use of poison gas was banned under the Geneva Protocol while the use of other types of weapons was not?

iv. What were the advantages and disadvantages of new developments in communications? 

v. Read and discuss British Empire's first shot in Great War, fired in Victoria, commemorated. Did this surprise you? Why/why not?

Comment: Create an Update where you report your research about new technologies that were developed and refined during WWI. Describe the weapon, and how it was developed and used. You can add images, videos and website links. Explain whether this technology prolonged or shortened the war. Add anything else about the technology that is interesting. Read other students' updates and comment on one any that you think are interesting, explaining why. 

Fig. 12: Australian 9th and 10th battalions, Egypt, December,1914

Learning Intention: To understand the importance of Gallipoli to Australia's identity.

Explore websites about Gallipoli, the landing, the nature of the campaign, soldiers' experiences, Anzac day and the links between the Anzacs and Australian Identity. You could start with the ABC 3D Documentary site about Gallipoli.

Think-Pair-Share-Predict: Look at the title of the documentary, Gallipoli Brother in Arms. Write down as many words or phrases as possible that you think relate to the topic.

Who has the most words?

Watch Andrew Denton’s Gallipoli: Brother in Arms and as you are watching write down anything that interests you or think is important. Put it on a post it note. One idea = one post it note.

After watching the documentary read through the post it notes and create an affinity diagram. What categories does the information you gathered fall into?

Comment: Why do you think Gallipoli is so important to Australians? Considering the websites and the documentary, do you think that the messages they give are mainly pro or against war, or is it both? Give reasons for your opinion. Read other students' opinions and comment on 2-3, explaining why you agree or disagree with them.

Fig. 13: ANZAC Truce, 24 May 2015

Learning Intention: To undertand why the ANZAC legend is still significant today.

Some have suggested that the Peter Weir film,Gallipoil (1981), played an important role in the revival of interest in the Anzac legend.

View the film and discuss why the film may have had this impact. Refer to specific examples in the film (scenes, characters, incidents, symbols and music). You will only watch part of the film in class

Comment: Write 2 PEC paragraphs answering the following questions:

Gallipoli was a defeat, yet it is commemorated each year. Why do you think this is the case?

What is the Anzac legend and why is it still significant today?

Background:

The initial enthusiasm which greeted the outbreak of war subsided quickly as the conflict dragged into its second year. The high cost of life at the Dardanelles, the news of suffering and hardship, the apparent inability to break the enemy, as well as the privation and restrictions at home, destroyed the idealised vision many had of the fighting.

November 1915: Hughes announced that Australia’s overseas forces would be increased to 110,000 men, but by 1916 the British General Staff set the figure of 16 500 per month. The number of volunteers had begun to decline by 1916, so in Hughes’ opinion, Australia had no alternative other than to introduce conscription (compulsory enlistment) for overseas service.

Look at the graphs and table describing the number of soldiers enlisting in Australia. Why did enlistment peak? Why was enlistment dropping?

Background to the conscription debate

Read through the letter Prime Minster Billy Hughes sent out to all Australians in December 1915. 

The Call to Arms Billy Hughes

With a partner, record dot points as you discuss:

• Why do you think fewer men were enlisting voluntarily in December 1915 than had been at the start of the war?
• What emotions does Mr Hughes play on to urge men to enlist? Do you think it is effective? Why?
• What reasons does Mr Hughes advance to support his argument for more volunteer enlistment? Do you feel they are logical and rational?
• What does he mean by the comment “…the Australian armies would long ago have been camping in Constantinople”?

Comment: Imagine that you are a young man in 1915 and you receive this letter from Billy Hughes. Can you explain how and why you would respond? Comment on other students' responses too.

Fig. 15: Recruitment poster

Learning Intention: To analyse anti-conscription perspectives in Austrealia during World War One

Read through the poem 'The Blood Vote' by W.R. Winspear, issued during anti-conscription campaign, 1917.

Fig. 16: The Blood Vote

With a partner, record dot points as you discuss the following:

• In your own words describe the dream of the women.
• How do you think that this poster would have affected people’s attitudes?
• What emotions does this poem play on to make people want to vote against conscription? Do you think it is effective? Why?
• What does this mean?

'Why is your face so white, Mother?

Why do you choke for breath?

O I have dreamt in the night, my son,

That I doomed a man to death.'

Create a Venn diagram about the similarities and differences between the letter written by Billy Hughes and the poem.

The Blood Vote

Comment: What is the most effective way to persuade people - through the letter or the poem? Give reasons for your opinion. Then comment on 1-2 other students' comments, explaining why you agree or disagree with them. Start with @Name so they know you are commenting on their comment.

