Daniel Hickey - World War One Unit Outline. Part 1: Introductory Unit Descriptors

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 1

Daniel Hickey - World War One Unit Outline

Part 1: Introductory Unit Descriptors

1) TOPIC TITLE:

 World War One

2) Year level/VELS level:

 This unit is designed for students undertaking Year 9 History – VELS level 6

3) Unit Rationale:

The World War One has played a massive part in Australia’s history and shapes our future still to this day. It is very important for students to understand what occurred during this period of time so they can be informed on how this incident shaped a nation and gave the people of today the freedom to live in such a great country.

Australia was a newly formed nation before this war started the incidents that occurred during this four year bloody battle leads to our country finding its identity on the battlefields of Gallipoli and was seen on the world stage for the first time defending their nation and helping out the motherland win the Great War.

It is important for students to gain a new understanding about why soldiers went to war and what they were fighting for, what they had to gain and also how mateship was formed on the battle field in the trenches. Students today will gain a new appreciation for the life’s that were lost and a new found respect for the men who ultimately died for their country. World War One created new technology which had a dramatic effect on a large number of human life and also country side, but still today advancements have been made which are

used in war in the 21st century. Technology has developed a long way but the first primitive

steps to warfare started back in the early 1900’s.

Overall students will develop a new knowledge base and true meaning of what ANZAC means and stood for, how soldiers gave their life for the greater good, how soldiers overcame obstacles and how still to this day that each and every soldier who was a part of World War One is still remembered today through ceremonies, stories and also through memorials for their act of bravery.

4) How this unit meets the two History Dimensions:

Throughout this history unit the following history dimensions are met through classes that

focus on Causes of World War One, Alliances formed during war, Conscription, Trench

warfare, New technology, Gallipoli, The home front , The Western Front, Peace and Commemoration, Last post, Source analysis of primary and secondary sources and video footage for students to view and analyse in class.

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 2 Historical knowledge and understanding

 Students will analyse and describe key events in World War one

 Students will use a variety of sources – primary and secondary sources to gain a new

understanding of key events in World War 1.

 Students will discuss and describe why key alliances were made leading up to WW1.

 Students will analyse key causes of the war and discuss in class the relevance of each

cause.

 Students will view power points on several topics and note take key points for Q and

A during class time, this task is viewed at testing the students note taking skills.

 Students will evaluate the contribution made by Australians in WW1.

 Students will compare different perspectives about a significant event and make

links between historical and contemporary issues.

 Students will discuss key ideologies and explain how they impacted on people during

WW1.

 Students will discuss key changes in technology and communications during WW1.

Historical reasoning and interpretation

 Students will use primary and secondary sources including visual aids – video footage

and power points to help form their view points.

 Students will use written texts to help gain a new knowledge base which will enable

them to answer questions and promote class discussions.

 Students will evaluate historical sources for meaning, point of view, and values and

identify strengths and weaknesses and limitations of historical documents – i.e. photographs or post cards.

 Students will interpret and comprehend pieces of history sources and develop a new

understanding which they can discuss.

5) Other VELS domains involved in this unit:

1) Domain : English – Level 6

- Writing

- Through varies written tasks which students will need to view power points, read

from the text book, analyse pictures and images from the war. Tasks will be set around their understanding and how much they can interpret a piece of information and how well they can answer questions.

2) Domain: Communication – Level 6

- Listening, viewing and responding

- Throughout lessons students will be provided with the opportunity to discuss in

groups or as individuals their view points on subject matter presented. Tasks are focused around allowing students to interact with one another and have class

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 3 discussions. Information will be presented in various ways for students to view either through power point, text book or video and you tube. This caters towards the visual learners and allows students to look at information in a different way to form an opinion.

3) Domain: Information and Communication Technology – Level 6

- ICT for communicating

- Students will be use their researching skills to look up specific topics covered in

this class and be asked to provide responses and viewpoints on topics that relate to World War 1. Tips will be provided to help students use proper websites that will help provide them with correct and relevant information from historical and appropriate websites.

