Year 9 sample lesson plan by OUPANZ

Lesson plan Chapter 8 World War I (1914–1918) Recommended teaching time for Chapter 8 World War I (1914–1918): • Approximately 21 hours (i.e. 25 x 50 minute lessons) Australian Curriculum links Strand: Knowledge and understanding; sub-strand: World War I (1914–1918)  The causes of World War I and the reasons why Australians enlisted to fight in the war AC9HH9K08  The places of significance where Australians fought, their perspectives and experiences, including the Gallipoli campaign, the Western Front and the Middle East AC9HH9K09  Significant events and turning points of the war and the nature of warfare, including the Western Front Battle of the Somme and the Armistice AC9HH9K10  The effects of World War I on Australian society such as the role of women, political debates about conscription, relationships with the British Empire, and the experiences of returned soldiers AC9HH9K11  The commemoration of World War I, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war AC9HH9K12 Achievement standard: By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918. They explain the causes and effects of events, developments, turning points or movements globally, in Australia and in relation to World War I or in an Asian context. They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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Students develop and modify questions about the past to inform historical inquiry. They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry. They explain the origin, content, context and purpose of primary and secondary sources. Students compare sources to determine the accuracy, usefulness and reliability of sources as evidence. They explain causes and effects, and patterns of continuity and change connected to a period, event or movement. Students compare perspectives of significant events and developments, and explain the factors that influence these perspectives. They analyse different and contested historical interpretations. Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that acknowledge evidence from sources. Australian Curriculum links Strand: Skills Questioning and researching  Develop and modify a range of historical questions about the past to inform historical inquiry (AC9HH9S01)  Locate, identify and compare primary and secondary sources to use in historical inquiry (AC9HH9S02) Using historical sources  Identify the origin and content of sources, and explain the purpose and context of primary and secondary sources (AC9HH9S03)  Explain the usefulness of primary and secondary sources, and the reliability of the information as evidence (AC9HH9S04) Historical perspectives and interpretations  Analyse cause and effect, and evaluate patterns of continuity and change (AC9HH9S05)  Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values (AC9HH9S06)  Analyse different and contested historical interpretations (AC9HH9S07) Communicating  Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources (AC9HH9S08) Topics in Chapter 8 World War I (1914–1918) Supporting resources (available via obook pro) Topic 8.1 World War I: a timeline Student book answers © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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Topic 8.2 Key events of World War I Interactive activities and chapter review quizzes Topic 8.3 Background to World War I Differentiation worksheets Topic 8.4 Causes of World War I Key skill worksheets and answers Topic 8.5 The outbreak of World War I Student worksheets and answers Topic 8.6 Australia’s entry into World War I Videos and weblinks Topic 8A Skills in Context: What were the causes of Quizlet World War I? Miscellaneous printable documents, including templates Topic 8.7 Where World War I was fought Topic 8.8 The nature of warfare in World War I Topic 8.9 The Western Front Topic 8.10 Trench warfare Topic 8.11 The Gallipoli campaign Topic 8.12 The end of the war Topic 8B Skills in Context: Life in the trenches Topic 8.13 The impact of war on Australian society Topic 8.14 The impact of war on Australian women Topic 8.15 Anti-German sentiment in Australia Topic 8.16 The conscription debate Topic 8.17 The impact of war on Australia’s international relationships Topic 8C Skills in Context: Conscription Topic 8.18 Anzac Day and the Anzac legend Topic 8.19 Other forms of commemoration Topic 8.20 Repatriation Topic 8.21 The impact of World War I on Europe Topic 8D Skills in Context: The changing nature of the Anzac legacy Things to know before teaching Chapter 8 World War I (1914–1918) Navigating the text © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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The content covered in each section of this chapter closely follows the History 7–10 curriculum released by the Australian Curriculum, Assessment and Reporting Authority (ACARA) in 2022. By using this chapter as part of your teaching program, you can be assured that you are integrating all of the History skills and concepts as prescribed by ACARA in the Australian Curriculum. Each section of this chapter is organised according to key inquiry questions from the syllabus. By regularly revisiting these questions as you work through the chapter, asking your students to engage with them, and/or encouraging them to generate their own key questions, you will be embedding an inquiry model of learning. Inquiry learning values process as well as product – moving away from the mere acquisition of facts to the development of deep understandings about concepts and generalisations that are transferable. Every topic in this chapter is accompanied by a ‘Check your learning’ question box that can be used flexibly in class or for homework. Questions are organised into the following four categories: Retrieve; Comprehend; Analyse; Apply. Answers are provided in the Teacher obook pro. Skills in Context activities At the end of each section of the Student Book is a Skills in Context activity. These are designed to allow students to practise the skills and knowledge they have learnt and mastered throughout the preceding section of the Student Book to a new case study. They can be used in a variety of ways including as assessment tasks or extension activities. Chapter review activities At the end of each chapter (excluding the toolkit chapters) is a chapter review spread to consolidate and assess learning. A review activity includes a stimulus source with graded questions, and a chapter checklist provides students with an opportunity to reflect on their learning. Answers Answers to every Check Your Learning question, Key Skill activity question, Skills in Context activity question and Chapter review question can be found on the Teacher obook pro. Interactive assessments © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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Individual topics in the Student Books are accompanied by formative interactive assessments, and each chapter ends with a differentiated summative quiz. These interactive assessments are auto-marking, and they provide students with instant feedback. The results of all assessments feed through to two types of reports:  an assessment report, which records the results at chapter level and topic level  a curriculum report, which records results against curriculum outcomes. Formative assessments can be attempted multiple times, with only the first result captured in the reports. The summative assessments can only be attempted once. Worksheets Chapters are supported by a series of worksheets, including key skill worksheets and differentiation worksheets for each section. Worksheet solutions can be found on the Teacher obook pro. Videos and weblinks Chapters are supported by videos and weblinks. Quizlet Each chapter is supported by different interactive learning tools and fun games on Quizlet that consolidate students’ understand of key terms and concepts and encourage independent study. Quizlet Live enables students to battle in teams or individually against other class members. Instructions for teachers launching a game of Quizlet Live:  Log onto Oxford Digital and launch the Quizlet website.  Follow the prompts to set up a game to host for your students, including how you would like them to compete – individually or in teams.  Your game is now set up and ready for students to join. They can join by opening Quizlet on a web browser or the app and either: o scanning the six-digit code that appears on your screen o scanning the QR code that appears on your screen.  Once all students are ready, click the large ‘Create game’ button and a summary of the students playing will © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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appear. Click ‘Start game’. As the teacher, your screen will display a leaderboard that updates in live time as students answer questions.

© Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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Lesson 8.1: World War I: a timeline Pages 276–277 By the end of this lesson, students will be able to:  sequence the key events and developments of World War I (1914–1918).

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content description: The causes of World War I and the reasons why Australians enlisted to fight in the war (AC9HH9K08)

Things to know before you start teaching this lesson  This topic gives students a basic introduction to World War I.  Have students to ask at home whether they have any family members or ancestors who had some connection with World War I. Ask whether they have medals, diaries, or photographs relating to family members in World War I (It would be wise to suggest that students photograph precious items rather than bringing them to school).

Support/ Extension

Resources

MAIN ACTIVITIES

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Resources

Activity 1: Engage with topic 8.1

Support

Student Book

STARTER ACTIVITY  5 mins

30 mins

Ask students to consider the values and limitations of timelines.

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Talk through the key content on pages 276–277.

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Students are to copy the timeline from the Student Book and use the Internet to find the dates of the following World War I events, adding them to their timelines: o the first Zeppelin raid on Britain o the sinking of the Lusitania o the Russian army defeated at Tannenburg o the abdication of the Kaiser o the Treaty of Brest Litovsk between Germany and Russia o the first conscription plebiscite in Australia o the Battle for The Nek on

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Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 276–277

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Gallipoli the Battle of Caporetto.

