year x unit overview — australian curriculum: history...

Year 3 unit overview — Australian Curriculum: HistorySource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, <www.australiancurriculum.edu.au/History/Curriculum/F-10>.

School Name Unit Title Duration of Unit

Remembering our Anzacs 20 hours (plus Anzac day march)

Unit Outline

The focus of this unit has been formed around our continuing commemoration of The Anzacs in our local and wider communities. The unit will give students opportunities to develop their knowledge and understandings of why we, Australians and New Zealanders, remember the men, boys and women who sacrificed their lives to join the armed forces in World War One and Two.

Students will be engaging with a variety of formal and informal information that will aim to develop their historical understanding. Key concepts such as sources, continuity and change, cause and effect, perspectives, empathy and significance will used throughout the duration of the unit to provide these opportunities. Evidence found throughout the unit will support the development of the students knowledge and understanding and will support them to achieve within the content criteria: The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) and Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems (ACHHK063).

Throughout the unit there will be two key inquiry questions that the students will be focusing on. The first question will be identified while the students develop their knowledge and understanding of the Anzacs: “What is the nature of the contribution made by these individuals”. The second key inquiry question, “How and why do people choose to remember significant events of the past”, will require greater depth of study and some reflection. These key curriculum inquiry questions will be broken down into smaller parts:

1. What is Anzac?

2. Why it's so important we remember them?

Queensland Studies Authority March 2012 |1

Unit Outline

3. Why and how do we commemorate Anzac day?

4. What are significant emblems and symbols of ANZAC day?

5. What is the Victoria Cross and what type of people received it?

Teacher Background Information

On the 25th of April 1915 the first wave of Anzac troops landed on the beach at Gallipoli. What followed was an eight and a half month long siege which ended in the defeat of the allied forces. At the end of the conflict 8,000 Australians had lost their lives with a further 18,000 wounded.

The Word Anzac stands for Australian and New Zealand Army Corps. The Anzac fighting force consisted of both Australian and New Zealand Armies and they served together in both World War One and World War Two.

The fighting in Gallipoli was particularly arduous and both sides suffered heavy casualties with very little land gained. The battles were often at close range and often were fought with bayonet and hand to hand combat. It was often the case that the Anzac soldiers would be ordered by their British commanding officers to go “over the top” of the trenches and storm the enemy trenches. Often these men would simply be cut down by heavy machine gun fire but yet the Anzacs refused to back down. This bravery displayed by the Anzac soldiers in face of such terrible hardship was what began the ideal of the Anzac spirit.

The landing at Gallipoli signified our first conflict as a nation since federation, which had only occurred fifteen years earlier. Australia was still a very young nation and was eager to prove itself on the world’s stage. The Anzac forces served in many areas of World War One. Many of the soldiers who survived the fighting in Gallipoli went on to serve on the Western front and in The Middle East.

Both Australia and New Zealand were relatively small nations by comparison but the losses afforded by both countries were staggering. For Australia; a population of fewer than five million, 416,809 men enlisted, of which over 60,000 were killed and 156,000 wounded, gassed, or taken prisoner. In World War One New Zealand had the highest causality rate of any nation that served with over 16,697 New Zealanders killed and 41,317 wounded during the war - a 58 percent casualty rate.

Again in World War Two the Anzac forces served again in many areas of the allied campaign. Again both nations suffered horrendous loses

2 | Year X unit overview Years 7–10 Australian Curriculum: History

Teacher Background Information

whilst serving the needs of other countries in helping to defend their homelands. The idea of the Anzac spirit was further forged. The Anzac forces were well regarded amongst both ally and enemy soldiers. The Anzac forces played a large role in the defeat of the German forces in North Africa and were the first to effectively halt the German Blitzkrieg. General Erwin Rommel commented on the Australian and New Zealand Soldiers saying, “If I had to take hell, I would use the Australians to take it and the New Zealanders to hold it”.

Anzac Day differs from many other countries in that we are commemorating the ultimate defeat of the Anzac forces at Gallipoli but to many this symbolises the importance of the Anzacs bravery to still fight even against overwhelming odds and the ideal of fighting for the man next to you.

Anzac day today is used to commemorate the sacrifice the men who volunteered to serve their country in the defence of others. It celebrates not only those that served in Gallipoli but all past and present Defence Force personnel. Australia commemorates Anzac day all across the country and overseas, through marches and dawn services which honour the sacrifices made by past and present serving men and women.