-6) Contents list of topics to be included in unit:

• Causes the Great War

• The world at war

• Alliances

• Australians in the Great War/ Anzacs

• Conscription

• Gallipoli

• Trench Warfare

• New military technology

• The Home front

• Source Analysis

• Peace

• Commemoration/ Last Post

7) S & EE curriculum Perspectives:

1) Gender Perspectives: During this history unit the roles of women in the arm forces will be discussed. Focussing on roles in which they played during WW1 and how they played mainly nursing roles and then will discuss how roles for

women in the 21st century have changed were now they are fighting on the front

line and defending our country. Overall class discussions will focus on what has changed over this period of time and how valuable the roles women played in WW1 was so significant to the cause.

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 4 2) Technology Perspective: During this unit new military technology will be spoken about which was developed in WW1 – Types of Weapons to Dreadnaught – military boat created by the British will be discussed. Relating this technology

back to today’s wars in the 21st century and discusses how things have changed

over time and how effective each new military technology today is used compared to how the old technology was used in 1915.

8) How Blooms Taxonomy is incorporated into this unit:

Activities, questions and answers, class discussions and class informal tests conducted during this WW1 history unit will include some elements of Blooms Taxonomy. The next few sub headings and examples explain how these are linked to blooms Taxonomy.

Knowledge: Students will learn and be required to learn key causes that started the war, key alliances that were formed, and learn key definitions of major themes throughout the unit.

Comprehension: Students will be presented with information where they will need to note take and answer questions in class and write in their own words a brief summary about how they understood the meaning of the topic.

Application: Students will be presented with a few photos to analyse, and example will be given and explained in detail, students then will need to demonstrate what they had just learnt and apply their new found knowledge to the activity.

Evaluation: Students are asked to watch a video of the film showing images from the war and a story line is presented. Students are asked to evaluate the movie with questions provided to help prompt responses, then compare and contrast the

differences between WW1 and wars that are occurring in the 21st century. Class

discussions will be used to explain answers and allows students to discuss their view points.

Synthesis: Students will synthesise information about new military technology they have researched in a class room question and answer session.

Part Two: Lesson Outlines

Lesson One – Causes of World War One

Aim: For students to understand what were the reasons that led to World War One starting, and background information for why each side decided to go to war.

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 5 Knowledge:

 Students will learn about what causes tensions prior to 1914.

 Students will learn about the key battles for land that shaped tensions in Europe

Skills:

 Reading

 Comprehension of Text

 PowerPoint note taking

 Question and Answer Questions

 Class Discussions

Values, Attitudes and Behaviours:

 Understanding the key values that led to tensions in Europe and to recognise what

each country was after.

 Recognising the key terms and themes that led to tensions in World War One and

being able to discuss in class how each side was affected.

Activity: Read from the text book as a class to introduce topic. Students will be asked to read different passages. Students will be presented with a PowerPoint slides which shows the key causes of World War One and highlights very simply what each country was after. After the power point activity students will be broken up in groups and asked to discuss the key points under each sub heading from the text book, and asked to highlight the key themes and words that stick out to the students. The class will finish up with a class discussion, using the text book and PowerPoint students will gain a new knowledge base and should be able to contribute to the class discussion based around questions written on the board.

Resources:

 Class text: Darlington, R., Smithies, G., Wood, A. (2012), History Alive 9: For the

Australian Curriculum, Jacaranda Plus, Queensland. ( For pages used see appendix 1)

 Power point presentation – Causes of First World War included in appendix two

 Power point Presentation- Short and Long Term – Maniac included in appendix three

Lesson Two- The World at War and Alliances

Aim: By the end of the lesson students will have an understanding of why countries went to war, the key alliances that were formed and what they were fighting for.

Knowledge:

 Students will understand what the war was about and how it started.

 Students will understand what the key alliances were and how they formed.