Learning Intention: To analyse different perspectives to the conscription debate during World War One.

View the conscription posters at WW1 Propaganda Posters. What do you notice about them?

Draw a table in your book which has a column for and against conscription.

What arguments did the posters present for and against consription?

Explore The Conscription Debate website and read about and listen to the audio which gives perspectives from the different sections of Australian society.

Add more ideas to your table with arguments for and against.

Assessment Task: Speech

Take on the role of an Australian during World War One. This person is either for conscription or against. Some roles are very clear cut such as a member of the trade union who was against conscription. Others could go either way such as a mother/father whose son died at Gallipoli.

• A mother/father whose son is fighting on the Western Front (you support conscription because you want others to go and support your son).
• A mother/father who lost her son fighting at Gallipoli
• An 17 year old Australian boy
• Recent immigrant from Britain (recent immigrants from Britain vote in favour of conscription; loyalty to Britain was strong and Britain had introduced conscription for its armed forces).
• A farmer (generally supported conscription; sales of primary products to Britain at guaranteed prices for the duration of the war reinforced their pro-British stance).
• A soldier fighting on the Western Front
• Daniel Mannix, Archbishop of Melbourne
• Member of the trade union
• Veteran from the Boer War
• Member of the Labor Party – Billy Hughes supporter

As you prepare your 2-3 minute speech, think about how you will become your person, think about the language they would use and persuade the listeners to feel the way you do.

Read through the rubric. If you have any questions, need clarification or have something you think should be added, write it on a post it note so that it can be discussed as a class.

Conscription Roles

Conscription Speech Rubric

Comment: If you were alive in 1916, how would you vote in the Conscription referendum? For or Against? Why? Explain your answer.

Fig. 17: Anti-conscription propaganda

Learning Intention: To understand the discrimination faced by Aboriginal and Torres Strait Islander soldiers during and after World War One.

Background:

When war was declared in August 1914, Aboriginals and Torres Strait Islander men were barred from enlisting. The Defence Act 1903 had provided for a compulsory military training scheme that did not include Aboriginal and Torres Strait Islander men. This, together with a constitution that gave the federal government responsibility for defence but not for Aboriginal and Torres Strait Islander People, effectively meant that Aboriginal and Torres Strait Islander people could not enlist. This lasted until 1917, when the need for meow soldiers led to a revision of the Defence Act.

About 400 Aboriginal and Torres Strait Islander men served in World War I, some from the very earliest days, although the exact number will never be known. This is partly because the army did not record the race of enlistees, but also because Aboriginal and Torres Strait Islander People often claimed to be Indian, Italian or Maori. There were no segregated units.

In your group, explore:

Indigenous Australians at War

Indigenous Australian Servicemen

Aboriginal service during the First World War 

The Stafford Brothers online exhibition

Comment: How do you think you would feel if you volunteered to fight for your country but were rejected because someone objected to being close to you? Why do you think Aboriginal and Torres Strait Islander soldiers returning home may have felt discriminated against when they were unable to secure blocks of land under the Returned Servicemen's settlement scheme?

View the following clips for more information.

Learning Intention: To develop your research skills as you learn about the experiences of Australian soldiers and/or nurses during World War One.

Research the experience of a soldier or nurse who served in World War One. Include primary sources like service records, letters and diaries (if they are available). You might have a relative that you would like to research.

Information you must include in your assignment is:

• Describe your soldiers or nurse? E.g. Age, what they did prior to the war, where they grew up, family etc. 
• Why did soldiers/nurses go to war?
• What training did soldiers/nurses receive?
• Where did Australian soldiers fight? (Where was your soldier or nurse stationed?)
• What were their living conditions like?
• How did they view the enemy?
• What happened to your soldier/nurse after the war? 

If you cannot find out specific information about your person, you must write about him/her, using general information about soldiers and nurses during World War One

Develop at least 5 extra questions you would like to answer in your research. 

Here are some websites that you could use.

Gallipoli and the Anzacs
Australians in World War 1
The Great War
Australia and World War 1: The Rush to Enlist
Smythe Index: Letters from Bert
Dadswell Family Website

Creative Presentation:   

Present your research in an interesting way such as:

• Create a diary for your soldier
• Write a series of letters the he or she might have sent
• Prezi / ppt / video
• Write his or her biography

Look at an example of a creative response - The Great War and Me: Nurses' Experiences by Michaela Taylor.

Include a bibliography and reference any resources that you use.  