Extension  Students are to select three events from the timeline that they believe are of extra significance for the long-term effects of World War I on both Australia and the world and explain for their choices. 10 mins

Activity 2: Family history  Ask students whether they have any family members or ancestors who had some connection with World War I. If any students brought in photographs of medals, diaries, or pictures relating to family members in World War I, have them share these with the class.  Alternatively, go to the Australian War Memorial websites dealing with ‘Boy Soldiers’ (see Resources column) and investigate with the students some of the very young soldiers who lied and said they were older than they were, in order to enlist. This is always a good way to engage students.

Websites  The Battle of Amiens – Australian War Memorial  First World War Boy Soldiers  Private James Charles Martin (youngest Australian serviceman to die in WWI)  John August Emile Harris (Buried at Lone Pine) Page 9

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Ask students to write down three questions that they have about World War I. What would they like to know more about?

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Sequence this!’ activity. 20 mins

obook pro  Interactive assessment: 8.1 Check your learning  Interactive assessment: Sequence this!

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Lesson 8.2: Key events of World War I Pages 278–281 By the end of this lesson, students will be able to:  understand key events and issues in World War I.

Things to know before you start teaching this lesson  This lesson is designed to allow students to start developing a sense of understanding about the global nature of World War I, and establish a geographical context for what follows.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Have students brainstorm what they know about World War I and the key events that they are aware of. Explain that this is a question that they can revisit at the end of the unit.

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.2  Talk through the key content on pages 278–281. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Student Book  Oxford Humanities and Social Sciences Page 11

9 Australian Curriculum, pages 278–281 30 mins

Activity 2: Mapping activity  Provide students with a blank world map and, with basic research, have them locate the main theatres of war between 1914 and 1918.  Discuss why this war would be called World War I.

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

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Summary  After this introductory lesson, students should be prepared to learn about the causes of WWI, the significant campaigns of WWI, and its impact on and significance to Australians.  Students should begin to have an understanding of the significance of WWI in history.

TOTAL 50 mins

HOMEWORK 20 mins

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity.

obook pro  Interactive assessment: 8.2 Check your learning Page 12

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Interactive assessment: Quiz me!

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Lesson 8.3: Background to World War I Pages 282–283 By the end of this lesson, students will be able to:  summarise the complex tensions that had built up in Europe before the outbreak of World War I.

Things to know before you start teaching this lesson  The starter question regarding the inevitability of war should be revisited at the end of the three topics.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Ask students to keep in mind, throughout their study of the of the next three topics, whether war was inevitable or whether there were turning points at which a different course could have averted war.

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.3  Talk through the key content on pages 282–283.

Student Book  Oxford Humanities and Social Sciences 9 Australian Page 14

30 mins

Activity 2: Creating a family tree for Queen Victoria’s descendants  Have students find the names of all of Queen Victoria’s children or grandchildren that were members of European royal families.  Students are to then draw a family tree and shade the names of each of the Queen’s descendants who were associated with the Triple Alliance in yellow, and all those associated with the Triple Entente in blue.  Students can visit the website in the Resources column to find information about Queen Victoria’s descendants.

REVIEW AND CONSOLIDATE

5 mins

Support  Students are to identify what evidence is there that there was a gap between rich and poor in many parts of Europe at this time?

Curriculum, pages 282–283 Website  Queen Victoria’s children and grandchildren

Extension  Students are to discuss whether the Industrial Revolution was a force for peace or war in nineteenthcentury Europe.

Support/ Extension

Resources

Summary  Ask students to identify and define key terms from this topic e.g. The Industrial Revolution, socialism, anarchism, balance of powers, superpowers, alliances, descendants and rivalries.

TOTAL © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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50 mins

HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Sequence this!’ activity. 20 mins

Resources obook pro  Interactive assessment: 8.3 Check your learning  Interactive assessment: Sequence this!

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Lesson 8.4: Causes of World War I Pages 284–287 By the end of this lesson, students will be able to:  explain the long-term causes of World War I.

Things to know before you start teaching this lesson  This section of the course requires students to examine the causes of World War I, the ‘war to end all wars’, as it was optimistically referred to at the time. Students will need to be able to differentiate between short- and longterm causes.  This topic deals with the specific factors that are generally regarded as the main causes of World War I, including alliances, nationalism, imperialism, militarism and the arms race.  The Student Book tends to give equal weight to each of these causes. Before students start to work on this material, it would be a good idea to ask them to think about the relative importance of each of the causes.  Suggest that at the end of the topic, they will be asked to rate the causes in order of importance and to justify their rating.

STARTER ACTIVITY 5 mins

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Support/ Extension

Resources

Discuss what the main causes of war are in a general sense, with students providing examples drawn from

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their study of History. Emphasis should then move on to any knowledge the class has of the causes of World War I.

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.4  Talk through the key content on pages 284–287.

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 284–287 obook pro  Enlarged map: Alliances in Europe: 1879-1907  Enlarged map: World: European empires by 1914  Enlarged map: Austria-Hungary: 1914

10 mins

30 mins

Resources

Activity 2: Examining Europe’s World War I alliances  Examine with students Source 8 on page 285, which shows the division of Europe according to the two alliances and answer the following questions.  Ask students what major problem Germany and AustriaHungary faced as a result of the alliance system? The

Support  Students are to examine Source 8 and explain why Germany would feel threatened by the

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main problem facing Germany and Austria-Hungary was that they were surrounded by members of the Triple Entente. If war broke out, they would have to fight on two fronts (the line between sides, along which a battle is fought) – one in the west against France and one in the east against Russia. Have students suggest one solution to the problem. The best solution would be to try to defeat the opponents on one front quickly, then move over to fight on the other front. Ask students what problems Russia faced as a result of the alliance system? For example, Russia was cut off from the other members of the Triple Entente. This would make cooperation between Russia, France and Britain difficult. Have students suggest a solution to this problem. For example, one solution was to maintain good relations with Turkey so that troops and supplies from the West could be brought through the Mediterranean Sea, up through the Dardanelles and to Russia via the Black Sea.

REVIEW AND CONSOLIDATE 5 mins

Triple Entente. Extension  Students are to examine Source 9 and explain how a cartoon such as this could help you make sense of the role of alliances in the starting of World War I.

Support/ Extension

Resources

Summary  Review MAIN, reiterating the main causes of World War I.

TOTAL 50 mins

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HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Graph it!’ activity. 20 mins

Resources obook pro  Interactive assessment: 8.4 Check your learning  Interactive assessment: Graph it!

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Lesson 8.5: The outbreak of World War I Pages 288–291 By the end of this lesson, students will be able to:  explain the short-term triggers for World War I.

Things to know before you start teaching this lesson  The point of these activities is to assist students in managing the complexity of the international machinations that actually led to the outbreak of war. It should result in students being able to identify and explain the steps countries took that led to declarations of war.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Review the main causes of World War I that aided in creating conditions that primed the world for war. Inform students that this topic discusses the specific events that led to the outbreak of World War I.

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.5  Talk through the key content on pages 288–291. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Student Book  Oxford Humanities Page 21

and Social Sciences 9 Australian Curriculum, pages 288–291 obook pro  Enlarged map: Europe: 1914  Enlarged map: Details of the Balkan states in 1914  Video with worksheet: Archduke Franz Ferdinand 15 mins

Activity 2: Timetable to war  Under the heading ‘Timetable to War’, students are to create a flow chart that shows the events that lead to the outbreak of war. They should be prepared to argue the significance of each event that they include.  Students are to then compare timetables and discuss or provide a written response that explains why an assassination in Sarajevo led to war across Europe.

Support  Ask students: How does anything you have read in this topic explain why Australia would be involved in the conflict? Extension  Have students examine the Schlieffen Plan in more detail. Ask them to comment

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on its effectiveness as a military plan, and how it shows us that new evidence can change interpretations in history. 15 mins

Activity 3: Key dates creative task  Students are to study Source 16 on page 290 and represent the information in an alternative format. Students may choose to create: o a cartoon strip o a poem or song o an illustrated chart o a board game (e.g. an adaptation of Snakes and Ladders) o a series of flashcards accompanied by a narrative.

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Summary  Have students complete a think-pair-share with the prompt: what do you think was the most sigificant factor in the outbreak of World War I?

