AUSTRALIA IN THE WARS: WWI and WWII &nbsp - Home



LESSON PROGRAM GRIDSWorld War One Lesson 1: Causes of WWI, Where Australia fought, and Why Australians enlisted to fightStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesCauses of WWIWhere Australians fought?Why Australian’s enlisted to fight?Explain the causes of WWISequence historical eventsLocate key battle locations on a mapInterpret history within the context of the actions, values, attitudes and motives of peopleIntroduction:Teacher asks students what they already know about World War IActivity 1:Students complete a WWI timeline or Mix ‘n’ Match worksheet.Activity 2:Students mark WWI battle locations on two maps.Activity 3:Students use sources to devise a list of reasons for why Australians joined the war.Extension Activity 1:Students analyse sourcesExtension Activity 2:Students complete a Mix ‘n’ Match table of reasons why Australians enlisted to fightExtension Activity 3:Students choose a photo or document from the War Memorial Box 1 and answer questions about itAustralian War Memorial Box 1 – Australia in the First World War‘History for the Australian Curriculum 9’ textbookTimeline Worksheet Mix ‘n’ Match WorksheetGlossary Worksheet Extension Mix ‘n’ Match worksheet (all worksheets require one for every student)Map of Gallipoli and the Western Front (one for every student)Sources for Activity 3 (provided on the Weebly)Computers and internet accessWorld War One Lesson 2: Nature and Sequence of Warfare and the Outcome of the Gallipoli CampaignStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesThe nature and sequence of warfare during the Gallipoli Campaign The outcome of the Gallipoli campaignSequence the historical events of the Gallipoli landingApply a range of relevant historical terms and conceptsProcess and synthesise information from a range of sources as evidence in a historical inquiryIntroduction:Students watch a YouTube video of soldiers’ experiences at Gallipoli.Activity 1:Students navigate through the Gallipoli landing and complete an Overview WorksheetActivity 2:Students view a selection of sources and listen to War Veteran interviews and complete a Source Analysis Table.Activity 3:Students view newspaper articles about the Gallipoli Campaign and then construct their own.Extension Activity:Students explore and analyse the difficulties, conditions and success of the Gallipoli landingStudents create a list of questions they would ask a War Veteran in an interview based on their experiences.Australian War Memorial Box 1 – Australia in the First World War‘History for the Australian Curriculum 9’ textbook‘Retro Active 2: Stage 5 Australian History’ textbookOverview tableGallipoli experiences source worksheetSource analysis table Newspaper article document(all require one per student) Computers and internet accessWorld War One Lesson 3: Source Study of the Experiences of WarStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesWomen in the warThe participation of Aboriginal and Torres Strait Islander peoplesONE specific incidentONE specific campaign (The Western Front)Identify, locate, select and organise information from a variety of sources including ICT and other methods.Ask and evaluate different kinds of questions about the past to form an historical inquiry. Describe the experiences of the chosen groupsExplain the significance of the chosen event to the Australian war effortIntroduction:Students watch a YouTube video of a diary extract detailing experiences in the trenches and at war.Activity 1:Students are split into groups of 4 and given a topic to research. They are to answer the questions on the Source Study Handout.Activity 2:Each group presents their findings to the class while the other students take notes and complete the Source Study HandoutSource Study Handout (one per student)Women in the War Source sheetATSI Servicemen Source SheetWar Memorial Box 3 - Too Dark for the Light Horse: Aboriginal and Torres Strait Islander People in the Defence Forces ‘History for the Australian Curriculum 9’ textbook‘Retro Active 2: Stage 5 Australian History’ textbook Computers and internet accessWorld War One Lesson 4: Outline the Australian governments' control on the home front for each of the following: conscription, use of government propaganda, changing roles of women, enemy 'aliens', wartime controls/censorshipStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesGovernment power during WW1Implication of conscriptionRoles of Women in WW1The effect of Propaganda and the Australian response.The ‘enemy within’Evaluate power facilitatorsRead texts to identify key informationLink climate to public circumstancesActivity 1:In 4 separate groups, students are provided a worksheet with a case study on the four main concepts behind WW1 on the home front. These are Propaganda, Conscription, Women of War and ‘Enemy Aliens’. Each group must read and identify key information need to successfully report back to the class. Activity 2:Students will be asked to report their found information back to the class. This will act as a peer teaching strategy where students will rely on the work of others. Students are provided with a table to write down in dot point, the key concepts raised from their peer groups. Concept WorksheetWorld War One Lesson 5: Explain the impact of the war on returned soldiers and civiliansStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesSignificance of World War 1 in reference to Australia:Impact of war on soldiers and civiliansAnalysis of secondary source to gain understanding of key concepts.Create a link between personal perceptions and factual knowledge.Activity 1:Group discussion based on existing knowledge. Attempts to explain the effects of a soldier returned from war and retaking civilised society. Student’s perceptions act as an example of the same ambiguity on how the war would affect the soldiers.Activity 2:Students are provided with a secondary source to aid them with understanding the concepts of the scarred soldier. Students link their perceptions with facts to identify what was puters/ laptops with internet access.Resource Recieved from Larsson, M (2009); Shattered ANZACs: Living with the scars of war Retrieved from World War One Lesson 6: Explain how and why Australians have commemorated the wars, explain different perspectives on the ANZAC legendStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesCommemorations and nature of the ANZAC legend:How and why Australians have commemorated the warDifferent perspectives on the ANZAC legendprocess and synthesise information from a range of sources as evidence in an historical argumentrecognise that historians may interpret events and developments differentlyidentify, locate, select and organise information from a variety of sources, including ICT and other methodsActivity 1: Watch a short video and then have class discussion/brainstorm