EDUC 6522A & EDUC 4522A a1607526 Whitney Bertram

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World War II- Year 10 History Unit Plan 2015

SCHOOL CONTEXT-This school is a rural, Government funded, Department for Education and Child Development (DECD) School, compromised of a 400 strong student body that ranges from year 8 to 12. SACE is offered to its senior students. The core values of the school are, respect, responsibility, adventurous learning and respectful relationships. The school also has a considerable amount of community emphasis and involvement.

CLASS OUTLINE-This is a standard Year 10 English class, where the Australian Curriculum will be applied. The level of engagement in the class is moderate for most students. A small minority of the students struggle with passive learning. In order to manage the moderate engagement, the classes are highly interactive and relatively fast-paced. There is one student in the class who is vision-impaired. This student will be invited to sit in a designated seat at the front of the classroom in order to see the board easily. Worksheets etc. given to the vision-impaired student will also be required to be produced in a larger font. There are 20 students in this Year 10 History class: 12 girls and 8 boys. There will be two/50 minute lessons a week, one/100 minute double lesson at the start of the week

TEACHING STRATEGIES- Howard Gardner’s Multiple Intelligences- I will ensure I cover each of the

eight abilities throughout the unit in order to provide for all students learning methods.

Bloom’s Taxonomy- Will be used to assess learning on a variety of cognitive levels in order to aim for higher-level thinking.

Active Learning- Will be used specifically for the boys in the class who struggle with passive learning.

Collaborative/cooperative learning- This strategy will be applied as the schools values include relationship building.

DIFFERENTIATION-- Tailored essay questions- Additional worksheets if complete work swiftly.- Additional projects, ie. Study of subject student is passionate about.- Scaffolding - ‘Open book’ tests

BACK UP PLANS- If technology fails, the use of the current preferred textbook located in the

school will be implemented for theory work and examples. If students complete work faster than anticipated they will be required to

complete a WW2 project of a subject they are interested in and/or discover the website - http://www.digitalhistory.uh.edu/era.cfm?eraID=15&smtID=2

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SUBJECT OUTLINE-

Please note this outline may change.

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Semester 2, 2015.Week 1- FocusAn overview of causes of WWII (Causes and convictions)

(ACDSEH024)

Activity-Prior Knowledge Quiz

Week 2- FocusExamination of specific events (Holocaust & Use of the Atomic bomb)

(Summative Assessment) (5%)(ACDSEH107)

Activity-Source Analysis- Primary and Secondary

Week 3- FocusExamination of specific people (Hitler)

Activity-In class group discovery and knowledge task.

Week 4- FocusThe experiences of the Australians (Prisoners of war, Kokoda and the battle of Britain)

(ACDSEH108)

Activity-PosterHow to write a History essay

Week 5- FocusThe impact of WW2 on Australia (Men & Women, Conscription, Manpower Controls, Rationing & Censorship.

(Summative Assessment) (5%)(ACDSEH109)

Activity-Oral presentation on the effects of WW2 on Australia.

Week 6- FocusOutcome of WW2 and the broader impact of the conflict.

Activity-WW2 Quiz

Week 7- FocusFocus question Essay

(Summative Assessment) (15%)

Activity-Each week will have a focus and a focus question attached, at the end of the unit, students will be required to compose a 500 word essay on their chosen focus question.

EDUC 6522A & EDUC 4522A a1607526 Whitney Bertram

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LESSON PLAN-

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WEEK: FIVE LESSON: 17Topic: Focus:World War II WW2 Impact on Australia

Prior Knowledge:Why Australian’s were involved in WW2

Recruitment process

Materials/Resources:Blank mind maps Whiteboard markersRationing handout Rationing clip

Time: Stage: Activity:5 Starter Settle students. Role Call.

-Recap on what we have learnt about Aust & WW2 so far-Create a mind map- Impacts of war on my community. Include: Who and what WWII may have affected.

15 Instruction+TeacherIntroduction

Chalk and talk- Use the contents of the mind map for the basis of class discussion.In-depth exploration of:Impact on Men, Women and Children in Australia/South Australia.-Economy-Land/housing-Government controlsResulting in:-An era of protest. * Use visual Aids-Multicultural society.