TOTAL 50 mins

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HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Sequence this!’ activity. 20 mins

Resources obook pro  Interactive assessment: 8.5 Check your learning  Interactive assessment: Sequence this!

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Lesson 8.6: Australia’s entry into World War I Pages 292–295 By the end of this lesson, students will be able to:  summarise the responses of Australia’s political leaders to the outbreak of war  identify the reasons that Australian men enlisted in the AIF  understand the experiences of First Nations men who enlisted in the AIF.

Things to know before you start teaching this lesson  These activities encourage students to explore a specific viewpoint about Australian involvement in World War I, and then to consider an alternative perspective.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Support  Ask students: what does Source 19

Student Book  Oxford Humanities and Social Sciences

Ask students to consider why they think Australia entered World War I and what they think the general reaction to the outbreak of war was.

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.6  Talk through the key content on pages 292–295.

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(page 293) tell you about reasons Australian men were being encouraged to join up in 1915?

9 Australian Curriculum, pages 292–295

Extension  Have students research Lieutenant Jacka and explain why he would be used on an official recruitment poster in 1917. 25 mins

Activity 2: Comparing attitudes to war – then and now  Ask students how they think young Australians would react if Britain was engaged in a European war today and Australians were asked to enlist. They should write down three possible reactions.  Students are to write a paragraph (200–250 words) comparing attitudes to overseas wars in 1914 with those of the present.  Have students conduct research into the involvement of First Nations Australians in World War I, answering the following questions: o Why was it difficult for First Nations Australians to be accepted into the services? o Why would First Nations Australians have wanted to © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Websites  Aboriginal service during the First World War – Australian War Memorial  World War I: Indigenous Anzacs  Propaganda posters – Australian War Memorial

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enlist when they knew they were not welcomed? Why did attitudes change slightly by 1917? How were First Nations Australians treated in the armed forces? o How were they treated on their return to civilian life? Students can visit the websites in the Resources column for further information on First Nations Australians in World War I. o o

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REVIEW AND CONSOLIDATE 10 mins

Support/ Extension

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Support/ Extension

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Summary  Create a brainstorm with students – what were the reasons why Australians enlisted? What were the reasons why some were opposed to the war?

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Analyse this!’ activity. 20 mins

obook pro  Interactive assessment: 8.6 Check your learning  Interactive assessment: Analyse this! Page 27

ADDITIONAL OR OPTIONAL ACTIVITIES 

15 mins

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Support/ Extension

Give students the choice of researching the reasons why some Australians enthusiastically embraced the call to join World War I, or why other Australians were opposed to Australian involvement in the conflict. Students should then discuss and debate the results of the research and explain why in 1914 and 1915 the prowar case was so widely accepted. Would it be the same today? The Age article in the Resources column could be used to stimulate discussion.

Resources Website  Article on a Melbourne protest against Australian involvement in Iraqi War – The Age

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Lesson 8A Skills in Context: What were the causes of World War I? Pages 296–297

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content descriptions:  The causes of World War I and the reasons why Australians enlisted to fight in the war (AC9HH9K08)  Explain the usefulness of primary and secondary sources, and the reliability of the information as evidence (AC9HH9S04) Things to know before you start teaching this lesson  This Skills in Context encourages students to closely examine sources regarding the outbreak of World War I. The lesson will give students the opportunity to reflect on cause and effect as well as the usefulness and reliability of sources. The activity poses the question whether World War I could have been avoided.

Support/ Extension

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MAIN ACTIVITIES

Support/ Extension

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Activity 1: Engage with Skills in Context 8A

Extension

Student Book

STARTER ACTIVITY 5 mins

10 mins

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As a class, discuss the terms ‘reliability’ and ‘usefulness’.

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Talk through the key content on pages 296–297. Have students work individually to complete the activities in the ‘Practise the skill’ questions.

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Students complete the ‘Extend your understanding’ questions.

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Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 296–297

obook pro  Differentiation worksheets: 8A What were the causes of World War I? 30 mins

Activity 2: Opinion piece  Discuss with the class whether the war could have been avoided. Build up a whiteboard summary showing the points raised during the discussion. You can touch on information from previous topics in the chapter.  Have each student write a brief opinion piece arguing for or against the idea that World War I was avoidable. They must include at least two pieces of evidence or sources that support their argument.

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Summary  Take a class poll: of the five sources, which do students determine is the most useful and which is the most reliable in understanding the causes of World War I?

TOTAL 50 © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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mins

HOMEWORK 10 mins

Support/ Extension

Students are to complete any work not finished in class, such as the ‘Test me!’ activity.

Resources obook pro  Interactive assessment: Test me!

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Lesson 8.7: Where World War I was fought Pages 298–299 By the end of this lesson, students will be able to:  identify the major battles and alliances of World War I.

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content description: The places of significance where Australians fought, their perspectives and experiences, including the Gallipoli campaign, the Western Front and the Middle East (AC9HH9K09)

Things to know before you start teaching this lesson  This topic introduces students to the main settings of war in Europe, the Middle East and the Pacific. For almost three years, the United States stayed out of the war. However, increased German submarine action in the Atlantic eventually caused the United States to declare war on Germany.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Before beginning, have students recount their knowledge of the theatres of war, the nature of fighting in World War I, and the sources of their knowledge.

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.7 © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Student Book Page 32

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Talk through the key content on pages 298–299.

Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 298–299

obook pro  Enlarged map: Where World War I was fought 30 mins

Activity 2: Examining propaganda  Discuss with students the sinking of Lusitania. On 7 May 1915, the British passenger ship Lusitania was sunk by German submarine activity, off the coast of Ireland. It was on a voyage from New York and was carrying over 1000 civilians including 128 Americans. Although it was a civilian ship, the Lusitania was also carrying weapons, ammunition and other supplies to help the Allied war effort.  The sinking of the Lusitania caused great controversy and was used by both sides in war propaganda. The British and Americans condemned the sinking as a violation of international law because it was a civilian ship. They denied that it was carrying weapons (salvage expeditions since then have proved that the ship was carrying weapons).  The Germans claimed that the sinking was a legitimate act of war because the ship was carrying weapons and because Germany had declared the seas around Britain

Support  Have students examine Source 1 on page 298 and answer: How does this help you understand why this conflict was called a world war? Extension  Have students explain why the United States was reluctant to join World War I, and why it finally did.

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to be a war zone. The sinking was used in a series of propaganda posters. Have students complete the following: 1. Conduct an internet search using the key phrase ‘Lusitania propaganda’. 2. Choose three different posters created after the sinking of the Lusitania. 3. Examine each poster identifying its possible aim, the points being made and the emotions that it appeals to. 4. Do you think that it is legitimate to tell lies or halftruths in times of war?

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Review the main theatres of war – the Alpine Front, the Western Front, the Lusitania, the Eastern Front, China Sea, the Pacific, Gallipoli and the Middle East.

TOTAL 50 mins

HOMEWORK 20 mins

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

obook pro  Interactive assessment: 8.7 Check your learning Page 34



Interactive assessment: Quiz me!

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Lesson 8.8: The nature of warfare in World War I Pages 300–303 By the end of this lesson, students will be able to:  explain how technological developments influenced warfare in World War I, including tanks, aircraft and gas.

Things to know before you start teaching this lesson  This topic explores the ways in which the war was fought – the weapons, equipment, ships and aircraft.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Ask students to consider the question: ‘Are up-to-date weapons and equipment likely to ensure that wars are fought swiftly or are they likely to prolong war?’

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.8  Talk through the key content on pages 300–303.

