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.
History, Chronology, Perspectives, Causes, Impacts, Gallipoli, Propaganda, Conscription, Women, Anzac Legend.
As a result of completing this learning module based on the Australian Curriculum: History, students will be able to:
Historical Skills
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
Use historical terms and concepts (ACHHS165)
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)
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
Perspectives and interpretations
Identify and analyse the perspectives of people from the past (ACHHS172)
Identify and analyse different historical interpretations (including their own )(ACHHS173)
Explanation and communication
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
Historical Knowledge and Understanding
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study will constitute approximately 30% of the total teaching time for the year. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or with other depth study electives.
World War I
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)
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
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)
The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
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.
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.
In this update, students draw on their prior knowledge and experiences as well as readings to understand what makes a country powerful. Possible answers:
Resource:
'The Great Powers before 1914 - data set sof information.
The following comes from the MyRead website.
Expert Jigsaw
It is important that the teacher works out both groups before hand, so that all groups have a mixture of abilities.
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.
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.
Background information: World Leaders in 1914:
Potential answers:
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.
Long Term Causes | Short Term Causes |
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.
This update focuses on the causes of WW1. Students may need to watch the videoclips more than once to understand the information that is presented.
Resources: 'Causes of the War cartoon'
Cartoon Answers:
Long Term Causes | Short Term Causes |
Militarism/Arms Race | |
Alliances | |
Imperialism | The Balkans War |
Nationalism | Assassination of Franz Ferdinand |
Prompting questions (optional):
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.
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.
Causes of the War overview (reading map)
'Humanities Alive 4, ‘The Causes of World War I’, pages 4-5'
Reading Map
What is it? Students create a framework to be used for noting key points from the text as they read.
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.
Cause | Consequence |
Nationalism | Sense of unity among people of a country |
Imperialism | Importance of transport routes between a country and its colonies |
Militarism | More employment in munitions industries |
Alliances | More negotiations between countries. |
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.
Cause and effect
Possible answers:
Nationalism
Imperialism
Militarism
Alliances
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:
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.
The purpose of this activity allows students to become experts about one particular cause of the First World War and share this knowledge with their group. This activity allows students to get through a large amount of factual information as they develop their understanding of how one cause contributed to the outbreak of war.
Resources:
Teaching Tip:
Instead of a digital galley walk, display the posters in the room and studnets move around the "gallery, using post it notes to ask clarifying questions that the group needs to answer. This will help them to further their understanding of the topic.
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.
Long Term Causes:
Short Term Causes
Highlight these key points from the rubric:
NOTE: Students will have 2 lessons in class to conduct research for their essay. They will have 2 lessons in the computer lab. They may work on it at home. At the end of the second lesson, the essay must be submitted.
Project Rubric
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.
K: What do you KNOW about World War 1? | W: What do you WANT to KNOW about World War One? | L: What have you LEARNED about World War One? |
View the images of the World War One as you are watching them, add to the know (K) column or want (W) column.
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.
This update summarises what students have already learned to date as a segway into the next phase that focuses on Australia's involvement in the war.
KWL: World War One
NOTE: In Update 12 students will come back to reflect in the learning (L) column.
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.
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.
This update enables students to put specific events that led to the war into perspective. It complements their understanding of the MANIA B concepts.
Students should complete the map activity in groups of 2-3, researching to identify names of countries and also recording timeline events on the map.
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.
Australia declares war
The comment in this activity should generate a class list of facts that students have learned.
Resources:
Clip from Australians At War, Episode 2 "Who'll come a fighting the Kaiser with me"
Gallipoli and the Anzacs - Unit 1 - Australia is at war - 1914
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.
Reason | Evidence |
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.
This update clarifies reasons why men went to fight in 1914.
Some possible answers:
Dont want to fight
Resources
Gallipoli and the Anzacs - Unit 1 - Australia is at war - 1914 Print so students can access relevant sections of the pdf.
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:
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.
Resources:
Other resource: How and where World War I was fought? from Oxford Big Ideas page 244 - 246.
In the comment, studnets can create their own updates so they can use the multimodal tools to report their research on new technologies.
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.
NOTE:
Think - 1 minute
Pair - 2 minutes
Share - Record as many words or phrases as you can in 2 minutes.
Resources:
Possible affinity categories:
Study guide: 'Gallipoli: Brother in Arms'
There are a number of activites that centre around Gallipoli. 2015 was the 100 year anniversary of that campaign and more resources were developed.
The aim of the following lessons is for students to understand the landing, the nature of the campaign, soldiers experience, Anzac day and the links between the Anzacs and Australian Identity.
Following the Gallipoli lessons you might move onto the Western Front or discuss the commoration of Anzac day.
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?
Gallipoli directed by Peter Weir
This film is very long so only show part of it so students can view it as homework.
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?
Read through the letter Prime Minster Billy Hughes sent out to all Australians in December 1915.
With a partner, record dot points as you discuss:
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.
Resources: 'Australian Enlistment figures'
Teacher notes:
Australian population 1914-1918: four million
416, 809 Australians enlisted for service in the First World War, representing 38.7% of the total male population aged between 18 to 44.
Enlistment peaked in July 1915 due to the Gallipoli campaign.