Identify Curriculum

Content Descriptions to be TaughtGeneral Capabilities and Cross-curriculum Priorities

Historical Knowledge and Understanding Historical Skills

Community and Remembrance

The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)

Chronology, terms and concepts

Use historical terms (ACHHS066)

Historical questions and research

Pose a range of questions about the past (ACHHS067)

Identify sources (ACHHS215)

Analysis and use of sources

Locate relevant information from sources provided (ACHHS068)

Perspectives and interpretations

Identify different points of view (ACHHS069)

Explanation and communication

Develop texts, particularly narratives (ACHHS070)

Literacy

Throughout this unit students will be provided opportunities to listen, read, speak, write and create oral, print, visual and/or digital texts, and develop their language to incorporate jargon relating to World War One and Two.

Numeracy

Students will be provided with one lesson that crosses with mathematics, this lesson will give student the opportunity to work with different measurements

ICT capability

Throughout the unit students will be given different opportunities to access different applications, online sources and will be given the choice to create their poster online


Identify Curriculum

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Critical and creative thinking

At the end of the unit students will be able to evaluate the development of their learning throughout the unit including; their clarification of concepts and ideas.

Personal and social capability

Throughout the unit students will develop empathy for our Anzacs and their families, work effectively in teams, handle challenging situations and develop leadership skills.

Ethical behaviour

Throughout the unit students will be investigating the nature of ethical concepts, values and traits of Anzac day and our Anzacs.

Historical Understandings

The content provides opportunities to develop historical understanding through key concepts including:

Evidence- students locate valuable

Continuity and change- students evaluate Anzac day for its progress in our

Cause and effect- students become historians to research part of the

Perspectives- students identify different points

Empathy- students develop an understanding

Significance- students look at the importance of Anzac day

Contestability- students look at the difference between different


Identify Curriculum

information from sources provided.

society. life of a Victoria Cross recipient.

of view. of different people/groups point of view.

and remembering our troops.

people/groups point of view.

Achievement Standard

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.

Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.

By the end of this unit students will be able to:

1. Describe experiences of the Anzacs as a group and a particular individual

2. Identify why World War One or World War Two is a significant event in Australian history

3. Identify why World War One or World War Two still has significance in today’s society

4. Pose their own questions about World War One or World War Two

5. Locate information from a variety of sources (written, physical, visual, oral) to answer their own questions

6. Develop an informative poster


Relevant Prior Curriculum Curriculum Working Towards

By the end of Year Two students will be able to:

1. Describe a person and/or event of significance in the local community

2. Pose questions about the past

3. Answer their questions using sources provided (physical, visual, oral)

4. Compare the past and present

By the end of Year Four students will be able to:

1. Describe experiences of an individual and/or group over time

2. Recognise the significance of events brining about change

3. Pose a range of questions about the past

4. Identify sources (written, physical, visual, oral), and locate information to answer these questions

5. Develop and present texts

Bridging Content

This unit encompasses a range of teaching based around the understandings of Anzac day and the commemorations that surround it. As this unit is a relatively new topic for students, their knowledge will be minimal. This will not affect the teaching as it is structured to allow students to create an understanding and then build upon that understanding as the unit progresses.

Students will have some knowledge and understandings of war topics from their previous year. This would allow for a slightly smoother transition into the ANZAC unit however it is not crucial.

Links to Other Learning Areas

This unit has a strong connection to English, as the part must co-exist, and literacy is essential to each student development historical knowledge and understanding. Throughout the unit student will be reinforcing their reading and comprehending abilities, they will also be provided the opportunity to create their own poster that should clearly and logically present their research of a particular Victoria Cross recipient. Students will come across representations of the past, which demonstrate the power of symbols.


Assessment Make Judgments

Describe the Assessment Assessment Date Teachers gather evidence to make judgments about the following characteristics of student work:

Describe experiences of an individual Soldier who is recognised as an Anzac and have been honours with a Victoria Cross medal

Locate information from a variety of sources to answer their own questions

For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: www.qsa.qld.edu.au

Students are given opportunities to demonstrate their knowledge, skills and understanding through one main item of assessment. Through out the unit a range of work will be collated in student folios and allows for ongoing feedback to students on their learning.