Student Book  Oxford Humanities and Social Sciences Page 36

9 Australian Curriculum, pages 300–303

30 mins

Activity 2: Submarine warfare in World War I  Have students examine the website in the Resources column relating to submarine warfare, and answer the following questions: 1. What was meant by the term ‘unrestricted submarine warfare’ as it was used by the Germans in World War I? 2. What led the German navy to pursue this policy? 3. What was the connection between German submarine activity and the entry of the United States into World War I in 1917?  Answers: 1. Unrestricted submarine warfare was the use of submarines (known in Germany as U-boats) to attack both military and civilian vessels. Contrary to © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

obook pro  Key skill worksheet: Historical perspectives & interpretation: identifying changes and continuities in warfare  Worksheet: DAMMIT U Website  Unrestricted U-boat Warfare: The German naval tactic of WWI

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accepted protocols, civilian vessels were not warned of an impending U-boat attack. 2. The German navy pursued this policy because it was not equal to the British navy and the Germans did not believe that they could win the war with surface vessel fighting. However, they believed that aggressive U-boat action could help them to win the war. 3. The connection between German submarine activity and the entry of the United States into World War I in 1917 was that American suspicion of German submarine attacks on merchant ships heightened after the sinking of the civilian ship Lusitania in May 1915. Among the 1198 dead were 128 Americans. This led to a cessation of unrestricted submarine warfare for nearly two years. However, it was reintroduced in February 1917. Following the sinking of seven US civilian ships in early 1917, President Woodrow Wilson declared war on Germany on 6 April 1917.

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Summary  Review the various forms of technology used in World War I, including guns and artillery, gas, tanks, aircraft, zepplins, submarines, mines, ships, telephones and wireless systems.

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50 mins

HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity.

obook pro  Interactive assessment: 8.8 Check your learning  Interactive assessment: Quiz me!

20 mins

ADDITIONAL OR OPTIONAL ACTIVITIES 15 mins

Resources

Support/ Extension

Dogs in World War I  Study with students Sources 3 (page 301) and 8 (page 303). Thousands of dogs were used in a range of ways, during World War I.  Give students the following instructions: o Use the internet to research the roles of dogs in World War I. o Make a list of all of the roles carried out by dogs. o Prepare a citation that recommends a particular dog for a commendation certificate. You may choose a real dog or create a fictional dog, based on real evidence and incidents.  Students can visit the websites in the Resources column © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Resources Websites  Dogs' WW1 jobs uncovered in records – BBC  The Role Of Dogs In WW1 Trenches

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for more information on dogs during the war.

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Lesson 8.9: The Western Front Pages 304–307 By the end of this lesson, students will be able to:  understand the significance of the Western Front  summarise the Battle of Somme.

Things to know before you start teaching this lesson  This topic focuses attention on the most significant theatre of war and the scene of greatest casualty – the Western Front.  The debating activity may take more than one lesson to complete.

STARTER ACTIVITY  5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Have students go back and look carefully at Source 8 on page 285 (a map of Alliances in Europe: 1879–1907), then examine Source 9 on page 304, which shows a map of the Western Front, to familiarise themselves with the area.

MAIN ACTIVITIES

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Activity 1: Engage with topic 8.9  Talk through the key content on pages 304–307.

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 304–307

10 mins

30 mins

Activity 2: Debating the Fromelles project  Have students conduct some further research on the battle of Fromelles in 191, and the discovery of the mass grave of Australian soldiers on the edge of the town.  Recently some Australians, including several members of the armed forces, have suggested that the money and effort currently going into identifying and re-burying the soldiers at Fromelles could be better spent assisting recently returned soldiers to cope with post-traumatic stress disorder and other repatriation issues.  Students are to prepare a dialogue between two speakers. One speaker supports the Fromelles project and one questions it. Each speaker should speak five times and should make a case for one side or the other.  Students can visit the websites in the Resources column for further information on Fromelles and the Fromelles project.

Support  Students are answer: How do the statistics from the Battle of the Somme help you understand the impact on participants of warfare on the Western Front?

obook pro  Enlarged map: Europe: The Western Front in 1915 Websites  The Battle of Fromelles  The Fromelles project  Disaster at Fromelles by Ross McMullin

Extension  Fromelles is described as ‘the worst 24 hours in Australia's entire history’. Have

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students critically analyse the article by Ross McMullin and argue for or against the accuracy of this statement.

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Identify and discuss some of the key terms from this topic e.g. stalemate, the Somme, no man’s land, war of attrition, casulties, Victoria Crosses, Fromelles, and Western Front.

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity. 20 mins

obook pro  Interactive assessment: 8.9 Check your learning  Interactive assessment: Quiz me! Page 43

Lesson 8.10: Trench warfare Pages 308–309 By the end of this lesson, students will be able to:  summarise the key features and difficulties of trench warfare.

Things to know before you start teaching this lesson  This topic deals with the most common type of fighting that took place during World War I – trench warfare. Integral to any examination of trench warfare is the impact of this form of fighting on the physical and mental health and morale of soldiers, some of whom spent months at a time living and fighting in the trenches.  The simple writing activities in this lesson are designed to encourage students to examine different perspectives while developing a sense of empathy regarding the experiences of soldiers on both sides who fought in the trenches.

STARTER ACTIVITY 5 mins

 

Support/ Extension

Resources

Read Source 26 from 8B Skills in Context (page 318) aloud to the students. Ask them to think about a time when they have been cold, wet and hungry (perhaps on a hike or camping

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trip). Then suggest that they magnify their level of discomfort about 10 times, and imagine that it went on for weeks, even months. Add in the daily danger of not knowing if you would survive to the end of the day, and they may be close to the experiences of the soldiers in the trenches.

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.10  Talk through the key content on pages 308–309.

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 308–309

10 mins

30 mins

Activity 2: Life in the trenches  Have students research the nature of trench warfare along the Western Front in World War I, and create the following two pieces of empathetic writing: o The reflection of a young Australian soldier, describing the months he has spent living in a trench on the Western Front o A similar reflection from the perspective of a young German soldier.

Resources

Support  Have students sxamine Source 14 and make a list of all of the features of the trench system and of life in the trenches. Ask: Are there any elements of these diagrams

obook pro  Interactive: Trench warfare Websites  Shell shock during World War I – BBC History  Life in the trenches o What was life like in a World War One trench? o Voices of the First World War: Trench Life Page 45

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that strike you as unrealistic? Explain. Students could note that the sketches make trench warfare look very clean and orderly and the soldiers are neatly dressed.

Trench Warfare

Extension  Have students imagine that they are a highly ranking officer (either side) and that they are sick of the carnage that they are witnessing day and night. Students are to write a proposal to their superior, pointing out the pointlessness of trench warfare, explaining why this form of warfare should be abandoned. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Have students imagine the person sitting next to them has never heard of trench warfare before and think about how they would explain it to them.

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity. 20 mins

obook pro  Interactive assessment: 8.10 Check your learning  Interactive assessment: Quiz me!

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Lesson 8.11: The Gallipoli campaign Pages 310–315 By the end of this lesson, students will be able to:  summarise the Gallipoli campaign and the reasons for its failure  discuss the Allied forces and Turkish perspectives on Gallipoli.

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content description: Significant events and turning points of the war and the nature of warfare, including the Western Front Battle of the Somme and the Armistice (AC9HH9K10)

Things to know before you start teaching this lesson  This topic examines Australia’s role in the Gallipoli campaign, from April to December 1915. Most students will have some idea about Gallipoli, but it might be a good idea to start by showing students maps of the Gallipoli region.

STARTER ACTIVITY 5 mins



Support/ Extension

Resources

Look at Source 17 (page 311), which shows the alliances and Source 18 (page 312), which shows the Gallipoli peninsula. Revisit with students the problem faced by the Triple Entente – the difficulty of shipping men, ammunition and supplies from Britain and France to Russia. Ask students to identify the best way to solve the problem (note that the Baltic Sea was iced-up for part of

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the year). If Turkey had been an ally, it would have been easy to ship men and supplies through the Dardanelles to the Black Sea and thence to Russia. However, Turkey had entered the war on the side of the Triple Alliance in October 1914. Use the map of Gallipoli Peninsula (Source 18) to explain to students how the first attempt to defeat Turkey came in March and was a sea attack through the entrance to the Dardanelles. After that failed, plans were made to launch a land attack from the Aegean Sea side of the Gallipoli Peninsula.

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.11  Talk through the key content on pages 310–315.