 The reasons behind forming alliances.

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 Students will comprehend and examine a brief text

 Students will explain and discuss the key alliances

 Students will research and write down in their own words why the alliances formed

 Reading

 Question and answers and discuss responses

 Understand the reasons why they started war

 Understand why key alliances were made and how each side gained something from

the alliance.

Activity: The following activities are conducted over one lesson, with a class reading activity which will consists of two pages of reading and questions to test the student’s skills to pick out key terms. A power point presentation about alliances in world war one and also a comic strips explaining how the alliances were formed. This appeals to the visual learners and allows students to discuss by analysing many sources to determine a view point.

Resources:

 Note: questions are on second page of chapter 8.3.

 Power point presentation - Alliances in World War One included in appendix 5

 Comic Strips – Alliances included in appendix 6

 Alliance map included in appendix 7

Lesson Three and Four – Australians at War and Conscription Issues

Aim: By the end of the two lessons students will have a sound knowledge about the reasons behind conscription and what it mean for the ordinary person and also why Australians fought in the first world war.

Knowledge:

 Students will understand why the Australians went into war and where they fought.

 Students will also learn about what conscription was and how it was aimed at

attracting young men to fight for their country.

 Students will gain a firsthand look at what war means to Australians soldiers in

articles depicting the bravery shown in today’s war as in the 21st Century.

Skills:

 Students will comprehend and examine a brief text response

 Students will explain and discuss why Australian went to war and the reasons behind

that.

 Students will read and interpret articles and discuss key themes from newspaper

articles.

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 Class discussions – Question and Answer

 Recognising the key reasons behind conscription and how crucial it was to

supporting the fight in World War One.

 Understanding the reasons why Australia went to war and where they fought and

discussing how each area to where they fought was different and how they had to adapt to the environment.

 Understanding the effects that conscription had on Australia as a whole focussing

key areas on family life and employment.

Activity: The following activities will be conducted over two lessons, with a class reading activity which will focus on both topics; students will read passages together as a class and answer key questions relating back to the topics covered. Students will look at two articles from the herald sun showing acts of bravery in a war context. Articles will be read and themes and viewpoints will be discussed in class. This activity allows students to work in groups or as individuals to work through materials. Class discussions will occur to discuss the pro and cons of conscription and how it would effect.

Resources:

Australian Curriculum, Jacaranda Plus, Queensland. ( For pages used see appendix 8 and 9)

 Note Questions are on second page of Chapter 8.4

 Note Questions are on second page of Chapter 8.10

 Herald Sun Articles included in appendix 10

Lesson Five – Gallipoli

Aim: For students to understand what occurred during the campaign in Gallipoli, and understand how treacherous the terrain was and how much this impacted on the Australian Soldiers.

Knowledge:

 Students will learn about how the Gallipoli campaign was a disastrous one.

 Students will learn about discuss key points about why the Gallipoli campaign was

seen as a failure.

 Student will learn about the environment and how taxing it was for the Australian

Soldiers. Skills:

 Students will comprehend and examine a brief text and power point presentation

 Discussion

 Explain the processes behind why the Gallipoli campaign was deemed as a failure

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 Reading

 Understand how hard Gallipoli campaign was and the effects that it had on the

soldiers.

 Understand how bad the terrain was, and how orders given where to land created

havoc for soldiers.

Activity: Students will read through a passage from a text on Gallipoli, class discussion will occur about information presented. Students will then view a power point presentation on Gallipoli discussing key facets about the Gallipoli campaign. As a class students will look through images from a book on Gallipoli to reinforce conversations had about how hard and taxing it was on the soldiers. Students will be presented with three sources of information to form a view point.

Resources:

 Power point Presentation – The Gallipoli Campaign included in appendix 12

 Department of Veteran Affairs, (2010), Australians in World War One: Gallipoli, Geon

Group, Canberra. Included in appendix 13.

