U

WORLD WAR ONE

Unit Aims/Summary

[Year 9 Society & Environment]

This unit will take students through the First World War, with a particular focus on Australias role.

Curriculum
Focus: Australias involvement in WWI and the impact it had on Australian society. Continuity and change: role of women, reasons for enlistment, conscription debate.

Student Outcomes/Knowledge
Students will understand the reasons behind the outbreak of war, and recognise key incidents and individuals from the period. Students will develop critical thinking skills, becoming able to analyse different interpretations of events. They will develop empathy through examining issues such as conscription, life in the trenches and the nature of modern warfare. Students will reflect on the changing nature of society through looking at the changing role of women, and through the use of propaganda.

Content
Outbreak of war - enlisting - conscription - propaganda - censorship - role of women - trench life Australian involvement (Gallipoli specifically)

Learning Sequence
MONDAY L5 (12:20 -1:05) 45 minutes WEEK 4 Lead up to war: Nationalism, imperialism, militarism. Define terms, how did these affect the relationship between European powers? (laptop, projector, clip) Conscription: define; how is it different to enlisting? What was Australias policy on conscription? WEDNSEDAY L3 (11:20 - 12) 40 minutes Causes of WWI: play Horrible Histories clip, run down July crisis with students. Look at how/why this sparked war (relate to previous lesson) (laptop, photos) THURSDAY L2-3 (9:35 - 11) 85 minutes Key individuals: who was important in the period at the beginning of war Australias reaction: off to war with Britain! FRIDAY L7 (2:30 - 3:15) 45 minutes Enlistment: Reasons for enlistment - which do students think was most common reason? Why?

WEEK 5

Intro to propaganda: define, purpose, forms (posters, TV, etc). How to analyse (students take notes).

Propaganda cont.: refresher of previous lesson. Move on to class analysis of poster. Propoganda for enlisting vs.

Censorship: define; examples of censorship, what was its purpose?

(laptop, images)

conscription Introduce assessment task (laptop, projector, image) Life in the trenches: Food, sleep, conditions, activities etc of soldiers in trenches. Horrible Histories clip (first day in the trenches) (laptop, projector, clip) Light Horsemen: Training/riding in Egypt, unit completely consisting of Australians

WEEK 6

Role of women: what was role of women before war? During? How did it start to change? Why? Girls: when would you prefer to live? Why? Boys: what do you think of changes? -clips Australians at war: ANZAC legacy - why is it so important? Reflect on question through rest of unit. Australians as soldiers - qualities, contributions

Indigenous Australians and war: number involved; restrictions in enlisting. Why would they decide to fight?

Life in the trenches, cont. Clip - Blackadder Goes Forth

WEEK 7

Assessment task due Australian involvement: Light Horsemen, Western Front, Gallipoli.

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Strategies
Film clips: Horrible Histories, Blackadder Goes Forth, any other short clips found. Get students to watch clips, then ask them questions about what they learned from them. Class discussion Analysing propaganda images

Resources/Materials
Video clips: from computer/home Images: propaganda posters, war images web links

Assessment
Students will analyse a propaganda poster from the period and provide a short report detailing what they thought the poster was trying to communicate. Marks will be given for depth of analysis, relevance, and knowledge of the topic. Minimum of 300 words. [formative]

Reflection