10 mins

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 310–315 obook pro  Enlarged map: Alliances in Europe and the Middle East  Enlarged map: Details of the Gallipoli Penisula

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30 mins

Activity 2: Daily life on Gallipoli  Have students read the ‘Conditions at Gallipoli’ section from the Student Book (pages 313–314) and do some further internet research to find out more about daily life on Gallipoli.  Students are to use the material to write a newspaper article giving an accurate account of life on Gallipoli (300–400 words).  Wartime censorship laws prevented the publication of information that could damage morale. After students have completed their article, they are to take on the role of censor and put a red line through information that they do not think reflects well on the Australian army. Then they can make suggestions about areas of the report that could be expanded in order to assist the war effort and improve morale.  Students can visit the websites in the Resources column for more information on life on Gallipoli.

REVIEW AND CONSOLIDATE

5 mins

Support  Have students answer: Where did the term ‘ANZAC’ originate? Extension  Students are to discuss whether the withdrawal from Gallipoli was the only success of the campaign.

Support/ Extension

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 310–315 Websites  Daily life – Australian War Memorial  Flies, filth and bully beef: life at Gallipoli in 1915 – The Conversation

Resources

Summary  Ask students to review their understanding by discussing with those around them the nature of the Gallipoli campaign, the reasons for its failure and the Allied and Turkish perspectives on the campaign.

TOTAL 50 mins © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Explore it!’ activity.

obook pro  Interactive assessment: 8.11 Check your learning  Interactive assessment: Explore it!

20 mins

ADDITIONAL OR OPTIONAL ACTIVITIES 30 mins

Resources

Support/ Extension

Resources

Create a publication  All students should contribute towards a digital publication entitled ‘Gallipoli, the Australian soldiers’ experience’.  Students are to research the experience of a specific soldier at Gallipoli, and contribute a brief biography with as much detail as is available regarding: o his background o when/why he came to Gallipoli o his experience at Gallipoli o if appropriate, where he fought after Gallipoli.  This publication should be available to all students as a record of what Australian soldiers experienced at Gallipoli, and to help them understand the significance of the campaign there. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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Students should discuss the significance of the Gallipoli campaign, then and now, after the conclusion of the booklet.

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Lesson 8.12: The end of the war Pages 316–317 By the end of this lesson, students will be able to:  summarise the events that led to the end of World War I  discuss the significance of the Armistice.

Things to know before you start teaching this lesson  Before reading about the end of the war, it is worthwhile reviewing the causes and key events of the war.

STARTER ACTIVITY 5 mins

 

Support/ Extension

Resources

Ask students to identify the origins and key events of World War I that have been discussed so far in this unit. A good way to get students to grasp the significance of the end of the war is to get them to think back to the time when they were starting Year 5 and to all the time that has elapsed since then. They can then reflect on all the things that have happened in the intervening years. This is the period of time over which World War I was fought.

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This may give them some understanding of the feelings of relief that were experienced by enlisted men, nurses, the families of those who fought, leaders of countries involved in the conflict and even ordinary people sick of the suffering and deprivation.

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.12  Talk through the key content on pages 316–317.

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 316–317 Websites  The last soldiers to die in World War I – BBC  November 11th 1918 – History Learning Site

10 mins

20 mins

Activity 2: Reactions to the end of the war  To visualise the excitement and relief, direct students to examine Source 24 on page 317.  Show the Guardian video about how Armistice was celebrated in Australia (see Resources column).  Have students compare images of Armistice Day in 1918 with modern gatherings in cities to celebrate festivals or New Year’s Eve.

Activity 3: Determining historical significance

Resources

Video  How the 1918 Armistice was celebrated in Australia – The Guardian (4.16 mins) Support

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

Have students read through the section on ‘The Armistice’ on page 316–317 and examine Source 24. Students are to note down information about the Armistice using the 5Rs: o Remarkable (What was the most notable thing about this event?) o Resulted in change (What short-term impacts did this event have?) o Revealing (What does this event tell us about this time period?) o Resonates (What long-term impacts did this event have on future generations?) o Remembered (How is this event remembered today? Students are to then combine their notes on the 5Rs into a succinct paragraph explaining how and why the Armistice was significant

REVIEW AND CONSOLIDATE 5 mins



Brainstorm responses to the 5Rs as a class

Support/ Extension

Resources

Summary  Discuss the fact that there were a number of factors that contributed to the end of the war, such as Russia’s withdrawal due to the signed Treaty of Brest-Litovsk with Germany, the declaration of war against Germany by the United States which added reinforcements to the Western Front and aided in some success for the Allied forces. Finally, the Armistice was signed by the Germans, officially ending the war. Further treaties were signed in © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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the successive months to secure peace, such as the Treaty of Versailles. TOTAL 50 mins

HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Analyse this!’ activity. 20 mins

Resources obook pro  Interactive assessment: 8.12 Check your learning  Interactive assessment: Analyse this!

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Lesson 8B Skills in Context: Life in the trenches Pages 318–319

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content descriptions:  The places of significance where Australians fought, their perspectives and experiences, including the Gallipoli campaign, the Western Front and the Middle East (AC9HH9K09)  Locate, identify and compare primary and secondary sources to use in historical inquiry (AC9HH9S02) Things to know before you start teaching this lesson  The winter of 1918 was one of the harshest on the Western Front. The cold was so intense that water was carried by the troops as blocks of ice. Water that had been boiled to drink would develop a crust of ice within a couple of minutes!

Support/ Extension

Resources

MAIN ACTIVITIES

Support/ Extension

Resources

Activity 1: Engage with Skills in Context 8B

Extension

Student Book

STARTER ACTIVITY 5 mins

10 mins



Read Source 26 on page 318 as a class. Ask students what their reactions are to life in the trenches.

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Talk through the key content on pages 318–319. Have students work individually to complete the activities in the ‘Practise the skill’ questions.



Students complete the ‘Extend your understanding’ questions.



Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 318–319

obook pro  Differentiation worksheets: 8B How and where was World War I fought? 30 mins

Activity 2: ‘Our heroes winning on the Western Front’  Have students imagine that they were a journalist embedded with the British troops in the trenches of the Western Front in 1916.  Students should write a 200-word article, including quotes from the soldiers, about life in the trenches. Students should choose one of the following headlines and tailor the article towards this headline: o ‘Our heroes winning on the Western Front’ o ‘Under-resourced and filthy – what the government does not tell us about life on the Western Front’  Once students have written the article, they should swap their texts with someone who wrote for a different headline. Follow up with a class discussion about sources.  Which article, if any, is ‘true’? Could they both be? What feelings did the students have after reading one article © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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versus the other? Discussing the power of media in shaping our options is becoming increasingly important in the age of digital news. Ask students how access to limited media would have shaped opinions about World War I and would people have thought differently if they had access to a wider range of sources and opinions?

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Review the types of questions that can be asked to assess the reliability of sources, e.g., determining who the creator is, what the purpose of the source is, the level of detail, the objective nature of the content, the currency of the information, and if the information can be verified.

TOTAL 50 mins

HOMEWORK 10 mins

Students are to complete any work not finished in class, such as the ‘Test me!’ activity.

obook pro  Interactive assessment: Test me! Page 59

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Lesson 8.13: The impact of war on Australian society Pages 320–321 By the end of this lesson, students will be able to:  explain the effects of the war on Australian society.

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content description: The effects of World War I on Australian society such as the role of women, political debates about conscription, relationships with the British Empire, and the experiences of returned soldiers (AC9HH9K11)

Things to know before you start teaching this lesson  This section of the unit shifts the focus to the impact of the war upon the Australian home front. This will lead students towards a deeper understanding of forces for continuity and change.  This lesson is designed to not only give students the opportunity to examine the impact of the war on Australian society, but also to explore the nature of historical perspective, and the way their own perspective can impact on the way they view history.

STARTER ACTIVITY  5 mins

Support/ Extension

Resources

Introduce a discussion on student awareness of what Australia was like in 1914, and what changes they think the impact of war may have.