Lesson Six – Trench Warfare and Military Technology

Aim: Students to understand what the meaning of trench war fare is, and to understand the variety of new technology used and developed in World War One. Source analysis of primary sources will be a focus for students to pick out the meaning behind their image. Knowledge:

 Students will learn about what trench war fare is.

 Students will discover the new technology created during WW1 and how it was used.

 Students will learn how to analyse a photo and pick out the meaning behind the

image using key questions to prompt responses for students. Skills:

 Students will comprehend and examine a brief text.

 Students will comprehend and examine power point presentation on trenches and

new military technology.

 Reading

 Note taking

 Students develop source analysis skills on photographs.

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 9 Values, Attitudes and Behaviours:

 Understand the meaning behind trench warfare and what it entails

 Recognising that military technology developed during World War 1.

 Understanding how to analyse a photo and discover the meaning behind the picture.

Activity: Students will read a passage from a text on Trench warfare. Students will then watch a power point presentation on trenches and new military technology which will show images and captions, allowing students to raise their hand to discuss at any time. As class students will be presented with an example of a source analysis, students will be then given the task to analyse a photo from the power point and answer the key questions to help student’s correctly complete task.

Resources:

 Power point presentation – Trenches and Military Technology included in appendix

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 Source Analysis Questions included in appendix 16

 Source Analysis Tips included in appendix 17

Lesson Seven- The Western Front / Anzacs

Aim: Understand what unfolded in the western front and why it was so significant to Australian Military History. The term “ANZAC” why it is so relevant to Australia’s history. Knowledge:

 Students to have a broader understanding about what occurred during the western

front battles.

 Students to gain an understanding why this period of time in war was classified as

one of our worst.

 Students develop an understanding how to analyse primary sources relating to

letters from this period of the war.

 Students develop an understanding what the term Anzac and how it is so revered in

Australian history today. Skills:

 Reading

 Analytical skills

 Writing

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 10 Values, Attitudes and Behaviours:

 Students to understand the significance of the battle in the western front, and also

for students to gain an appreciation for what the word Anzac means and stands for.

Activity: Students will read through a text chapter as a class, and then a power point will be presented on the western front. Primary sources will be also shown for students to have a look and analyse to develop a new view point. Class discussion about what the word ANZAC means and together as a class will research on the internet and discuss our findings.

Resources:

Australian Curriculum, Jacaranda Plus, Queensland. ( Whole book used see appendix 18)



http://www.authorstream.com/Presentation/tomgriffith-146358-war-western-front-education-ppt-powerpoint/

 Department of Veteran Affairs, (2007), Bapaume and Bullecourt Australians on the

Western Front – 1917. Canberra ( Whole book used see appendix 19)

 Diary Entries from the Western Front, Anzacs at War: from Gallipoli to the Present

Day. Author Dr Peter Pederson, Military History, Printed in China included in appendix 20.

Lesson Eight and Nine – World War One – The Broken Promises Video

Aim: Students will gain an understanding of what World War one was like through actual footage, reinforcing the previous lessons information which is touched upon in this video. Class chat at end of video to discuss thoughts and opinions on video content.

Knowledge:

 Students will watch and gain a new knowledge base with footage from World

War 1 showing content which touches upon each topic covered so far in unit.

 Learn about key elements that occurred during World War One and as a class

discuss share their viewpoints on footage seen. Skills:

 Watching Video

 Class Discussion

 Note Taking

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 It is important students watch the video carefully and pay attention to the footage

shown and try and link back information from previous lessons to the video. This will help provide the students with a better understanding about what occurred during World War One.

Activity: Students will be viewing a video that covers all aspects on World War One. This four part series allows students to watch actual footage to gain an insight for what it was like and how hard the war was on all parties. Class discussion will occur afterwards to discuss student’s opinions about the video source.