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.
With a partner, record dot points as you discuss the following:
'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.
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.
This Update enables students to compare and contrast two very different perspectives in the conscription debate.
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.
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.
Comment: If you were alive in 1916, how would you vote in the Conscription referendum? For or Against? Why? Explain your answer.
Students analyse websites exploring a range of perspectives about conscription and then take on the role of an Australian during World War One, presenting a speech, detailing how they feel about the issue of conscription. This is an argumentative text.
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 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.
There are many other resources available online that studnets can be encouraged to serach and view.
Other Resources:
NOTE: What was the Returned Servicemen's settlement scheme?
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:
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:
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.
Comment: Share one important thing you learned about assessing the reliability of online resources. Why is it important?
The purpose of this activity is to develop students' research skills and to learn about an individual soldier or nurse, perhaps someone in their family history.
This task is challenging students to look beyond an easy Google search and look for a wide range of materials, and to develop their skills in assessing and analysing a wide range of sources.
This topic lends itself to primary source research, has appeal – relevant; might link to family history; and also is linked to personal stories which students may connect with.
Add Assessment Rubric.
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.
RELIEF LESSON: Plastic surgery then and now
Resources: Complement the online links with "Plastic surgery then and now" from Oxford Big Ideas History 9, pages 280 - 281.
Potential answers:
Unprecedented injuries:
1. Answers might include: shrapnel wounds; poison gas burns; disfigured faces and bodies due to artillery shells; and shattered bones and amputated limbs due to machine guns.
2. Being afraid of going out in public; difficulty meeting new people; dfficulties reconnecting with old friends and family members; feelings of shame about their appearance; difficulties in finding a job; and difficulties functioning normally.
A new kind of surgery
1. Skin grafts, flap surgery and staged grafts.
2. His open wound would likely be come infected, which may have killed him; he would have struggled with feeling of chame and embarrassment, impacting on his life; he would have struggled with basic bodily function, such as eating and drinking; and he would have lacked confidence in his engagement with others.
'normal' to 'perfect'
1. The nature of the wounds suffered by many soldiers in WWI would have prevented them from leading a normal civilian life after the war ended. The surgical techniques developed to treat these wounds, and allow the soldiers to live relatively normal lives, began to be used purely cosmetic purposes in the second half of the 20th century.
2.Similarities: plastic surgery can still be used to allow people with terrible wound to live a relatively normal life; many of the techniques used in modern plastic surgery were pioneered by Dr Harold Gillies during WWI.
Differences: many plastic proceedures such as butt cheek implants, are undertaken for purely cosmetic purposes; plastic surgeons are highly paid professionals rather than experimental surgeons breaking new ground.
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
Complete the table on old methods of warfare vs new technologies in weaponry that emerged during World War One.
Old methods of warfare | New technologies |
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.
Start the Animals at War True or False Quiz'
1. False, World War One, in which 10 million soldiers died, also resulted in the deaths of 8 million military horses.
2. True
3. True
4. True
5. False. Pigeons played a vital part in World War One as they proved to be an extremely reliable way of sending messages. Such was the importance of pigeons that over 100,000 were used in the war with an astonishing success rate of 95% getting through to their destination with their message.
6. True
7. True
8. True
Old methods of warfare | New technologies |
soldiers fighting on foot swords single shot rifles horse back |
air craft U-boats tanks barbed wire long range artillery machine guns poison gas |
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:
Read Ashmead-Bartlett's description of the landing at Gallipoli: The Battle of the Landing,25 April – 3 May 1915
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.
You might also like to view a Last Post Ceremony that commemorates the lives of soldiers.
Students explore a range of articles, making links between ANZACs and the Australian identity.
Learning Intention: To theorise and research objects from World War One
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:
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.
In this Update students draw on what they have learned throughout the unit to theorise information about objects in an Australian War Memorial Memory Box. Memorial Boxes are available across Australia.
Memorial Boxes are an engaging learning resource for any age. Filled with real and replica uniforms, equipment and artefacts, these versatile packs can be used to invigorate classroom lessons, inspire historical investigation, and add meaning to commemorative activities.
NOTE: Prior to setting up classroom, teachers need to take pictures of all of the items on display so that students can refer to them when they are completing the assessment task.
Instructions:
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?
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:
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.
Teaching Tip
Provide the categories to students to prompt connections between the Memory Box objects and their research focus.
Possible Focus Areas
Women at War
Soldiers at War
Aboriginal and Torres Strait Islander experience
Conscription
The home front
The legacy of World War One
The original version of this learning module was written by Jennifer Nott, Laura Hicks and Prue Gill.
Title: (Source); Fig. 1: (Source); Fig. 2: (Source); Fig. 3: Map Cartoon (Source); Fig. 4: Reading Map (Source); Fig. 5: (Source); Fig. 6: (Source); Fig. 7: (Source); Fig. 8: (Source); Fig. 9: (Source); Fig. 10: (Source); Fig. 11: Recruitment poster (Source); Fig. 12: Egypt (Source); Fig. 13: (Source); Fig. 15: (Source); Fig. 16: The Blood Vote (Source); Fig. 17: The Death Ballot (Source); Fig. 22: Simpson (Source); Fig. 23: (Source).