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MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.13  Talk through the key content on pages 320–321. 10 mins

20 mins

Activity 2: The impact of war on Australian society  Have students read through the topic and create a table with two columns under the heading ‘The impact of war on Australian society’.  In one column, students should list the impacts that they feel are positive and, in the other, they should present the impacts that they feel are negative.  After completing the exercise, students should compare lists, and discuss the way their own world view influenced their historical perspective.  They could certainly consider the question whether the war was worth the sacrifices Australia made.

Support  Students are to answer: Why did Aspirin fall out of favour as a medication in Australia?

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 320–321 Website  Poster outlining the regulations of the War Precautions Act

Extension  Students are to research the War Precautions Act and answer the following question in essay form: ‘The War Precautions Act gave the Commonwealth Government more powers than it

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really needed to run the country in a time of war. To what extent do you agree?’ 10 mins

Activity 3: Who gained and who lost?  Ask students to read through the topic and use the information to create a two-column chart with the headings: ‘Those who suffered during WWI’ and ‘Those who benefited during WWI’. The chart below contains suggested entries. Those who suffered Those who benefited during WWI during WWI Soldiers killed or maimed Soldiers who returned unscathed and were welcomed as heroes Families who lost loved Farmers whose produce ones was in demand throughout the war Lowly paid workers who Owners of businesses who suffered lower wages but could pay lower wages higher prices German Australians Manufacturers who developed products to replace those no longer imported from Germany Soldiers and families Some women who gained whose letters were new skills and censored responsibilities Local importers of German Owners of munitions and goods other war-supply factories © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Review with students o The powers given to the government as a result of the War Precautions Act, including to monitor and intern German Australians, the set fixed prices for some goods and to censor letters and publications. o The Trading with the Enemy Act 1914 that restricted overseas trade. o The various impacts of the war on the economy such as the introduction of income tax, inflation, tariffs on imported goods, and the need to borrow money from Britain. o New products such as Aspro.

TOTAL 50 mins

HOMEWORK 20 mins

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity.

obook pro  Interactive assessment: 8.13 Check your learning  Interactive Page 64

assessment: Quiz me!

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Lesson 8.14: The impact of war on Australian women Pages 322–324 By the end of this lesson, students will be able to:  explain the effects of the war on the role of women in Australia.

Things to know before you start teaching this lesson  This topic explores the roles of women during the war and the impact of war on women. It may be worth having a conversation with students about why women are specifically identified and discussed.

STARTER ACTIVITY 5 mins



Support/ Extension

Resources

Introduce the topic to students - this topic explores the roles and contributions of women in Australia during World War I. The absence of many men and the needs of the wartime economy encouraged women into the workforce and into some formerly male-only roles. It is important to note that the majority of women remained in traditional

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activities, as homemakers or volunteers, and that many who entered the workforce did not remain in jobs after 1918. Nevertheless, the period is generally accepted to have played a role in the first wave of feminist activity in the war years and in the 1920s.

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.14  Talk through the key content on pages 322–324.

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 322–324

10 mins

30 mins

Activity 2: The Argus  Read to the students the following letter to The Argus in 1922: It is well known that a large number of these female clerks and typists have no occasion whatever to work, merely doing so in order to increase their ‘pocket money’, their entire wages being spent on dress and pleasure, since their parents provide board and lodging. It would be interesting to know how many of these female clerks and typists are occupying positions in the Defence and other Commonwealth Departments which could be filled equally well – and in many cases more advantageous – by returned soldiers. It is time some action was taken to prevent women and girls flooding the clerical labour market to the almost total exclusion of

Resources

Support  Examine the Red Cross poster in Source 7 on page 323. Is it calling for women to participate in paid or voluntary work? Extend  Students are to answer the question: How does World War I support the theory of total

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the male members of the community; while leaving those avenues of employment – for which women only are suitable – severely alone; thus disturbing both the social and economic life of the community, and indirectly increasing the difficulties of the population question so vital to Australia. Yours, etc Canterbury Jan 17 SCRIBE The Argus, 18 January 1922 Ask students: o What this letter says about whether the position of women really changed as a result of the war experience o To look for emotive words and phrases (such as ‘pocket money’ or generalisations such as ‘flooding the clerical labour market’) o To think about how the reliability of the information in this letter could be checked.

REVIEW AND CONSOLIDATE 5 mins

war?

Support/ Extension

Resources

Summary  Ask students to discuss the various ways that Australian women were impacted on the war front and at home by World War I.

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HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Analyse this!’ activity.

obook pro  Interactive assessment: 8.14 Check your learning  Interactive assessment: Analyse this!

20 mins

ADDITIONAL OR OPTIONAL ACTIVITIES 40 mins

Resources

Support/ Extension

Experiences of nurses during World War I  Over 2000 nurses enlisted during World War I and served overseas. The Australian War Memorial website and other sites have many records of the experiences of nurses serving at Gallipoli (Lemnos) and on the Western Front. Australian Women at War by Patsy Adam-Smith is also an excellent source of stories about nurses’ experiences.  Create a profile of a fictional woman who was born in 1890 and joined the AIF as a nurse in 1914, at the age of 24. She served at Gallipoli and on the Western Front. She returned to Australia in 1919 but she never worked as a nurse again. When she died in 1955, you, a relative, are asked to deliver the eulogy – the speech at her funeral.  Use the suggested sources and any other material that © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Resources Websites  Women and World War I  Roles of Australian women in World War I  Great War nurses – Australian War Memorial

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 

you can gather to tell a fictional but realistic story of your nurse’s experiences at war. You may use details and even quotes from the stories of nurses who did serve overseas. Your eulogy should take about five minutes to deliver. (This activity could take about one week of class time, or several days of class and homework time.)

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Lesson 8.15: Anti-German sentiment in Australia Pages 325–326 By the end of this lesson, students will be able to:  explain the effects of the war on German Australians.

Things to know before you start teaching this lesson  This topic deals with the way that Germans, even those whose families had been in Australia for several generations, were the targets of hate campaigns and vicious propaganda.

STARTER ACTIVITY 10 mins



Support/ Extension

Resources

Discuss with the class the ways in which people stereotype those who are different and look for scapegoats in times of stress. Some discussion questions could be: o Before World War I, many Australians had lived and worked alongside Germans, purchased their wines and other produce from them, and enjoyed their

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music and food. However, once war was declared, many former friends turned against German people and even acted violently towards them. How do you explain this? Can you think of other examples of people being scapegoated on the basis of their difference – race, colour, religion, gender or sexual orientation? Is the tendency to choose a group to blame for particular troubles a natural human instinct, or can it be changed through education and experience?

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.15  Talk through the key content on pages 325–326. 10 mins

25 mins

Activity 2: Enemy aliens  Have students research and examine the treatment of ‘enemy aliens’ in Australia during World War I, and identify the steps taken by the government and private citizens against them.  Once research is complete, students are to write a response that argues whether this treatment and the Australian reaction represent continuity or change in Australian society.

Support  Students are to examine Source 8 on page 325 and answer: From your knowledge of World War I, how realistic were suggestions Germany would take over Australia?

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 325–326 Websites  The Enemy At Home – Migration Heritage Centre  German experience in Australia during WW1 damaged road to multiculturalism – The Conversation  The German Australian Community – Page 72

Extension  Students are to examine Source 10 on page 326 and explain how it could affect Australian attitudes toward German Australians.

REVIEW AND CONSOLIDATE 5 mins

Migration Heritage Centre

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Ask students to define enemy aliens and internment camps.

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Analyse this!’ activity. 20 mins

obook pro  Interactive assessment: 8.15 Check your learning  Interactive assessment: Analyse this! Page 73

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Lesson 8.16: The conscription debate Pages 327–329 By the end of this lesson, students will be able to:  summarise the key points of the conscription debate in Australia  identify groups that supported and opposed conscription.

Things to know before you start teaching this lesson  The conscription role-play activity is designed to immerse students in a divisive period of Australian history to help them understand the causes of that division by examining competing perspectives.

STARTER ACTIVITY  5 mins

Resources

Support/ Extension

Resources

Discuss the meaning of the words ‘referendum’ and ‘conscription’ with the class.