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Who am I? & How was I affected? Role playSplit the class into 3 groups- Men, women and children.Students have 10 minutes to research how the war affected their specific person and orally report back to the class.

Rationing introduction + Clip: http://splash.abc.net.au/home#!/media/102780/rations-and-coupon-shopping

Rationing handout- Individual learning + Report back to class

5 Plenary Allow for a short break due to double lesson.Students are to continue on into the double lesson with their rationing handout.

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LEARNING AREA:World War II

SUBJECTHistory

YEAR LEVELYear 10

TIME FRAME7 weeks

OUTCOMES APPROACH ACTIVITIES ASSESSMENT TASKS F S RESOURCES

KNOWLEDGE Understand that war

changes society. Recognize how and why

the war began. Recognize who was

involved in war, what they were involved in and when.

Acknowledge the involvement of Australian men and women throughout the war.

Acknowledge Aboriginal servicemen and women involvement.

Understand the importance of specific events and historical figures from 1939 to 1945.

SKILLS Research skills. Group collaboration Primary and secondary

source analysis. Sympathize with

prisoners of war, servicemen and women.

Expansion of oral presentation skills.

Formation of writing a historical essay in preparation of SACE.

VALUES Appreciating the

sacrifices made by service men and women.

Motivation

- Obtain further knowledge about the critical involvement of Australian’s in WW2- To consider the effects of rationing in WW2- Advance knowledge of Europe.- Gain appreciation for those directly and indirectly associated with war.- Discover the importance of allies.- Understanding major historical events.- Discover specialized language in regards to WW2.

Investigation & Analysis

- Primary analysis.- Secondary analysis.- The effect war has on society.- How ‘The Great War’ has had an effect on latter wars.- The lasting impact of specific decisions made by the German population.- Analysis of power control.

Evaluation- What have we

discovered about the causes of WW2?

- How have specific events affected people involved in the war?

- Who was involved

Week One: WWII CAUSESLesson 1-2- Introduction to unit (why are we doing this?) Chalk and talk + Prior knowledge quiz. WWII In 7 minutes- students to record any words they don’t know/want to know more about. Focus on Treaty of Versailles, Communism (Russia) fascism. Anti Semitism. Allies. Ensure students are aware that all material covered will be posted on class online forum.Lesson 3- Long term & Short term causes *Slide share. 4 causes’ focus. Students divided into groups & have 10mins to research specific cause & 3mins to report back to class.Lesson 4- Recap of last lesson. Causes of WW2 handout used to assess students knowledge at end of class.

Week Two: SPECIFIC EVENTSLesson 5-6- Why study the Holocaust? Holocaust Introduction clip (why should we remember.) Facts and figures. Revisit Anti Semitism. German racial purity. Death camps. Genocide (global phenomenon that knows no geographical or racial boundaries, with the underlying causes of the conflicts leading to genocide having deep historical roots.)Lesson 7- Aftermath and Lasting impact. The effect on the Jewish population. Holocaust Source analysis revision. Last 30mins of class will consist of the analysis of a primary source in class (5%) if not completed- HWLesson 8- Use of Atomic bomb. Use demonstration that will instantly engage students. USA attack on Japan. (1945) Key role in ending WW2. Hiroshima & Nagaskai. Great explosive power. Effect.

Week Three: SPECIFIC PEOPLELesson 9-10- Summary of previous lessons. Link wk 3 back to prior lessons, Names of people student have discovered throughout the unit & what events they have been associated with. A focus on Adolf Hitler, Winston Churchill, Joseph Stalin, Franklin Roosevelt and Neville Chamberlain.Lesson 11- Tables are created around the classroom where students have to use their knowledge of WW2 to create a timeline, match important historical figures with their correct picture and famous quote and match war time photos with correct captions. Lesson 12- Class split into 2,Play celebrity heads- historical figures. (Using prior knowledge to determine figure) Summarize specific events/people and prepare class for new focus- Australia.

Week Four: AUSTRALIAN EXPERIENCESLesson 13-14- Why did we fight? (Alliances) How was Australia involved? () Rats of Tobruk. Kokoda, Australia under attack (Japanese attack Sydney Harbor. Bombing of Darwin) Indigenous service. Great depression. Effects on Australia. Debate- Take on role of specific Australian i.e Billy Hughes & Demonstrate to class why conscription was good/bad. Discussion of resource-A@WarLesson 15- Australia’s involvement in WW2 clip. Australian experiences handout. Australian war

Prior knowledge quiz

Source Analysis-Primary Sources (5%)

In class group discovery and knowledge use task.

