Lesson Title Content to be Covered

1 Students briefly We will be able to outline the main causes of WWI and WWII.
outline: an overview of
the main causes of Success Criteria:
both the wars why
men enlisted where Identify the causes of WWI and WWII.
Australians fought Clearly outline the causes of WWI and WWII.

HT5-1
HT5-4 Learning Strategies:
HT5-9 Write Pair Share (Active Learning) Students view the Causes of WWI
and WWII Google Slide (ICT) on the Google Site (ICT), read and record
their understanding of the main causes of WWI (militarism, alliances,
imperialism, nationalism, significant individuals, the crisis) and WWII
(Treaty of Versailles, Fascism, Great Depression, Japanese
expansionism, anti-communism, militarism, nationalism). Students then
share their recordings with a peer (pair up) and pairs share their ideas
with the class (main ideas could be recorded on the whiteboard).

Teacher to review the features of a structured TEEL paragraph (Topic

Sentence, Explanation, Example, Link). Students then construct a TEEL
paragraph outlining one main cause of WWI. Students then construct a
TEEL paragraph outlining one main cause of WWII. Teacher to provide
verbal feedback (Informal Assessment).
Evidence of Learning:
Correctly constructed TEEL paragraphs outlining the causes of
WWI and WWII in student workbooks.
RESOURCES: Google Classroom, workbook, laptops

We will be able to locate and sequence the places where Australians

2 Students locate and
sequence the places fought in WWI and WWII.
where Australians
fought in both wars Success Criteria:
Identify locations where Australians served in the world wars.
HT5-2
Construct timelines according to the correct structure (straight
lines with arrows, accurately divided line with correct labels,
events placed accurately on line).

Learning Strategies:
Teacher to form mixed ability Tribes (Cooperative Learning)
(Differentiation) and explain various group roles and responsibilities.

Teacher to provide students with a Blank World Map. Students in their

mixed ability Tribes visit
 http://www.warandidentity.com.au/fldocument_wars_indx306.htm and
complete the interactive activity Where in the World have Australians
Served in War (WWI and WWII). Students on their world map label
where Australians fought in WWI in one colour and where Australians
fought in WWII in a different colour.

Gradual Release of Responsibility (Cooperative Learning) Teacher to

revise (Model and Shared) how to create an accurate historical timeline
by demonstrating a timeline using at least 3 key WWI events involving
Australia from the AWM https://www.awm.gov.au/atwar/ww1/

The steps to creating an accurate timeline would include:

Drawing a straight line with arrows at either end.
Dividing and labelling the timeline into even sections based on
either years, every five years or decades etc. Teacher is to
explain how this will differ based on the range of dates that need
to be plotted on the line.
Placing the events at the most accurate space within that the
timeline.
Students are to then review the remaining WWI dates and events,
complete their WWI timeline (Independent) and peer assess (Informal
Assessment). Students are to repeat this process and create a timeline
on key WWII events involving Australia using the AWM
https://www.awm.gov.au/atwar/ww2/ For differentiation, students could
be buddied up with a student of higher ability to construct the timeline in
pairs (Guided).

Evidence of Learning:
Correctly labelled areas where Australians fought during the world
wars on the world map handout.
Peer assessed accurate timelines of key events involving
Australians in WWI and WWII in student workbooks
Resources: Blank World Map Where Australians Served
http://www.warandidentity.com.au/fldocument_wars_indx306.htm
Australian War Memorial WWI https://www.awm.gov.au/atwar/ww1/
Australian War Memorial WWII https://www.awm.gov.au/atwar/ww2/

3 Students briefly We will be able to explain the differences between the reasons
explain why Australians enlisted in WWI and WWII.
Australians enlisted to
fight in both wars Success Criteria:
HT5-1 Identify reasons Australians enlisted in the world wars.
HT5-10 Discuss the various reasons for Australian involvement in the
world wars.
 Learning Strategies:
Students access the Google Site (ICT), read Why Australia Became
Involved in War Google Doc (ICT) and complete the included 3
questions on Australias entry into WWI. Class to review their responses.

As a class, create a Venn Diagram (Active Learning) comparing the

similarities and differences between Australias involvement in WWI and
WWII and students record in their workbook (Informal Assessment).
Evidence of Learning:
Create a Venn Diagram comparing the reasons for Australian
involvement in WWI and WWII in student workbooks.
Resources: Google classroom site

We will be able to explain the outcome of the Gallipoli Campaign.

4 Students briefly
explain the outcome of
the Gallipoli campaign Success Criteria:
Identify the results of the Gallipoli Campaign.
HT5-4
Explain the evacuation from Gallipoli, casualties and the creation
HT5-10 of the Anzac Legend.