MAIN ACTIVITIES 10 mins

Support/ Extension

Activity 1: Engage with topic 8.16 © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Student Book Page 75



Talk through the key content on pages 327–329.



Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 327–329

obook pro  Key skill worksheet: Historical perspectives & interpretations: Sequencing the conscription debate 30 mins

Activity 2: Conscription campaign  As a class, students are to conduct their own conscription campaign. Suggested roles to be allocated include: o a researcher and/or presenter to present an introduction to the activity that establishes the historical context of the debate o a team of officials to conduct the voting, draw up instructions on how to vote, and create ballot papers o artists to create posters supporting the for and against cases o speakers to present the arguments for and against conscription o someone to conduct a public meeting o scrutineers to count the vote. © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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

Once roles are allocated, students are to fulfil these roles and work on the conscription campaign, where both sides have an opportunity to present their arguments. The activity should conclude with all the class having an opportunity to vote. At the conclusion of the campaign, students should discuss the result and compare it with the actual results of the two referendums. To what extent did the class results reflect history?

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  With a partner, students are to identify two reasons in favour of conscription and two reasons against.

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity. 20 mins

obook pro  Interactive assessment: 8.16 Check your learning  Interactive assessment: Quiz me! Page 77

ADDITIONAL OR OPTIONAL ACTIVITIES 40 mins

Support/ Extension

Conscription debate  Divide the class into two groups. Imagining it is 1917, one side of the class is for conscription and one against it. Each group is to research the arguments and evidence used by its side in the debate. Each side should then choose three speakers.  The topic for the debate is: ‘Conscription must be introduced in Australia.’  In addition to the sources in this topic, students can use the websites in the Resources column for further information on the conscription debate.

Resources Websites  Recruitment and conscription  Conscription during the First World War, 1914–1918

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Lesson 8.17: The impact of war on Australia’s international relationships Pages 330–331 By the end of this lesson, students will be able to:  explain the effects of the war on Australia’s international relationships.

Things to know before you start teaching this lesson  These activities focus specifically on cause and effect, and require an examination of the role and responsibility of Australia and its prime minister in subsequent developments.

STARTER ACTIVITY  5 mins

Support/ Extension

Resources

Support/

Resources

Ask students what impact do they think World War I may have had on Australia’s international relationships? Encourage them to think about the economic, social and political aspects of these relationships.

MAIN ACTIVITIES

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Extension Activity 1: Engage with topic 8.17  Talk through the key content on pages 330–331.

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 330–331

10 mins

15 mins

Activity 2: Flow chart  Have students create a flow chart that shows the impact World War I had on Australia’s relationship with Britain, Asia and the United States in the period leading to World War II. Activity 3: Hughes: A force for peace or war?  Have students examine Australia’s stance at the Paris Peace Conference, and the views conveyed by Prime Minister Hughes.  Students are to argue whether Hughes was a long-term force for peace or war in our region, with evidence supports their perspective?

Support  Students are to answer: What did Prime Minister Hughes gain from travelling to the Paris Peace Conference?

Websites  Billy Hughes and the end of an Empire  Facts about Billy Hughes  1919: The triumph of Billy Hughes

Extension  Students are to research the career of Billy Hughes and explain how the perspectives of ‘the Little Digger’ and ‘a © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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pestiferous varmint’ reflect differing perspectives of Hughes.

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Create a graphic organiser summarising the changing relationship between Britain and the United States.

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity. 20 mins

obook pro  Interactive assessment: 8.17 Check your learning  Interactive assessment: Quiz me!

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Lesson 8C Skills in Context: Conscription Pages 332–333

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content descriptions:  The effects of World War I on Australian society such as the role of women, political debates about conscription, relationships with the British Empire, and the experiences of returned soldiers (AC9HH9K11)  Identify the origin and content of sources, and explain the purpose and context of primary and secondary sources (AC9HH9S03) Things to know before you start teaching this lesson  This task uses sources from the time of the conscription plebiscites to help students understand the arguments and techniques involved in this divisive debate.

STARTER ACTIVITY  5 mins 

Support/ Extension

Resources

Ask students - ‘You have just been studying the arguments for and against conscription, as well as the groups on each side of the debate. Nearly 100 years later, how do we know what people thought and said about this issue?’ This should lead to a discussion of historical sources, which will lead easily into this task.

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MAIN ACTIVITIES Activity 1: Engage with Skills in Context 8C  Talk through the key content on pages 332–333.  Have students work individually to complete the activities in the ‘Practise the skill’ questions.

Support/ Extension Extension  Students complete the ‘Extend your understanding’ questions.

40 mins

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 332–333 obook pro  Differentiation worksheets: 8C What impact did World War I have on Australia?

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Ask students to consider (and give reasons for) which of the four sources (Sources 17-20) they find to be most convincing.

TOTAL 50 mins

HOMEWORK

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10 mins

Students are to complete any work not finished in class, such as the ‘Test me!’ activity.

obook pro  Interactive assessment: Test me!

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Lesson 8.18: Anzac Day and the Anzac legend Pages 334–337 By the end of this lesson, students will be able to:  discuss the ideals associated with the Anzac legend  explain how Anzac Day is commemorated in Australia.

Australian Curriculum links

Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content description: The commemoration of World War I, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war (AC9HH9K12) Things to know before you start teaching this lesson  This section concludes the unit with an examination of the remembrance and commemoration of Australia’s involvement in World War I. The focus should be on examining evidence of the significance of the war in the development of Australia’s national identity.  This topic explores one of the most important strands of Australia’s national identity – the role and importance of the Gallipoli landing on 25 April 1915. The first Anzac Day was celebrated in 1916 and, since then, the day has grown in importance. Many would now argue that Anzac Day is no longer just about the Gallipoli landing but is a commemoration of all Australians who have given their lives in any war and on any side. However, the day is not without controversy. Some have argued that while it is appropriately a day of solemn mourning, it should not be seen as a defining moment in the development of Australia as a nation.  This lesson combines an understanding of the role of sources as evidence with personal perspectives, to help students understand the significance of Gallipoli and the Anzac legend to Australians.

STARTER ACTIVITY

Support/

Resources Page 85

Extension  5 mins

Ask students what they already know or feel about Anzac Day. Perhaps some have attended Anzac Day services. Encourage students to share their experiences or impressions for a brief class discussion.

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.18  Talk through the key content on pages 334–337.

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 334–337

10 mins

obook pro  Video with worksheet: Remembering World War I 30 mins

Activity 2: Reflecting on Anzac Day  Write a reflection that would be suitable to be read at an Anzac Day ceremony at your school or in your local community. Your reflection should include a reference to the: o actual events that Anzac Day commemorates o qualities that Anzac Day celebrates o role of Anzac Day in Australia today.

Support  Why has Anzac Day become so significant for Australians? Extension  What evidence is there that Anzac

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Day has become increasingly significant to Australians?

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Discuss what the class regards as the significance of World War I for modern-day Australia. How does this help them understand the importance of studying History as a subject?

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity. 20 mins

obook pro  Interactive assessment: 8.18 Check your learning  Interactive assessment: Quiz me!

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Lesson 8.19: Other forms of commemoration Pages 338–341 By the end of this lesson, students will be able to:  discuss the ideals associated with the Anzac legend  explain how Anzac Day is commemorated in Australia.

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content description: The commemoration of World War I, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war (AC9HH9K12)

Things to know before you start teaching this lesson  This topic deals with the many ways, other than Anzac Day, through which Australians commemorate those who have given their lives in war. As a result of World War I, almost 60,000 Australians lost their lives and there was barely a town or community that was not touched by death. During the 1920s, war memorials were constructed all over Australia. There were pillars and obelisks, arches, gardens, avenues of honour, memorial halls and statues. Many schools and churches erected honour boards listing those who had lost their lives and, in every suburb and town, streets were named after famous soldiers or the scenes of battles.  As the culmination of the topic, this activity brings the focus onto the Australian War Memorial, and asks the students to consider its history, significance and future. In doing this, it should contextualise their study of Australia and World War I.