Year Three teachers will make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted.

The teaching and learning experiences throughout the unit provide opportunities for students to develop the understanding and skills required to complete the assessments. As students engage with these learning experiences the teacher can provide feedback on specific skills.

As our Anzacs unit is about the commemoration and appreciation of the Anzacs, the assessment will be the children looking at soldiers who were awarded a Victoria Cross Medal for their bravery in World War One. The children will be creating their own poster on one of the selected Victoria Cross recipients and answering a range of questions about their life. The Victoria Cross recipients that the children will research are:

Lieutenant Hugo Throssel Captain Alfred Shout, Lance-Corporal Albert Jacka Lieutenant William Symons

The children will be given a range of sources to get their information from and is up to them as to how they analyse and utilize this information (to the best of their abilities). They are then to create an

Lesson 14


Assessment Make Judgments

informative and creative poster about their Victoria Cross recipient and detail:

Who they were? What was their role in the armed services? When did they join the armed services? Where they were born and joined the armed services? Why they received a Victoria Cross Medal? Any interesting facts about the person

They are also required to find a photograph of the person and put it on their poster. The poster must be A4 in size.

This assessment will cater for all different needs of children, as it is a structured task. The children will know what to put on their poster, will have had a lesson on how to construct a poster and they will receive class time to do the assessment. If needed, children can be provided with a template of a poster with the questions written on it for more visual encouragement.


Teaching and Learning

Lesson Number

Stage of Social Investigation Strategy

Learning Objectives Lesson Description Resources Assessment

1-

Motivate By the end of the lesson students will have the opportunity to demonstrate their ability to:

Identity Anzac day as a day commemorated in Australia (ACHHK063)

Locate information using a calendar (ACHHS068)

Focus: April public holiday

30 minutes

Pull up the calendar, focusing on April, ask the student if there are any historical holidays on during the month that they needed to prepare for.

Look at the different public holidays asking if they could use for their history unit.

Calender with holidays identified

Observations/ Annotated notes of:

Students participation

Acknowledgement of Anzac day

2-

Explore

Frame negotiate and identify

By the end of the lesson students will have the opportunity to demonstrate their ability to:

Identify that Anzac day is commemorated to recognise the Anzacs (ACHHK062)

Focus: What is Anzac?

1 ½ hours

The whole class look at the acronym A.N.Z.A.C. and suggest

Butchers paper

Markers (one colour only)

Teacher questioning

Observation/ Annotated notes of:

Student responses



Lesson Number



Identity Anzac day as an important day commemorated in Australia (ACHHK063)

Pose a range of questions about Anzac day with support of the teacher (ACHHS067)

Identify their own point of view about Anzac day (ACHHS069)

Communicate their answers written down on butchers paper (ACHHS071)

what this may stand for; using dictionary students check their answers.

Break (1 hour remaining)

Explain to students that this activity is aimed to find out what they know about Anzac day and that it’s okay if they can’t answer all the questions.

Working in groups, students rotate to different stations recording their ideas and information in relation to each question:

Who are the Anzacs?

What did the Anzacs do?

What do you know about Anzac day?

Why do you think we commemorate Anzac day?



Lesson Number



Keep the answers from this activity as it is to be used later in the unit.

3-

Gather information


Pose a range of questions about the evidence provided to them (ACHHS067)

Identify the sources of evidence (ACHHS215)

Locate and analyse the relevant information from the sources provided and come to a conclusion (ACHHS068)

Explain their point of view about the own of the sources of evidence (ACHHS069)

Focus: What is evidence?

30 minutes

Place all items of evidence on a table in front of the students

Explain to the students that they are going to use the evidence to figure of who owns this stuff, by looking at the evidence and reading three different personal statements.

In groups students will need to figure out whom these things belong to.

Evidence (Drivers licence, BMW key ring, Motor club membership card, Motorway invite)

iPads

Three personal statements on Tellagami



Understanding of:

How we use information to make conclusions



Lesson Number



4-

Gather information



Investigate why Anzac day as an important day commemorated in Australia (ACHHK063)

Use historical terms to explain the Anzac day traditions (ACHHS066)

Identify key sources used for their investigation (ACHHS215)

Locate relevant information from the Anzac day sources provided (ACHHS068)

Identify different points of

Focus: What are the Anzac day traditions: Anzac day march and dawn service?