Recruitment PosterEssay Workshop

*

*

*

*

-Markers

-Text book.

-Interactive whiteboard

-Proir Knowledge quiz

-Manny Man’s World War 2 in 7 minutes-www.youtube.com/watch?v=wvDFsxjaPaE

-Slideshare.net- Causes wwii hitler’s war.

-WW2 Handout

-Holocaust clip https://www.youtube.com/watch?v=Ag7_VvruVNk

-Memoir By Fillip Muller.

-Hitler’s speech.

-WW2australia.gov.au

-Australia’s involvement in WW2www.youtube.com/watch?

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The influences on the world

Sympathize with men, women and children affected by specific events.

Respect for Australian and Aboriginal peoples involved.

ESSENTIAL LEARNINGS Communication Co-operation Critical thinking Creative thinking Intercultural

understanding Ethical understanding.

throughout WW2?- Why was Australia

involved in WW2?- What were the

outcomes of WW2 & what was the impact.

recruitment with examples- Students are to create a recruitment poster.Lesson 16- Completion and explanation of Recruitment poster. Essay writing workshop. Bibliography/paragraph/style. Preparing students for SACE formatting.

Week Five: IMAPCT ON AUSTRALIALesson 17/18- The impact on Men, women and children. The impact on the economy, families, land/housing. Rationing.- Rationing Activity.Lesson 19- Class discussion on how to conduct an oral presentation. Students are given time to research and start their oral presentation.Lesson 20- Oral presentation- 50 minute lesson Average 20 children, 2 mins each +/-

Week six: WWII OUTCOMELesson 21/22- Casualties. Beginning of new Era. Rise of two super powers (Soviet Union & USA)- Cold war? New technology/advancements- decrease of mortality. Post war tensions. In small groups students will be given a territory and have to report back to the class on the immediate effects to their specific place- UK, Germany, USSR etc.Lesson 23- Consequences of WW2 with handout.Lesson 24- Students will have time to complete knowledge test. Class discussion. Students are introduced to focus question essays. Questions resolved.

Week Seven: FOCUS QUESTION ESSAYLesson 25/26- Students are required to have selected essay question they want to focus on. Requirements are to be outlined, rubric given and questions answered. Students must have essay question selected 20 mins into class & by end of lesson have a plan prepared.Lesson 28- Supervised essay writing time. Drafting for those who have completed and struggling students will be given further assistance. Ie, alternative question.Lesson 29- Students have supervised lesson time used in order to produce a 500 word essay. For those who have completed, they are required to produce a WW2 quiz for their peers.

Oral Presentation (5%)2 mins

Knowledge Test

Focus Question Essay(15%)

DUE DATE- Friday 3pm of Week 7

*

*

*

v=4w0Y_GHFvWQ

Australian

experiences- http://www.australiansatwar.gov.au/pdf/aaw_secondary_p3.pdf

-Trove.nla.gov.au

- Recruitment posters, to be put up in room.

-www.awm.com.au

Effects of WW2- http://www2.sunysuffolk.edu/westn/effectww2.html

Handout- http://www.humanities.uci.edu/history/ucihp/resources/10th%20grade%20curriculum/10.8.consequencesofwwii.dbq.pdf

Self-evaluation of Unit plan-This unit plan is fast-paced, informative and stimulating to ensure the students are constantly enthusiastic about. The strengths of the unit lie in the interactive teaching methods used, the building of prior knowledge and the allowance for connection. Improvements that could be made include, a larger resource supply. This unit would work well for curious and enthusiastic class.

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Bibliography-

Adolf Hitler, ‘Hitler’s Reichstag Speech, January 30, 1939,’ in The Holocaust: A Reader, edited by Simone Gigliotti and Berel Lang, Oxford: Backwell Publishing 2005, pp. 240- 251.