Learning Strategies:
Write Pair Share (Active Learning) Students visit
http://www.army.gov.au/our-history/history-in-focus/WWI-gallipoli and
http://www.australia.gov.au/about-australia/australian-story/anzac-day,
read and record points on the result of the Gallipoli Campaign
(evacuation, casualties and creation of the Anzac Legend). Students then
share their recordings with a peer (pair up) and pairs share their ideas
with the class (main ideas to be recorded on the whiteboard).

Google Doc Newspaper Article (ICT)

Teacher to review newspaper article structure and direct student to the
Google Docs Newspaper Templates https://drive.google.
com/a/parra.catholic.edu.au/templates?type=docs&q=newspaper&sort=u
ser&view=public&ddrp=1#

Students in pairs create a Google Doc Newspaper Article explaining the

outcome of the Gallipoli Campaign and the creation of the Anzac Legend.
The article should include:
Headline
Byline (writers name)
Photograph/diagram where appropriate
The lead (summary of the most important information)
Body paragraphs
Conclusion
 One page in length
Outline the Gallipoli Campaign
Explain the evacuation and casualties
Explain features of the Anzac Legend.
Google Doc Newspaper Article to be shared with the teacher, printed and
included in student workbooks for teacher written feedback (Informal
Assessment).

Evidence of Learning:
Correctly constructed newspaper article clearly explaining the
outcome of the Gallipoli Campaign, printed and included in
student workbooks.
Resources:

Army.gov WWI Gallipoli http://www.army.gov.au/our-history/history-in-

focus/WWI-gallipoli

Australia.gov.au ANZAC Day http://www.australia.gov.au/about-

australia/australian-story/anzac-day
Google Docs Newspaper Article Templates
https://drive.google.
com/a/parra.catholic.edu.au/templates?type=docs&q=newspaper&sort=u
ser&view=public&ddrp=1#

We will be able to describe the changes of warfare from WWI to

5 Students briefly outline
and sequence: the WWII.
changing scope and
nature of warfare from
trenches in WWI to the Success Criteria:
Holocaust AND the
Identify warfare tactics used during the world wars.
use of atomic bombs
to end WWII Describe the changes of warfare from WWl to WWll.
Describe the nature of the Holocaust or Atomic Bombing.

HT5-9
HT5-10 Learning Strategies:
Write Pair Share (Active Learning) Class watch World War One Trench
Warfare YouTube clip https://www.youtube.com/watch?v=SXtsiqrhqsU
and Hiroshima Dropping the Bomb YouTube
clip https://www.youtube.com/watch?v=NF4LQaWJRDg and record what
the types of warfare look like, sound like and their impact. Students then
share their recordings with a peer (pair up) and pairs share their ideas
with the class.
Class record the following introductory explanation on the changing
scope and nature of warfare from WWI to WWII.
World War One was fought across a larger area than any
previous conflict. Theatres of war were in the Middle East, the
Western Front in France and Belgium, Italy, Eastern Europe, the
North Sea, Turkey and northern Africa. Each region produced its
own unique demands, tactics and conditions of warfare. The
common feature was the emergence of new technologies.
 Technology has been blamed for escalating the war; war was
fought in the air and under the sea for the first time - terrorising
civilians.
During World War Two a range of new weapons and
technologies were all used for the first time. Despite this, neither
side had the upper hand because the weapons and tactics of the
Allies and Germans were fairly evenly matched. This meant that
war along a line of trenches that stretched across France and
Belgium - known as the Western Front - was defensive and
quickly reached a stalemate. By contrast, many new weapons
and military tactics were used by Germany for the first time during
WWII.

Teacher to review mixed ability Tribes (Cooperative Learning)

(Differentiation) and various group roles and responsibilities.
Students in their mixed ability Tribes research and complete the following
table in their workbooks. Each student is to research a particular type of
warfare and share their findings with their group.

Type Descriptio Advantag Disadvanta

n es ges

Guns and
Artillery

Gas

Tanks
and
Aircraft

Trenches

The
Maginot
Line

Students access on the Google Site (ICT) Nature of Warfare Source

Questions PDF, read the sources, complete the included source
questions and class to discuss.

Teacher to review the features of a structured TEEL paragraph (Topic

Sentence, Explanation, Example, Link). Students then construct at least
one TEEL paragraph describing the changing nature of warfare from
WWI to WWII with reference to sources. Teacher to provide verbal
feedback (Informal Assessment).

Google Slides (Active Learning) (ICT)

 Teacher should explicitly teach students:
How to use Google Slides including appropriate layout, text,
images and video.
How to write a bibliography (use the student planner as a guide).
This process should be modelled for students for a range of
sources including books, websites, newspaper articles, clips,
photographs

Small mixed ability groups (Differentiation) are to create a Google Slide

on an assigned example of warfare, including the following:
The Holocaust (anti-semitism, concentration camps, mass
shootings, the Final Solution) OR
Atomic Bombing of Hiroshima and Nagasaki (Pearl Harbour, The
Manhattan Project, the bombings)
Incorporate visual sources
Must include a bibliography of at least 3 references.
Google Slide to be shared with the teacher for verbal feedback
(Informal Assessment). Select groups present to the class.

