Assessment UNIT C9.1 WW1
SUBJECT History YEAR 9
History Year 9: World War I (1914–1918)
Unit Overview - This depth study investigates the first major world war, in which powerful nation-states vied with each other for economic and political supremacy.
Assessment -Short Response Test, Stimulus Response Test
CODES FOR RESOURCES: PP = Power Point, TN = Teachers Notes, SN = Student Notes, H = Handouts,
LEARNING GOALS / SUCCESS CRITERIALearning Goal 1 -
Students will:
• Understand the causes of WW1
:Literacy Focus – Terms from Glossary. / Students can:
Summarise the significance of
· Nationalism
· Alliances
· Militarism
· Imperialism
· Von Schlieffen Plan
Example learning sequence
· Explore the focus of the unit and requirements for the assessment
· Glossary World War 1
· Explain causes and effects of World War I
Learning Goal 2
Political and Social Causes
Students will:
Understand the significance and reasons for Australia’s involvement in WW1. / Students can:
Develop a historical argument that explains reasons why Australians enlisted to fight in World War I?
Example learning sequence
· Explain past perspectives on the causes of World War I
· Explain past perspectives on Australia's involvement in World War I
· Explain the significance of Australians' enlistment during World War I
Develop a text using evidence
Learning Goal 3
Gallipoli
Students will:
Understand the reasons for and outcome of the Gallipoli campaign.
Literacy Focus – Interpreting Skills / Students can:
Analyse and synthesise evidence from a range of sources to explain the Gallipoli campaign.
Example learning sequence
· Explore the military lead up to Gallipoli
· Explain the significance of geographical features on the Gallipoli campaign
· Investigate specific battles e.g. Lone Pine, The Nek
· Discuss / review the overall Gallipoli Campaign
Learning Goal 4
The Western Front
Students will:
Understand the significance of Australian involvement on the Western Front.
Literacy Focus – Paragraph Writing
Numeracy Focus – Statistics and Data / Students can:
Explain the significance of Australian involvement on the Western Front
Example learning sequence
Identify significant Australian experiences on the Western Front
Explain causes and effects and significance of battles on the Western Front
Describe Australian experiences on the Western Front
Compare Gallipoli to the Western Front in terms of impact on Australians in the war and at home.
Learning Goal 5
Effects on the Australian Society
A. Understand and explain the effects of WW1 on Australian Society – Aboriginal People / Students can:
Explain the significance of Aboriginal peoples and Torres Strait Islander peoples during World War I
Example learning sequence
· Identify significant contributions made by Indigenous Australian soldiers during World War I
· Explain continuities and changes within the experiences of Indigenous Australian soldiers
Explain perspectives towards Indigenous Australian soldiers during World War I
B Understand and explain the effects of WW1 on Australian Society – Women / Students can:
Explain the significance of Australian women's contribution to the war effort in World War I
Example learning sequence
· Explain continuity and changes in the role of women in World War I
· •Explain past perspectives on the contribution of women to the war effort
•Explain the significance of women's contribution to the war effort in World War I
Effects on the Australian Society
C Understand and explain the effects of WW1 on Australian Society – Conscription
Numeracy Focus – Interpreting and Analysing Statistics and Data / Students can:
Explain perspectives on, and causes and effects of, referendums on conscription during World War I
Example learning sequence
· Explain causes and effects of national referendums on conscription
· Explain past perspectives on national referendums on conscription
· Summarise information about the conscription debate in Australia during World War I
Learning Goal 6
ANZAC Day
Students will:
Understand the significance of the Anzac legend and Anzac Day to modern Australian Society. / Students can:
Process and synthesise information from a range of sources to use as evidence in a historical argument justifying the National significance of Anzac Day and our national identity.
Example learning sequence
· Explain the significance of Anzac Day over time
· Evaluate contesting perspectives on the significance of the Anzac legend
Develop a historical argument that evaluates the significance of the Anzac legend and Anzac Day in modern Australia
Learning Goal 7
Technology and Weaponry
Students will:
Understand what was continuous and what changed in the use of technology and weaponry during World War I. / Students can:
Explain continuity and changes within the use of technology and weaponry during World War I.
Example learning sequence
•Explain continuity and changes within the use of weapons during World War I
•Evaluate interpretations of the nature of warfare in World War I
•Explain continuity and changes within the use of aircraft during World War I
•Evaluate perspectives on the significance of the use of chemical weapons in World War I
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Content and key concepts / Key skills / AssessmentWhat was the significance of World War I?
(18 lessons)
This depth study investigates the first major world war, in which powerful nation-states vied with each other for economic and political supremacy. Australia had only been a nation for thirteen years when war broke out in Europe, and the Australian Imperial Forces (AIF) were committed to fight for the ‘Mother Country’. Many politicians saw the war as a chance for Australia to prove itself on the world stage.
The legacy of the war was the death of a generation of young men. It marked a significant turning point in the formation of the Australian national identity, embodied in the Anzac legend, which was personified in the resourcefulness, heroism and bravery of the Australian soldiers on the battlefields of Gallipoli and the Western Front. / · Using historical terms and concepts
· Identifying the origin and purpose and context of primary and secondary sources
· Processing and synthesising information from a range of sources for use as evidence in an historical argument
· Evaluating the reliability and usefulness of primary and secondary sources
· Identifying and analysing the perspectives of people from the past
· Identifying and analysing different historical interpretations (including their own)
· Developing texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced
· Selecting and using a range of communication forms (oral, graphic, written) and digital technologies / Supervised assessment: Discussion
Task: to analyse, select and organise information from a range of sources to develop a historical argument about the significance of the ANZAC legend.
Knowledge and understanding:
· An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
· The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
· The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
The major short and long term causes of the war will be investigated as well as the impacts on the civilian population and the conscription debate. The significance of the commemoration of World War I will be investigated through an examination of the meaning of the Anzac legend.
Key concepts: nationalism, ideologies, militarism, propaganda, stereotype, treaty, alliance, conscription, enlistment, Anzacs, trenches, myth, legend, commemoration, mother country, empire. / Skills:
· Use historical terms and concepts (ACHHS165))
· Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
· Identify and analyse the perspectives of people from the past (ACHHS172)
· Identify and analyse different historical interpretations (including their own) (ACHHS173)
· Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
· Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
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