Australian’s at War: http://www.australiansatwar.gov.au/pdf/aaw_secondary_p3.pdf

Australia’s involvement in WW2: www.youtube.com/watch?v=4w0Y_GHFvWQ

Australian War Memorial: http://www.awm.gov.au

Effects of WW2- http://www2.sunysuffolk.edu/westn/effectww2.html

Kate Darian-Smith, On the Home Front: Melbourne in Wartime 1939-1945, Melbourne: Oxford University Press, 1990, chapter 6.

Kurt Gerstein’s eye witness account of gassings at Belzec and Treblinka,’in The Nazi Germany Sourcebook: An Anthology of Texts, edited by Roderick Stackelberg and Sally A. Winkle, London and New York: Routledge, 2002. Specifically pages 354-357.

Manny Man’s World War 2 in 7 minutes: www.youtube.com/watch?v=wvDFsxjaPaE

Memoir By Fillip Muller on use of gas chambers at Auschwitz, 1942.’ In Sources of the Holocaust, edited by Steve Hochstadt, Houndmills, Basingstoke: Palgrave Macmillan, 2004, pp. 227-231.

Overview of the holocaust, 2012 Anti-Defamation League: www.adl.org/education

Richard White, ‘War and Australian Society’, in Michael McKernan and M. Browne (eds), Australia: Two Centuries of War and Peace, Canberra: Australian War Memorial, 1988, pp.391-423.

Slide share- Long Term & Short Term causes: www.slideshare.net/brianphamm/causes-wwii-hitlers-war-7975247

Splash ABC- http://splash.abc.net.au/home#!/media/102780/

South Australians at War: http://www.slsa.sa.gov.au/saatwar/wwone.htm

State Library of South Australia (esp. ‘SA Memory’): http://www.samemory.sa.gov.au/site/page.cfm

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Stuart Macintyre, A Concise History of Australia, 2nd edition, Melbourne: Cambridge University Press, 2004, pp.187-95.

Trove (the National Library of Australia): http://trove.nla.gov.au/

Why should we remember? https://www.youtube.com/watch?v=Ag7_VvruVNk Bhm Holocaust Education Centre

Women’s Services in World War Two:http://www.anzacday.org.au/education/activities/women/women01.html

World War 2- www.ww2australia.gov.au

YouTube Channel- Andrew Steiner: https://www.youtube.com/user/andrewsteinerartist

A sample of select resources-

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Source- Overview of the holocaust, 2012 Anti-Defamation League: www.adl.org/education

Source-Australian at War Unit

Source- www.lcHistory.com

2 Prior Knowledge Quizzes--http://www.funtrivia.com/playquiz/quiz2782611fdb7e0.html

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-http://www.funtrivia.com/playquiz/quiz34832527e0260.htmlIf Technology fails, I will have the questions on paper for the class.

Australian Experiences Handout-Students are required to match the statement with the most appropriate choice

True/False/Undecided All faced hardship equally.People ‘made do’. There were tensions in society.Women took on new jobs. People did war work purely for patriotic

reasons.People’s standard of living fell. Wages rose.People feared invasion. People turned against some groups in the

community.Women resented leaving jobs at the end of the war.

The war experience caused many permanent changes.

The community tended to unite rather than divide.

Propaganda caused tensions in society.

People travelled less. People took on voluntary jobs.People helped each other. People felt anxious all the time.

Rationing handout- During the Second World War, men women and children were allowed a select amount of coupons per year due to the rationing scheme implemented by the government.Hypothetical- It is going to be a below average temperature for winter- Very cold, and many families cannot afford firewood or any means of heating. You are allowed. You will be given a specific scenario ie- A single female with 40 coupons or a family of six with 100 coupons for the month. You are to purchase all of the clothing and food that you need in order to survive the winter.

Item Coupons-Item Cost

Overcoat or raincoat 12Jacket or blazer 620 Apples 12Second hand pants 31 kg bag of potatoes 61 kg of mince meat 20Bag of carrots 15 pairs of Underpants 41 pair of shoes 21 pair of socks 22 dozen eggs 10A mars bar 100Second hand jumper 5New Cardigan/jumper 10Pyjamas/nightie/dressing gown 41 kg of Rice 4

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What did you purchase? How does it compare to everyone else in your community? Why do you think rationing occurred? What were the Pros and Cons of rationing? How would you feel if you were rationed today?

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