Unit Plan - World War II Year 10 History - Weebly

Unit Plan - World War II Year 10 History

Class Context The Year 10 History class includes 21 students, 11 girls and 10 boys. The class is of moderate to high ability. There are three students who are of extremely high ability and are looking to complete History at a Stage 2 Level. A group of three boys and one girl are particularly disengaged. Due to the diverse range of students, I plan to differentiate the activities and provide multiple access routes by appealing to the various intelligences according to Gardner's theory.

There is one student within the class who is hearing impaired. All transcripts of film or audio will be made available to him. He will also be invited to sit at the front of the class in order to assist with lip reading.

Unit Plan Unit Title: World War II

Grade Level: Year 10

Subject: History

Time Frame: 7 weeks x 4 lessons

Learning Outcomes:

- the chronology of WWII as well as key terms and concepts - identify and understand the key events of WWII - Australian involvement in the war, including the home front - the evolving nature of Australia's international relations due to WWII

Skill Outcomes:

- identify primary and secondary sources and analyse their context, purpose and content, assessing their

reliability

- use sources as a basis for historical argument - develop perspectives of people involved in WWII - analyse and articulate historical perspectives, including their own - develop skills in a range of forms (oral, graphic, written, digital technologies)

Lesson Plan - Lesson 10+11 "DiscoveringbSources"

Unit Title: World War II

Grade Level: Year 10

Subject: History

Lesson Length: 100 minutes

Outcomes (Knowledge + Skill):

- identify and understand Australian involvement in WWII, particularly through key events such as

Kokoda, Fall of Singapore, POWs

- identify primary and secondary sources and analyse their context, purpose and content, assessing their

reliability

- organise research and analyse sources in order to create a presentation surrounding the topic - develop skills in oral presentation, written work and digital technologies

Key Questions:

- How were Australians involved in World War II? - What do the sources say about the Australian experience of World War II? - How can I use the sources to inform my peers of what occurred during key events of World War II?

Prior Knowledge: During the previous lesson, students have been scaffolded to understand different types of sources (primary and secondary) as well as their different modes. Students have been made aware of key analysis factors when considering sources, and have received a handout outlining this.

Starter

Phase

Time

Activity

10 min Prior to lesson, ensure that tables are arranged in groups of three-four tables (six groups).

Welcome students and take the roll.

Explain the activity for the day. They will take part in `source stations' around the room. Each station contains sources about a particular event or situation that Australians were involved in during World War II. Form groups and identify roles according to role cards. Students are to look at, analyse and discuss the source, making notes using the handout provided. As well as the `overview' link, students may also use the course textbook and websites such as Wikipedia to ground their knowledge, but their subsequent presentation must reference the sources.

The group will then present the information they have gathered about their event/situation to the class for 3 minutes. The notes from each group will be scanned/photocopied and made available to the class.

Note: have all sources or extra sources available in hard copy in case the digital resources are unavailable.

Introduction Development Plenary

40 min

Students decide on group roles quickly. Students work together in groups to look at, analyse and discuss the sources, as well as formulate a presentation to the class on their topic.

Teacher to circulate, diagnose progress, scaffold if necessary and ask key motivating or inquiry questions.

40 min

The presenters from each of the groups present to the class. Students are encouraged to ask questions after each presentation.

Teacher responds to each group verbally after their presentation, giving feedback. Individual students to be addressed privately if necessary. Collate all of the handouts for distribution either in hard copy or through digital learning platform. Also place all resources on the platform, or around the classroom so that they are easily accessible for the students.

10 min

Discuss any connections or commonalities between the events as a class. Invite questions from the class (use learning platform such as Socrative or Edmodo to take questions if there are many).

Differentiation: Students are exposed to a range of different sources to provide various access routes to the subject matter. They also have the the opportunity to select their role within the group. Encourage highachieving students to go beyond their comfort zone and choose a role that they would not usually take. The group of disengaged students will be allocated to different groups. The multi-modal learning available will help to engage them with the subject matter.

Accommodation for special needs: Transcripts of any videos or audio will be made available. Offer to give him first preference in the role he is allocated within the group.

Resources: see appendix

Appendix 1 Lesson 10+11 Resources

Annotations not provided to students, use for scaffolding if necessary.

Fall of Singapore:

Australian Government Department of Veteran's Affairs, Fall of Singapore: Overview, Australia's War 1939-1945, viewed 4 April 2015, .

An overview of the Fall of Singapore.

National Archives, Extract from a report by an officer who escaped the fall of Singapore 1942, World War II, viewed 4 April 2015, theatres-of-war/asia/investigation/singapore/sources/docs/2/.

A report from an officer who escaped from the Fall of Singapore. This primary source suggests causes for the defeat.

Australian Broadcasting Corporation, The Bombardment of Singapore, Splash, viewed 3 April 2015, .

A secondary source that is contemporary to the event, this British news report provides information about the event. Images and video provide a visual representation. Students to consider patriotism and the impact of the war on the home front.

Australian Government Department of Veterans' Affairs, John Peters Brought News of Missing Prisoners of War, Australians at War, stories_ID=6_war=W2.html.

A source that combines primary and secondary elements, describing the feelings and difficulties on the home front. Assists in understanding communication difficulties. Encourage students to consider the boundaries between primary and secondary sources.

Prisoners of War:

Australian War Memorial, Australian prisoners of war: Second World War prisoners of the Japanese, viewed 4 April 2015, .

An overview of the Australian Prisoners of War of the Japanese.

Flanagan, R 2014, The Narrow Road to the Deep North, Random House, North Sydney.

This excerpt from Richard Flanagan's The Narrow Road to the Deep North (p220-223) details Australian uniqueness, mateship and the nature of the prisoner of war experience. The text is set on the Thai-Burma railway, narrating the life of Dorrigo Evans a surgeon and prisoner of war. Students encouraged to think about the role of historical fiction as a resource.

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