Evidence of Learning:
Correctly constructed TEEL paragraphs describing the changing
nature of warfare from WWI to WWII in student workbooks.
Group Google Slide presentation describes the scope and nature
of the Holocaust or the Atomic Bombings.
Resources:

World War One Trench Warfare YouTube clip

https://www.youtube.com/watch?v=SXtsiqrhqsU
Hiroshima Dropping the Bomb YouTube clip
https://www.youtube.com/watch?v=NF4LQaWJRDg

6 Students briefly outline We will be able to outline the significant events and experiences of
the significant events war.
and experiences of
Australians at war Success Criteria:
Outline the nature of significant events and campaigns (Battle of
Hamel, Fall of Singapore and New Guinea Campaign).
Students use sources
to investigate the Outline the experiences of prisoners of war.
following features of
each war: Outline the role of women in the world wars.
prisoners of Outline Aboriginal and Torres Strait Islander peoples participation
war in the world wars.
a specific
campaign eg
the Western
Learning Strategies:
Front 1916, Students access on the Google Site (ICT) Significant Events and
New Guinea Experiences Sources PDF, read the primary and secondary sources (on
 campaign the Battle of Hamel, Fall of Singapore, New Guinea Campaign, POWs,
1942 Role of Women, Indigenous Participation) and complete the included
the role of source questions. Class to discuss their responses.
women Evidence of Learning:
participation of Accurately completed significant events and experiences sources
Aboriginal and
questions in student workbooks.
Torres Strait
Islander Resources: Google Classroom site
peoples
a specific
event or
incident eg the
Battle of
Hamel 1918,
the Fall of
Singapore
1942

HT5-1
HT5-5

7 Students briefly We will be able to outline the Australian governments control on

outline: the impact of the homefront during WWI.
the wars on Australia
Success Criteria:
Outline the Australian government's use of conscription,
Students outline the
propaganda and censorship in WWI.
Australian
governments control Outline roles accessed by women and the treatment of enemy
on the home front in aliens in WWI.
both wars for each of
the following:
conscription Learning Strategies:
use of SQ3R (Literacy) (Active Learning)
government
propaganda
Students access on the Google Site (ICT) Impacts of WWI on Australia
Google Doc (ICT) and complete an SQ3R on the impacts of WWI on the
changing roles homefront (teacher to review how to complete an SQ3R).
of women
Students individually Survey the text on the impacts.
enemy aliens
Students using the subheadings develop 7 Questions (impact
wartime overview, conscription, wartime controls/censorship, propaganda,
controls and
economy, women, enemy aliens).
censorship
Students independently Read the text carefully and answer the
HT5-1
questions.
HT5-4
Students are to Review their questions and answers and create a
HT5-7 mind map (one branch for each subheading).
 Students Recite the impact of WWI on the Australian homefront
through class discussion. GV: Community & Common Good.
Teacher to review the features of a structured TEEL paragraph (Topic
Sentence, Explanation, Example, Link). Students then construct a TEEL
paragraph outlining the impact of the Australian governments control on
the homefront during WWI. Teacher to provide verbal feedback
(Informal Assessment).

Evidence of Learning:
Completed SQ3R on the impacts of WWI on Australia in student
workbooks.
Correctly constructed TEEL paragraph outlining the impact of the
Australian governments control on the homefront during WWI in
student workbooks.
Resources: Google Classroom site
We will be able to outline the impact of WWI and WWII on the
Australian homefront.
Success Criteria:
Outline the Australian government's use of conscription,
propaganda and censorship in WWII.
Outline roles accessed by women and the treatment of enemy
aliens in WWII.

Learning Strategies:
Three Level Reading Guide (Literacy) (Active Learning)
Students access on the Google Site (ICT) Impacts of WWII on Australia
Google Doc (ICT), read and complete the questions in their workbook.
Class to review their responses. Teacher to provide verbal feedback
(Informal Assessment). GV: Community & Common Good.

Evidence of Learning:
Correctly answered Three Level Reading Guide questions in
student workbooks.