Resources:

 World War One – The Broken Promise VTS_01_1.VOB, VTS_01_2.VOB,

VTS_01_3.VOB, VTS_01_4.VOB. (Appendix 21- Copies can be provided on USB if required)

Lesson Ten – The Home Front

Aim: Students to understand what it was like back home in Australia and how the World War was affecting the country. Discuss the reasons behind propaganda pictures and the hidden messages behind each poster – key focus was the wording.

Knowledge:

 Students to learn about how the war was affecting the home front.

 Learn about what the key reasons behind the propaganda posters and what the

messages were behind each. Skills:

 Reading

 Writing

 Poster Analysis

 Question and Answer

 Students will learn how hard World War One affected the Australian community.

 Students will learn how propaganda posters were used to evoke emotions from the

community.

Activities: Students will read a text as a class and then will focus on key posters within the chapter. Propaganda posters students will be given a chance to analyse two posters and then will discuss their thoughts. Question and Answers will follow once this activity has finished to summarise the chapter the class will discuss their answers as a group.

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 Source Analysis Questions included in appendix 23

Lesson Eleven – The Eastern Front/Collapse and Revolution

Aim: For Students to understand what occurred during the Eastern Front, how it collapsed and about the Russian Revolution.

Knowledge:

 Students will learn about why the Eastern Front collapsed.

 Students will learn about the Russian Revolution

Skills:

 Reading

 Comprehension of text

 Class discussion

 Question and Answers

 Understanding the reasons why the Eastern front collapsed

 Recognising the reasons why the Russian Revolution occurred and the aftermath

once the revolution had subsided.

Activity: Students will read and comprehend a chapter of text on the Eastern Front and Russian revolution. Students will view a power point presentation on The Eastern Front and a brief discussion will occur about what the students have seen. Question and answer tasks will be completed in the second half of the lesson. Class discussion will follow to chat about answers and allow students to voice their thoughts on the eastern front/collapse and revolution.

Resources:

 Power point presentation – World War One on the Eastern Front included in

appendix 25

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 13 Aim- To understand the meaning behind why peace occurred, and how soldiers and people were remembered and amortised from World War 1.

Knowledge:

 Students will learn about why peace occurred.

 Students will learn the meaning behind the Anzac legend.

 Students will learn about how soldiers were remembered and the meaning behind

the memorials.

 Students will learn the meaning behind the last post and why it is still so relevant in

today’s context. Skills:  Writing  Discussion  Comparing  Comprehension

 Questions and Answers

 Understanding the reasons behind why peace occurred.

 Recognising the meaning of the weird Anzac, and how it has relevance to Australians

history.

 Understand the significance for why soldiers have been remembered.

 Recognising the significance of the last post, and what it means to soldiers who

fought in the war.

Activity: Students will read from the text book about Peace and Commemoration. Students will read passages as a class and then will discuss what the key themes of the chapter are about. Questions will be written down on the white board for students to complete. Students will then listen to a YouTube clip playing the last post. On the completion of this tune students will have a class discussion about what emotions are evoked from this tune. Key words will be written on the board to help prompt students to discuss key themes. Resources:

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Part 3: Unit Conclusion

Copies of book pages, PPT, worksheets, handouts, etc.

 Please view appendices for copies of the above.

 YouTube clip please view on electronic copy

 All Book pages and printouts are from: Darlington, R., Smithies, G., Wood, A. (2012),

History Alive 9: For the Australian Curriculum, Jacaranda Plus, Queensland.

Possible Excursion

 Shrine of Remembrance

 In remembrance of those who served and those who died in the Great War of

1914-1918 and armed conflicts and peacekeeping duties since. The Shrine of

Remembrance is Victoria's largest and most visited war memorial and is probably Melbourne's most recognised landmark.

It is a permanent and lasting memorial to the ANZAC spirit.

 Visit the Shrine

Birdwood Avenue, Melbourne Opening Hours: 10am - 5pm daily Guided Tours: 11am and 2pm daily General & group enquiries

T: 03 9661 8100 F: 03 9662 9411 E: reception@shrine.org.au

 Taking students to the Shrine of Remembrance is a great place for students

remember and pay respects for the great sacrifices these men and women made for their country.