Choose one website you used and evaluate the reliability of the website by completing the "Evaluating Online Resources" worksheet. Consider the website's trustworthiness, purpose, accuracy and ease of use. Once you have downloaded and completed the worksheet you can submit it by going to the class community and submitting it as a "Share with Admin" in the pull down menu above the community avatar.

Evaluating Online Resources

Assignment sheet: The experience of war

Comment: Share one important thing you learned about assessing the reliability of online resources. Why is it important?

Learning Intention: To understand the importance of plastic surgery during World War One.

Read the following information about plastic surgery during World War One.

How do you fix a face that’s been blown off by shrapnel? (BBC)

Facial plastic surgery advanced by WW1 tragedies

Pioneering plastic surgery records from First World War published

Make a list of similarities and differences between plastic surgery then and now.

Comment: Make a list of similarities and differences between plastic surgery then and now.Keep adding ideas, making sure you read what other studnets have added so you don't repeat any.

Learning Intention: To understand the importance of animals in warfare and theimpact of new technologies in weaponry.

Think Pair-Share: What animals were used during World War One and what was their purpose? 

Complete the survey quiz.

Look at some of the following Youtube clips and weblinks:

World War 1 American Legacy (WWI Animals)

 Behind the news: Animals at war

Animals at War

Complete the table on old methods of warfare vs new technologies in weaponry that emerged during World War One.

Comment: There are many websites and youtube clips about animals in war and new weaponry. Find one that interests you and summarise its main points. Include a link so other students can look it up too. Read 2-3 comments by other students and comment on how advancements in technology have made animals in war obselete. Start with @Name so the student knows you are commenting on their comment.

Learning Intention: To understand why the ANZAC Day tradition is commemorated.

With a partner, select 2-3 articles from Reports from Gallipoli

With a partner, make notes as you discuss the following questions:

• Why has Anzac Day become more important to Australians than Australia day?
• What do the articles have to say about the Australia and Australians?

Read Ashmead-Bartlett's description of the landing at Gallipoli: The Battle of the Landing,25 April – 3 May 1915

• What does Ashmead-Bartlett's description of the Anzacs add to the interpretations of Australia and Australians?
• Do you believe that Ashmead-Bartlett's description is reliable? Give reasons for your decision.

Comment: If you ask a handful of Australians how they feel about ANZAC Day, you will likely hear many conflicting answers. Some believe this memorial day glorifies war, while others seem to feel it’s entirely appropriate to do so. Others feel that ANZAC Day is a sad and sobering reminder of the horrors of war. What is your opinion? Give reasons. Comment on the opinions of 1-2 other students, explaining why you agree/disagree with them.

Fig. 22: The monument of Simpson and his donkey at the Australian War Memorial commemorates the ANZAC tradition.

You might also like to view a Last Post Ceremony that commemorates the lives of soldiers.

Learning Intention: To theorise and research objects from World War One

• Put on the gloves provided.
• Look, pick up and discover the items from World War One.
• Ask your teacher questions about items.
• Pick 2 items that interest you and discuss with the class.

Choose one item from the Memorial Box that interests you. Read the accompanying descriptor if you have one.

What questions does this item make you think of for further research? Think about:

• Where the object was made.
• Who may have made the object.
• What the object is made out of.
• What the purpose of the object is. Other uses?
• Effectiveness?

Record the questions you develop and then begin researching the answers to your questions.

Create an update where you include what you found out about your object. Add images and other multimedia that you find in your research. Look at 1-2 updates of other students and comment on anything that you found interesting, ask questions, and add information that you know about the object.

Fig. 23: World War 1 Memory Box

Learning Intention: To apply what you have learned in a researched creative response.

Where does your item that you have just researched fit in with these themes of World War One?

• Women at War
• Soldiers at War
• Aboriginal and Torres Strait Islander experience
• Conscription
• The home front
• The legacy of World War One

Once you have decided which theme your object fits into, develop 5 questions based around the theme of war to further research.

NOTE: Three of these questions will guide your research for your creative response.

They need to be approved by your classroom teacher before you proceed to research.

Use class time to research your question, prepare for the presentation and complete a creative response. 

Possible creative responses:

• Create a diary for a soldier, nurse or child during the war.
• Write a series of letters a soldier or nurse might have sent.
• Create a dorama of a battle field or trench.
• Create a radio (podcast) or film re-enactment of a news broadcast describing the war effort
• Create a new uniform for the solidiers.

Comment:  Reflect on what you have learned in this module through a 3-2-1 REFLECTION: Write down: 3 facts you have learned, 2 insights or understandings you have gained, and 1 question that you still have or would like to learn more about.Then comment on the comments of other students.

Fig. 24: Celebration of ANZACs after World War 1