8 Students briefly We will be able to explain the impact of the war on Australia and its
explain: relationship with other countries.
the Success Criteria:
significance of
the wars to Identify images of war in Wilfred Owens poetry.
Australia Explain the impact of war on returned soldiers and civilians.
 the impact of Explain the changing relationship of Australia with other countries
the wars on after WWll.
returned soldi
ers/civilians
the changing Learning Strategies:
relationship of Gradual Release of Responsibility (Cooperative Learning)
Australia with
other countries Students access on the Google Site (ICT) Disabled - Wilfred Owen
after WWII Google Doc (ICT), class read and discuss the images of war presented
HT5-1 in the poem. Students then write 2 structured TEEL paragraph (Topic
Sentence, Explanation, Example, Link) explaining the impact of war on
HT5-4 returned soldiers. Use the strategies below:
HT5-9
Modelled: Provide students with an exemplar structured
paragraph on what was the impact of war on returned soldiers
according to Stanzas 1 and 2 (paragraph can be found on poem
worksheet).
Shared: Class construct a structured paragraph on what was the
impact of war on returned soldiers according to Stanzas 3 and 4.
Independent: Students are to then create a structured paragraph
on what was the impact of war on returned soldiers according to
Stanzas 6 and 7.
Guided: Teacher to work with struggling students as a group and
together create a structured paragraph.
Teacher to provide verbal feedback (Informal Assessment).

Teacher to review mixed ability Tribes (Cooperative Learning)

(Differentiation) and various group roles and responsibilities.

Students in their mixed ability Tribes research and complete the following
table in their workbooks. Each student is to research a particular nation
(and its relationship with Australia post WWII) and share their findings
with their group.
Nation Explanation of post WWII
Relationship

Britain

USA

New
Zealand

Japan

Evidence of Learning:
Correctly constructed TEEL paragraphs explaining the impact of
 war on returned soldiers and civilians in student workbooks.
Completed table explaining Australias post WWII relationship
with 4 nations in student workbooks.
Resources: Google Classroom site

We will be able to explain how and why Australians have

9
commemorated the wars.
Students briefly
explain: the Success Criteria:
commemorations and
Identify the Anzac legend.
nature of the Anzac
Explain the nature and importance of Anzac Day.
legend AND how and
why Australians have Explain the nature and importance of Remembrance Day.
commemorated the
wars
HT5-1 Learning Strategies:
Write Pair Share (Active Learning) Class watch The Spirit of Anzac
HT5-10
YouTube clip https://www.youtube.com/watch?v=29nDdzzTMbs and
record points on the nature of acknowledgement of the Anzac
legend.Students then share their recordings with a peer (pair up) and
pairs share their ideas with the class.
Teacher to review the features of a structured TEEL paragraph (Topic
Sentence, Explanation, Example, Link). Students to access
http://www.army.gov.au/our-history/traditions/anzac-day and then
construct a TEEL paragraph explaining the nature and importance (how
and why) of Anzac Day. Teacher to provide verbal feedback (Informal
Assessment). GV: Community & Common Good.

Students then access http://www.army.gov.au/Our-

history/Traditions/Remembrance-Day and construct a TEEL paragraph
explaining the nature and importance (how and why) of Rememberance
Day. Teacher to provide verbal feedback (Informal Assessment). GV:
Community & Common Good.
Evidence of Learning:
Correctly constructed TEEL paragraph explaining the nature and
significance of Anzac Day in student workbooks.
Correctly constructed TEEL paragraph explaining explaining the
nature and significance of Remembrance Day in student
workbooks.
Rseources:

The Spirit of Anzac YouTube clip

https://www.youtube.com/watch?v=29nDdzzTMbs
Army.gov Anzac Day http://www.army.gov.au/our-
history/traditions/anzac-day
Army.gov Remembrance Day http://www.army.gov.au/Our-
history/Traditions/Remembrance-Day
10 Students briefly We will be able to explain different perspectives on the Anzac
explain the different legend.
perspectives on the
Anzac legend Success Criteria:
HT5-7 Identify various perspectives on the ANZAC legend.
HT5-9 Explain specific perspectives on the ANZAC legend.
Learning Strategies:
Class record the following introductory explanation on the varied
perspectives concerning the Anzac legend.
Perspectives on the ANZAC legend have changed over the
decades, and there are as many perspectives on the idea of
Anzacs as there are Australians. Some have suggested that other
war engagements are more deserving of national
commemoration. Others have argued that focus on Anzac Day
glorifies war and that other aspects of the national story, good or
bad, should be recognised alongside (or instead of) the Gallipoli
landing.

Students access on the Google Site (ICT) Sources Perspectives on the

Anzac Legend Google Doc (ICT), read the 3 sources and complete the
following questions for each source in their workbook:
Name of source and where is it from?
Is this source a primary or secondary source?
What does the source state about the ANZAC legend?
Do you think this source would be biased? Explain.

Teacher to review the features of a structured TEEL paragraph (Topic

Sentence, Explanation, Example, Link). Students then construct a TEEL
paragraph in response to the following: Anzac Day has come to be
recognised as Australias national day. Do you agree? Teacher to provide
verbal feedback (Informal Assessment).
Evidence of Learning:
Completed questions on Anzac legend sources in student
workbooks.
Correctly constructed TEEL paragraph explaining whether Anzac
Day is Australias national day in student workbooks.
Resources: Google Classroom site