1 hour

Focusing on the Macmillan teacher resource poster: ‘Anzac day march’ and ‘Dawn service’, students read the key ideas, background information and try answering the questions provided.

Macmillan teacher resource poster ‘Anzac day march’ and ‘Dawn service’


Student Participation

Student responses



Lesson Number



view from a variety of people; families, soldiers, so on. (ACHHS069)

Write down their findings and verbally respond (ACHHS071)

5-

Gather information




Use historical terms to explain where Gallipoli is (ACHHS066)

Identify key sources used for

Focus: Where is Gallipoli?

1 hour

Focusing on the Macmillan teacher resource poster: ‘Gallipoli’, students read the key ideas, background information and try answering the questions provided.

Macmillan teacher resource poster ‘Gallipoli’



Student responses



Lesson Number



their investigation (ACHHS215)

Locate relevant information from the Gallipoli sources provided (ACHHS068)


6-

Gather information




Use historical terms to explain what life was life for the

Focus: What was life like for the Anzacs?

1 hour

Focusing on the Macmillan teacher resource poster: ‘Life for the Anzacs’, students read the key ideas, background information and try answering the questions provided.

Macmillan teacher resource poster ‘Life for the Anzacs’



Student responses



Lesson Number



Anzacs (ACHHS066)


Locate relevant information from the sources provided (ACHHS068)

Identify different points of view from a variety of solders (ACHHS069)


7-

Gather information



Investigate why Anzac day as

Focus: What are some of the Anzac symbols?

2 hour

Focusing on the Macmillan teacher resource poster:

Macmillan teacher resource poster ‘Symbols’



Student responses



Lesson Number



an important day commemorated in Australia (ACHHK063)

Use historical terms to explain Anzac symbols (ACHHS066)




‘Symbols’, students read the key ideas, background information and try answering the questions provided (excluding ‘how does feeling the Last Post make you feel?’)

8-

Gather information

Analyse information



Focus: How are Anzac biscuits a symbol of Anzac day?

2 ½ hours

Revisit the understanding of

Macmillan teacher resource poster ‘Symbols’

Broken Anzac biscuit recipe

Workbooks and


Group work

Student participation



Lesson Number






Develop/ put together the Anzac biscuit recipe (ACHHS070

Anzac biscuits being a symbol of Anzac day and why.

In groups students will be given an Anzac biscuit recipe that is broken up.

Explain to students that you are unsure of how the recipe goes together and that you will need their help to figure it out.

Modelled to students’ examples of how a recipe is arranged.

In groups provide students with the Anzac biscuit website list, with this list students will have to figure out how the Anzac biscuits are made and glue the correct order of the recipe in their books

Break (1 ½ hours remaining)

In groups get students to follow the Anzac biscuit recipe and

glue

iPads

Anzac biscuit website list

Ingredients and utensils (flour, oats, sugar, golden syrup, butter, bi-carbonate soda, mixing bowls, spoons, measuring equipment, oven…)

Anzac biscuits by Phil Cummings and Owen Swan



Lesson Number



make the biscuits.

Teacher puts the Anzac biscuits in the oven and also removes them when completed.

Break (30 minutes remaining)

Teacher read Anzac biscuits to the class as they munch on the Anzac biscuits that they made.

9-

Gather information




Use historical terms to explain

Focus: What is the Victoria Cross?

1 ½ hours

As a whole year level, Ben Robert-Smith, a soldier who received a Victoria Cross medal on his fifth tour of Afghanistan, will greet the students.

Students will learn a first hand

Guest speaker: Ben Robert-Smith


Student participation



Lesson Number



the Victoria Cross (ACHHS066)

Pose a range of questions for Ben Robert-Smith (ACHHS067)

Verbally respond with questions and thanks (ACHHS071)

experience of what it means to receive a Victoria Cross medal and it’s importance in past and present society.

Students pose questions for Ben Robert-Smith and thank him for his time

10-

Analyse information




Write down their findings (ACHHS071)

Focus: How to sort and organise information for the assessment

30 minutes

Students are provided with a manila folder with six pockets that they need to glue into the inside

Explain to the students each of the pockets relate to a different check list question and that this

Manila folders

Pockets

Glue

Pens/ pencils

Teacher direction


Student work



Lesson Number



will help them sort out their findings as they wont have all their information jumbled on the one page but relating information sorted and neatly organised into pockets.

