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Rationale: This lesson outlines the factors that led to the outbreak of the First World War. Students will learn about the rise of large European empires prior to the war, including their motivations for wanting war, and the rise of nationalism. This activity in this lesson involves students mapping out European empires and alliances, as well as looking at primary sources. In regards to the Victorian Curriculum, this lesson is connected to the Humanities: History. The lesson adheres to levels 9 and 10 areas of study, the modern world and Australia; and is linked to the unit of study, Australia at war (1914 – 1945): World War I. And the content strand for this lesson is, ‘Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort’ (2016). Prior to this unit of study, students are expected to know about the rise of the modern world, the rise of empires, and colonisation. Reflection and Practice: During my Project Partnerships Placement, I did not get the opportunity to teach any humanities class. This lesson plan is a theoretical resource that I could use in future practice. However, there at two issues that might emerge in the delivery of this lesson. The first, would in establishing prior knowledge to dictate future lessons; and the second, would involve engaging students who a disinterested in history and WWI. I would resolve these by creating an environment that supports class discussion and using a plethora of resources. Reference List: - Victorian Curriculum 2016, the Humanities: History Curriculum F-10 Levels 9-10, Victorian Curriculum and Assessment Authority, viewed 9 June 2016, <http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=9-10>. ![]()
Rationale: This lesson involves students investigating the locations where Australia fought in World War I. Students will learn why Australia entered the First World War, and about Australia’s involvement in the Gallipoli campaign. In regards to levels 9 and 10, the Humanities: History, outlined in the Victorian Curriculum, students will learn about the ‘significant places where Australian fought and explore their perspectives and experiences in these places’ (2016). Students will also develop key historical concepts and skills related to historical significance. This will be achieved through an activity that involves students role-playing significant events during the war. This was based off the Peer Teaching Activity conducted in AEB3301: Inquiry into Adolescent Teaching and Learning, which was inspired by the journal article, ‘All the World’s a Stage, by Xaris Miller (2012). Reflection and Practice: As stated above, I have conducted any history lessons during my secondary school placement. However, I did present this activity to my peers in another unit of study. This lesson would be extremely effective in instilling important concepts related to significant historical events. Moreover, this would also be a great opportunity for students to build solid relationships and improve their empathy skills. However, this could be a difficult lesson to implement due to its nature. Reference List: - Miller, X 2012, ‘All the World’s a Stage: A guide to teaching the social sciences in four acts’, Agora, vol. 47,no. 4, pp. 55-59. - Victorian Curriculum 2016, the Humanities: History Curriculum F-10 Levels 9-10, Victorian Curriculum and Assessment Authority, viewed 9 June 2016, <http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=9-10>. ![]()
Rationale: This lesson’s focus in on key turning points of the First World War, and the nature of warfare told from multiple perspectives. This is linked with the Victorian Curriculum, the Humanities: History, levels 9 and 10 content strand: ‘significant events, turning points of the war and the nature of warfare’ (2016). Students will also develop historical concepts and skills related to historical sources and evidence. This will be achieved by students comparing and contrasting multiple primary sources (visual and text) describing the nature of warfare, created by soldiers who fought on both sides. Reflection and Practice: This lesson will be effective in detailing what primary sources are and how they are used in the study of history. Furthermore, the activity of comparing and contrasting helps ideas and concepts crystallise due to the process of synthesising information. Furthermore, if students do not have strong language skills, they can still describe their learning and understand through the visual source. I have not taught this lesson; however, the lesson is scaffolded so students of any ability can achieve some level of understanding. Reference List: - Victorian Curriculum 2016, the Humanities: History Curriculum F-10 Levels 9-10, Victorian Curriculum and Assessment Authority, viewed 9 June 2016, <http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=9-10>. ![]()
Rationale: For this lesson, students will learn about the effects World War I had on the Australian home front. This will involve investigating how WWI affected Australian society and culture. Students will explore how the state influenced citizens through the use of propaganda, conscription and the changing roles for women, opposition to conscription and the rise of the labour movement, as well as the treatment of Australian citizens of German Decent. This lesson is linked with the Victorian Curriculum, the Humanities: History, levels 9 and 10 content strand: ‘effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society’ (2016). Students will develop concepts and skills related to cause and effect, based off how the war (cause) changed Australia (effect). Students will achieve this understanding by evaluating primary sources related to each content area, and writing a response utilising Padlet. Reflection and Practice: I did implement this lesson during my placement; however, this lesson is based off my peers work from AEB3301. This lesson will be effective in giving a voice to all students to due to the nature of the medium. Issues that could emerge in this lesson, however, could involve students writing inappropriate messages anonymously. To combat this, students must use subheadings with their names listed. Reference List: - Victorian Curriculum 2016, the Humanities: History Curriculum F-10 Levels 9-10, Victorian Curriculum and Assessment Authority, viewed 9 June 2016, <http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=9-10>. ![]()
Rationale: In the final lesson in this unit of work, students investigate the different and changing historical interpretations about WWI, the Anzacs, and commemorations. This will achieved by analysing two contemporary opinion pieces discussing the issue from opposing viewpoints. Therefore, this lesson also connects to the English curriculum, which is an expectation, outlined in the Shape of the Australian Curriculum: History (ACARA 2009). In regards to the learning area of history, outlined in the Victorian Curriculum, students will explore the ‘different historical interpretations and contested debates about World War I and the significance of Australian Commemorations of the war’ (2016). Due to this, they will also develop their understanding of historical concepts and skills related to historical significance. Reflection and Practice: This lesson will be effective at getting students to develop an understanding how history, and how it is taught, has current implications on politics and society. This lesson will therefore provide an opportunity for discuss to engage in a discussion about the role of the humanities in contemporary culture. There is, however, one issue that might emerge during this lesson. There is the possibility for students to engage in a debate, advocating different viewpoints. To overcome this, I will state that Australia is a democracy where everyone is entitled to their opinion, and there are not correct viewpoints in the humanities as long as you support your arguments with evidence. Reference List: - ACARA, 2009, Shape of the Australian Curriculum: History, Australian Curriculum, Assessment and Reporting Authority, viewed 25 March 2016, <http://www.acara.edu.au/verve/_resources/australian_curriculum_-_history.pdf>. - Victorian Curriculum 2016, the Humanities: History Curriculum F-10 Levels 9-10, Victorian Curriculum and Assessment Authority, viewed 9 June 2016, <http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=9-10>. |