 Students could complete an activity that required them to find 5 different aspects of

the Shrine of Remembrance that interested them. They would then be required to further research and develop their findings in which they could present to the class. Photos can be taken to help with their presentation if permission is given by the tour guide.

Useful Organisation

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Daniel Hickey Student Number: 24130737 Lecturer – Rosalie Triolo Page 15 Mission Statement

To support the wellbeing and betterment of our members, (former and other serving and ex-serving men and women of the ADF), and their dependants, with the

provision of welfare and commemorative services and, where appropriate, contribute to worthy needs within the broader community.

OBJECTIVE 1: Ensure that veterans, their dependants and our members have ready access to Welfare, Pensions and appropriate Health Services.

OBJECTIVE 2: Facilitate high quality aged-care and accommodation for those members of the ex-service community in need of such consideration.

OBJECTIVE 3: Maintain and conduct appropriate commemorative activities. OBJECTIVE 4: Maximise the availability and use of technology and resources to deliver our services to members and the ex-service community.

OBJECTIVE 5: Further develop appropriate strategies incorporating best practice to achieve: a) Growth of our membership and b) enhancement of our image/relevance and appeal to the wider community.

OBJECTIVE 6: Maintain the integrity of the RSL.

OBJECTIVE 7: Embrace other Ex-Service Organisations.

OBJECTIVE 8: Foster pride in Australia and loyalty to our nation.

OBJECTIVE 9: Engage the Youth of the State in the Affairs of the League. OBJECTIVE 10: Develop effective communication strategies.

OBJECTIVE 11: Enhance the working relationship between the State Branch and Sub-Branches.

OBJECTIVE 12: Encourage good comradeship. Organisation Name and Address

Name: Victorian Branch of the RSL Address: 4 Collins Street

Melbourne Victoria 3000 Telephone: 03 9655 5555

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Email: rslvic@rslvic.com.au

Bibliography of Teacher and Student Resources:

• 8.2 - What caused the Great War – pages 228 – 231 from History Alive 9?

• Power point presentation – Causes of First World War

• Power point Presentation- Short and Long Term – Maniac

• 8.3 – The World at War – pages 232 – 233 from History Alive 9

• Power point presentation - Alliances in World War One

• Comic Strips – Alliances

• Alliance map

• 8.4 – Australians in the Great War – pages 234 – 235 from History Alive 9

• 8.10 – The Conscription Issue – pages 250 – 251 from History Alive 9

• Herald Sun Articles

• 8.5 – Gallipoli – pages 236 – 239 from History Alive 9

• Power point Presentation – The Gallipoli Campaign

• Department of Veteran Affairs, (2010), Australians in World War One:

Gallipoli, Geon Group, Canberra.

• 8.6 – Trench Warfare – pages 240 – 241 from History Alive 9

• Power point presentation – Trenches and Military Technology

• Source Analysis Questions worksheet

• Source Analysis Tips worksheet

• 8.7 – The Western Front – pages 242 – 243 from History Alive 9

•

http://www.authorstream.com/Presentation/tomgriffith-146358-war-western-front-education-ppt-powerpoint/

• Department of Veteran Affairs, (2007), Bapaume and Bullecourt Australians

on the Western Front – 1917. Canberra

• Diary Entries from the Western Front, Anzacs at War: from Gallipoli to the

Present Day. Author Dr Peter Pederson, Military History, Printed in China

• World War One – The Broken Promise VTS_01_1.VOB, VTS_01_2.VOB,

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• 8.9 – The Home Front – pages 246 – 249 from History Alive 9

• Source Analysis Questions worksheet

• 8.11 – The Eastern Front: Collapse and Revolution – pages 252 – 255 from

History Alive 9

• Power point presentation – World War One on the Eastern Front

• 8.12 – Peace and Commemoration – pages 256 – 259 from History Alive 9