Suggest that the students write each check list task on a pocket.

11-

Gather information

Analyse information




Use historical terms to talk about Simpson and his donkey

Focus: Who is John Simpson Kirkpatrick? (Assessment modelling)

1 hour

Explain that the purpose of this lesson is to model their assessment, so they understand what is expected of them.

Lead by the teacher the group

iPads

Research website list

Assessment folder

Cards

Pen

Teacher direction





Lesson Number



(ACHHS066)

Identify key sources used for the investigation (ACHHS215)


Write down the findings as a in group in a pocket folder (ACHHS071)

goes through the websites that they will be using for their assessment.

When information is found the teacher will write it gone on a card and put it into the relating pocket in the assessment folder, showing the students how the system works.

The teacher will also have to explain that their findings will need to go on their poster, showing one or two examples.

12-

Gather information

Analyse information



Investigate why Anzac day as

Focus: Research of Victoria Cross recipient (Assessment)

2 ½ hours

Using the websites provided in groups students will complete

iPads

Research website list

Assessment folder

Cards

Feedback on students progress with criteria sheet


Group work



Lesson Number



an important day commemorated in Australia (ACHHK063)

Use historical terms to talk about identified Victoria Cross recipient (ACHHS066)



Write down the findings as a in group in a pocket folder (ACHHS071)

their research in their own assessment folder

This activity needs to be completed over approximately 5 lessons.

Pens/ Pencils Behaviour

13-

Conclude and review


Identify that Anzac day is commemorated to recognise

Focus: Movement quiz

1 hour

In an Amazing race style quiz

Quiz Questions

Adult helpers





Lesson Number



the Anzacs (ACHHK062)


Use historical terms to talk about Anzac Day (ACHHS066)


around the school, Victoria Cross teams will answer the questions in order to reach the final location.

Each location is at a location where an adult can approve their answer so they can move on, will work best with parent involvement.

Group work

Student contribution

14-

Conclude and review

Take action




Focus: Creation of poster and presentation of findings (Assessment)

3 hours

Give students the options to complete their poster on the iPad or by hand.

Students are given 2 hours

Assessment folder

iPads

Poster website list

A4 poster paper

Colour pens

Criteria sheet


Student work



Lesson Number



Use historical terms to talk about identified Victoria Cross recipient (ACHHS066)



Individually develop a poster regarding the identified Victoria Cross recipient (ACHHS070)

Write down the findings (ACHHS071)

(over approximately three lessons) to complete their poster and 1 hour (in two lesson) to present their posters to their peers.

15-

Reflect on By the end of the lesson students will have the opportunity to demonstrate their ability to:

Identify that Anzac day is commemorated to recognise

Focus: What did we learn?

30 minutes

Explain to students that this

Butchers paper (from week one)

Marker (different colour from week one)

Observations/ Annotated notes of:




Lesson Number



the Anzacs (ACHHK062)

Identity Anzac day as an important day commemorated in Australia (ACHHK063)


Communicate their new/ developed answers written down on butchers paper (ACHHS071)

lesson will show them how far they have come with their learning.

Students will be given the same butchers paper that they used in lesson one, in a different colour students will write their further developed understanding.

At the end of the lesson go through the differences in the students understanding.

Understanding of Anzac day

16-

Reflect on By the end of the lesson students will have the opportunity to demonstrate their ability to:


Identity Anzac day as an

Focus: Marching and what does Anzac mean to us now?

Morning of 25th March

Give the students to option to walk in the Anzac day march.





Lesson Number



important day commemorated in Australia (ACHHK063)


This will allow the students to have a first hand experience of the commemoration proceedings and meet with a variety of people, including the possibility of Anzacs.


Use Feedback

Ways to Monitor Learning and Assessment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency.

Feedback to Students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to students on their strengths and areas for improvement. Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve. Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for students to experience, practise and improve.

Reflection on the Unit Plan

Identify what worked well during and at the end of the unit, including:

1. Activities that worked well and why?

2. Activities that could be improved and how?

3. Assessment that worked well and why?

4. Assessment that could be improved and how?

5. Common student misconceptions that need, or needed, to be clarified?


year x unit overview — australian curriculum: history...

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