activityActivity 2:Class to form to different groups and present arguments for and against commemorating the war, and then share their finding with the rest of the class. They will then watch a video on the debate surrounding this issue.Activity 3: Research a soldier- students are to begin their search for a World War I soldier to create a poster in the memory of their chosen veteran. This will be completed at home.Video 1 2 a soldier: video – to watch in their own time and internet accessSmart boardWorld War Two Lesson 7: Causes of WWII, Where Australians fought and Why Australian’s enlisted to fight?Students Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesCauses of WWIIWhy Australians enlisted to fightWhere Australians foughtExplain the causes of WWIIExplain the reasons why Australian's enlisted to fightIdentify the locations where Australians foughtActivity 1 In groups of 5, each student must complete a work sheet. The worksheet will cover the following components:Students visit websites and each student explains one cause of WWII and share answers with groupsEach student must point out five reasons explaining why Australian's enlisted to fight (One each and share)Students are to label, colour, highlight or point out on a map, where Australian's fought during the warNote: Students may start with the following website: Computers/ laptops with internet access (recommended starting point for research)'WWII Introduction' Worksheet (1 each)Coloured pencils, highlighters, or coloured pensWorld War Two Lesson 8: Nature and Sequence of WarfareStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesSequence and nature of warfare from trenches in WWI to the Holocaust and use of atomic bombs to end WWIIIdentify multiple means of warfare from WWI to WWIIExplain the advantages and limitations of each Activity 1 Individually, students must:Research and complete a worksheet with a timeline identifying mediums of warfare from WWI til WWIINote: Students may start with the following websites: 2Complete a Power Point Presentation highlighting different mediums of warfare and their advantages and disadvantages Computers/ laptops with internet access 'Timeline' WorksheetMicrosoft Power Point USB (to be handed to teacher with completed Power Point inside)World War Two Lesson 9: Significance of various groups and campaigns to the war effortStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesThe significance of:- Prisoners of war- A significant Campaign (The New Guinea Campaign, 1942)- Role of Women-Participation of Aborigines and Torres Strait IslandersExplain and describe the significance of each Activity 1 In groups of 4-5, research one of the areas/ groups listed. Students will:Record information in work booksActivity 2In the same groups, students must: Create visual representations of findingsPresent their findings to the class in a 3-4 minute presentation using visual puters/ laptops with internet access Library booksBlank poster Pens/ pencils/ colours/ workbooksWorld War Two – Lesson 10: The Home Front during WWIIStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesImpact of the war on AustraliaAustralian Government’s control on the home front for each of the following:ConscriptionGovernment propagandaChanging roles of womenEnemy ‘aliens’Wartime controls/ censorship Identify the origin, content, context and purpose of primary and secondary sourceinterpret history within the context of the actions, values, attitudes and motives of people in the context of the pastidentify, locate, select and organise information from a variety of sources, including ICT and other methodsActivity 1:Students to form six groups and each group to examine a topic. Each group will look at a range of sources and answer the questionsActivity 2:Students to share their group findings with the rest of the class as part of a class discussion.Activity 3: Class discussion on censorshipActivity 4: HomeworkResearch other ways of government control on the home front during WWIISources for group work – copies to be provided for each group of women – information sheetEnemy ‘aliens’ – information sheetWorld War Two – Lesson 11: Impact of the war on returned soldiers and civilians Students Learn AboutStudents Learn ToTeaching ActivitiesTeaching ResourcesThe significance of the war to Australia:the impact of the war on returned soldiers/civiliansthe changing relationship of Australia with other countries after WWIIidentify the origin, content, context and purpose of primary and secondary sourceidentify, locate, select and organise information from a variety of sources, including ICT and other methodsask and evaluate different kinds of questions about the past to inform an historical inquiryuse historical terms and concepts in appropriate contextsActivity 1:Looking at a primary source (letter) and answer the questions to understand the impact of the war on civilians.Hurdle Task:Visit the DVA website to find out how veterans are treated today.Activity 2: Role PlayStudents are to choose one the listed characters and based on their knowledge of the war and its effects, they will write a short piece about how they feel about the return of the soldiers.Activity 3 : WorksheetStudents are to read the source describing Australia’s foreign relations during WWII and answer the questions related.Emily Bennett’s letter of returned soldiers .auworksheet – retrieved from computers and internet accesssmart boardWorld War Two – Lesson 12: Commemorations of WWIIStudents Learn AboutStudents Learn ToTeaching and Learning ActivitiesTeaching ResourcesCommemoration of World War 2:Kokoda track and other important battles of WW2Identify, manage and analyse important information for a variety of sources (additional use of ICT).Create a piece of writing that commemorates, rather than retells a significant event of WW2Activity 1: A class discussion is held by students on the Kokoda Track. This discussion is guided by questions and results in the acknowledgement that the Kokoda tale is that of significant commemoration, more than any other even in ww2. This is expressed though reproductions of the story through all forms of media. The class listens to and follows along with a piece of writing that explores the story of Kokoda. Students are notified of core information from this piece of writingActivity 2:Students are sent off individually to research their selected events from a list. Students are to use the piece of writing supplied on the Kokoda story as an understanding of information needed. Students must though, create a piece of writing that commemorates and explains why these events must be commemorated whilst suing information at the same calibre as that of the Kokoda writing piece. Computers/ laptops with internet access.Kokoda writing piece.Recommended starting point: ................
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