STARTER ACTIVITY

Support/ Extension

Resources

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 5 mins

Create a brainstorm – what are some ways (other than the ANZAC legend) that World War I is commemorated?

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.19  Talk through the key content on pages 338–341.

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 338–341

10 mins

obook pro  Video with worksheet: Remembering World War I 30 mins

Activity 2: Local memorial  Investigate to see if there is a war memorial in your school’s local area. If you are able, organise an excursion to it. Ask students to think about the following questions: o What sort of memorial has been created? o What does the existence of the memorial tell you about the attitudes and values of the people in your school/community, during the 1920s? o Does the memorial seem well-tended and maintained?

Support  Create a poster that captures the significance of Remembrance Day. Extension  How effectively did Australia deal with returning veterans from World War I?

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

Do you think that the memorial is still relevant to Australians a century after World War I? Discuss why some Australian memorials give the date of World War I as 1914–18, while others use the date 1914–1919. If needed, have the students think about when many of the area’s young men would have returned to Australia.

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Ask students to discuss in small groups - What do you think are the values and limitations of the Australian War Memorial?

TOTAL 50 mins

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Explore it!’ activity. 20 mins

obook pro  Interactive assessment: 8.19 Check your learning  Interactive assessment: Explore it!

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Lesson 8.20: Repatriation Pages 342–343 By the end of this lesson, students will be able to:  understand the repatriation of soldiers during and at the end of World War I.

Things to know before you start teaching this lesson  This unit gives the students the opportunity to make some sense of their COVID-19 pandemic experiences by developing their historical understanding of the influenza pandemic that disrupted the world at the end of World War I, and prevented many soldiers from returning quickly home.

STARTER ACTIVITY  5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Discuss the term ‘repatriation’. Have students heard it before?

MAIN ACTIVITIES

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Activity 1: Engage with topic 8.20  Talk through the key content on pages 342–343.

Extension  Assess the validity of the suggestion that Australia’s treatment of Aboriginal and Torres Strait Islander soldiers after World War 1 showed that Australia wasn’t fighting for a better world.

10 mins

30 mins

Support  List the aims of the government’s Australian Soldiers’ Repatriation Fund of 1917 and show how it would help returning soldiers.

Activity 2: Comparison of pandemics  Have the students research what has become known as the Spanish flu pandemic and compare it with what is currently known about the COVID-19 pandemic. Ultimately the research should allow them to: o Effectively compare their pandemic experience with those of people at the end of World War I, and be © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 342–343 obook pro  Worksheet: Caring for returned soldiers



A history of the 1918 influenza pandemic https://www.cdc.gov/fl u/pandemicresources/1918commemoration/1918 -pandemicPage 92

o o

able to come to a valid conclusion about which pandemic was worse. Gain an appreciation of how a health emergency such as a pandemic can disrupt ordinary life. Create a Venn diagram that shows the similarities and differences between the pandemics.

history.htm https://www.livescienc e.com/spanishflu.html 

The influenza pandemic in Australia https://www.nma.gov. au/definingmoments/resources/in fluenza-pandemic https://www.naa.gov.a u/blog/closed-bordersand-brokenagreements-spanishflu-australia

REVIEW AND CONSOLIDATE 5 mins

Support/ Extension

Resources

Summary  After World War I, repatriated soldiers had a wide range of experiences, often requiring medical care as a result of the war. Fundraising and government intervention aided in supporting these soldiers to settle back into life at home. Returned First Nations soldiers did not receive the same treatment as other soldiers. For example, they were excluded from RSL groups and many did not © Oxford University Press 2023 Oxford Humanities and Social Sciences 9 Australian Curriculum second edition Teacher obook pro ISBN 9780190331689 Permission has been granted for this page to be photocopied within the purchasing institution only. Version 1.0

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beenefit from the Australian Soldiers’ Repatriation Fund. TOTAL 50 mins

Support/ Extension

HOMEWORK Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity.

Resources obook pro  Interactive assessment: 8.20 Check your learning  Interactive assessment: Quiz me!

20 mins

Lesson 8.21: The impact of World War I on Europe Pages 344–347 By the end of this lesson, students will be able to:  discuss the short-term and long-term effects of World War I on Europe.

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918)

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Content description: The commemoration of World War I, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war (AC9HH9K12) Things to know before you start teaching this lesson  Having students consider the impact of World War I on Europe opens up the opportunity for them to reflect on the nature of historical continuity and change. It also requires an understanding of the significance of accurate chronology.

STARTER ACTIVITY  5 mins

Support/ Extension

View the animated map that shows how World War I changed Europe’s borders (see Resources column). What are some preliminary observations?

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 8.21  Talk through the key content on pages 344–347.

10 mins

Resources Website  Video: This animated map shows how World War I changed Europe’s borders

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 344–347 obook pro  Worksheet: Armed forces and casualties in WWI

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30 mins

Activity 2: Continuities and change  Have the students review their understanding of the war and its outcomes by establishing chronologies for the following European countries from 1914–1920: o Great Britain o France o Russia o Germany o Austro-Hungary o Turkey.  This could be done as group work, allowing students to work in mixed ability groups.  From this research, presentations can be created that will show the continuities and changes for each country across the period of the war and its immediate aftermath.  The presentations could be presented to the class, or compiled as a digital booklet, enabling the entire class to share the outcomes.

REVIEW AND CONSOLIDATE 5 mins

Websites  The Green Political Foundation: The Impact of the First World War and Its Implications for Europe Today  CBBC: How did WWI change the world?

Support/ Extension

Resources

Summary  Identify two continues and two changes in relation to the impact of World War I on Europe.

TOTAL 50 mins

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HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Graph it!’ activity. 20 mins

Resources obook pro  Interactive assessment: 8.21 Check your learning  Interactive assessment: Graph it!

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Lesson 8D Skills in Context: The changing nature of the Anzac legacy Pages 348–349

Australian Curriculum links Level: 9 Sub-strand: World War I (1914–1918) Sub-strand topic: World War I (1914–1918) Content descriptions:  The commemoration of the First World War, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war (AC9HH9K12)  Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values (AC9HH9S06) Things to know before you start teaching this lesson  Students might be surprised to know that the first attempts to commemorate the landing at Gallipoli were on 30 July 1915, three months after the landing, while soldiers were still there fighting. It was the original Australia Day, and should help students understand the Anzac legacy has been changing from 1915 onwards.

STARTER ACTIVITY 5 mins



Support/ Extension

Resources

Think-pair-share: What are five values that you think best reflect what it means to be Australian?

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MAIN ACTIVITIES 10 mins

30 mins

Activity 1: Engage with Skills in Context 8D  Talk through the key content on pages 348–349.  Have students work individually to complete the activities in the ‘Practise the skill’ questions.

Activity 2: The history of Australia Day  Have students research Australia Day 1915, and find out what it was about, and how it commemorated the Gallipoli landing. The photograph of the Gosford, NSW, Australia Day march in 1915 (see weblink in Resources column) is noteworthy for the inscription on the sign which says ‘Sultan and harem being driven out of Constantinople by the Australians’. It raises questions about the nature of the news being reported to Australians about what was happening on the Gallipoli Peninsula in 1915.  Have them write an explanation of how the first Australia Day helps them understand the differences

Support/ Extension Extension  Students complete the ‘Extend your understanding’ questions.

Support  List the Anzac values shown in Source 27 (page 348), and show examples of them in Australia today.

Resources Student Book  Oxford Humanities and Social Sciences 9 Australian Curriculum, pages 348–349 obook pro  Differentiation worksheets: 8D How is World War I remembered and commemorated?  Australia Day in Gosford, New South Wales - 1915  Australia Day during the First World War

Extension  Discuss the assertion that Anzac values are actually the values of white,

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in interpreting and commemorating the Anzac legend and legacy.

REVIEW AND CONSOLIDATE

male Australia.

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Ask students to identify the three most interesting things they have learnt about World War I and two things they would like to investigate further.

5 mins TOTAL 50 mins

HOMEWORK 10 mins

Students are to complete any work not finished in class, such as the ‘Test me!’ activity.

obook pro  Interactive assessment: Test me!

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