The Legend of the Anzac Spirit Applicable for use in Australian Curriculum: History wwi – Year 9



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Watermark Photo Credit: Australian War Memorial (E02790)

The Legend of the Anzac Spirit

Applicable for use in Australian Curriculum: History WWI – Year 9
Written by Cheryl Fraser and Mary Mullins

Marymount College, Queensland


This Unit has six lessons taught over a three-week period.



Table of Contents


Aims and Objectives 13

Course Overview 14

Resources List 18

Course Criteria 20

Skills Criteria – Research and Multimodal 20

Knowledge and Understanding Criteria – Multimodal Presentation 23

The Legend of the Anzac Spirit Learning Contract 24

National Curriculum History Criteria Addressed in This Task 25

Learning Contract 27

Context: The Legend of the Anzac Spirit 29



Step 1: Glossary 30

Step 2: Locating and Organising Sources 31

Step 3: Using and Devising Historical Questions to Guide Your Research and Organizing Your Material by Taking Notes 34

Step 4: Planning and Designing Your Digital Essay Through Use of the Semiotic Systems 39

Step 5: Analysis of Purposeful Choices/Decisions Made When Designing and Constructing Your Multimodal 43

Step 6: Create and Edit Your Digital Essay 45

Step 7: Referencing/Bibliography 45


Aims and Objectives


Students are to create a researched Digital Essay or multimedia presentation on the “The Legend of the Anzac Spirit”. The set time limit is 2–5 minutes.
This unit focuses on aspects linked to Year 9 History Depth Study 3 of the Australian National Curriculum.
Knowledge and Understanding

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 students’ presentation will reflect a well-researched and evaluated presentation. They will need to address the following four themes:

What are the Anzac legend and spirit? How were they created?

How has the Anzac tradition shaped our nation?

Why is the Anzac tradition still important?

How will future generations keep the Anzac tradition alive?
Skills

Chronology, terms and concepts. (ACHHS164) (ACHHS165)

Historical questions and research. (ACHHS166) (ACHHS168)

Analysis and use of sources.

Organisation and synthesis of evidence. (ACHHS170)

Perspectives and interpretations.

Identify and analyse the perspectives of people from the past on the origins and significance of the Anzac legend. (ACHHS172)

Students analyse and create their own interpretation of the Legend of the Anzac spirit via purposeful and justified choices in the use of the codes and conventions of three semiotic systems (visual, audio, linguistic) to create meaning. (ACHHS173)

Explanation and communication using Information and Communication Technology (ICT): Digital Multimodal. (ACHHS174) (ACHHS175)
Links

Throughout the Unit there are clear links to the New South Wales Curriculum, Stage 3 and the Australian Curriculum: History.



Course Overview


Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment

1

1

Brainstorm the meaning of the Anzac spirit.

Develop a glossary of World War I terms.

Identity and the use of the acronym of ANZAC.

www.awm.gov.au/encyclopedia/anzac/acronym

Refer to The Legend of the Anzac Spirit Booklet,
pages 1–11.


Use historical terms and concepts (ACHHS165)

The Summative Assessment charts student progress through a Learning Contract

Students monitor their own progress through the Contract (Booklet pages 6–8) and the teacher monitors progress mark and comment



2

Students organise folders for online sources (Booklet,
page 12).

Students select primary and secondary sources (Booklet, pages 13–15).



Identify and locate relevant sources, using ICT and other methods (ACHHS168)

Teacher progress mark and comment (Booklet, page 6)

3

Focus Question 1

Students begin research notes on Focus Question 1: What is the Anzac legend? How was it created? (Booklet, page 18).

Define Anzac legend and spirit.

www.awm.gov.au/exhibitions/dawn/spirit

Research the Gallipoli campaign.

Explore the landing at Gallipoli.

www.abc.net.au/innovation/gallipoli

Identify the nations at Gallipoli (not just the Anzacs)

List the battles at Gallipoli.

Outline the life of an Anzac at Gallipoli.

(Refer to letters, diaries, etc.)

www.anzacwebsites.com/gallipoli/letters.htm

Students devise additional, relevant inquiry questions.



The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)

Use historical terms and concepts (ACHHS165)

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)

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)



Students take notes under Focus Question 1

Teacher progress mark and comment (Booklet, page 7)






Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment

2

4

Focus Question 2

Students begin research notes on Focus Question 2: How has the Anzac tradition shaped our Nation? (Booklet, page 19).

Profile an original Anzac.

www.anzacwebsites.com/gallipoli/biographies.htm www.youtube.com/watch?v=KgcllQQohko

Interview(s) with current or previous serving members of the Australian Defence Force.



Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)

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) past (ACHHS173)



Students take notes under Focus Question 2

Teacher progress mark and comment (Booklet, page 7)



5

Focus Question 3

Students begin research notes on Focus Question 3: Why is the Anzac tradition still important? (Booklet, page 20).

What roles has the Australian Defence Force been the call to serve in over the last one hundred years? (Wars, conflicts, peacekeeping missions and disasters on the home front).

What major days of commemoration are celebrated in Australia, related to The Australian Defence Forces and campaigns they have been involved in?


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)

Use historical terms and concepts (ACHHS165)

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)

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)



Students take notes under Focus Question 3

Teacher progress mark and comment (Booklet, page 7)






Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment




6

Focus Question 4

Students begin research notes on Focus Question 4: How will future generations keep the Anzac tradition alive? (Booklet, page 21).

What are some of the services that are available to veterans and their families?

How do these services support these families?

What are some of symbols and emblems that represent The Spirit of the Anzac legend?

Are there some letters, poetry, diary entries that reflect The Spirit of the Anzac legend?

Who are some of the Victorian Cross recipients (past and present)?

Any other questions that occur to you.


The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)

Use historical terms and concepts (ACHHS165)

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)

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)


Students take notes under Focus Question 4

Teacher progress mark and comment (Booklet, page 7)



3

7

Planning and Designing An Effective Digital Presentation

Refer to the “Codes and Conventions of Semiotics Systems” (Booklet, pages 22–23).

Plan the visual, audio and text semiotic features you will use in your presentation to reflect Focus Questions 1–4 and record these on pages 24–27 of the Booklet.



Identify the origin, purpose and context of primary and seconder sources (ACHHS169)

Identify and analyse different historical interpretations (including their own) past (ACHHS173)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)


Student plans scenes in digital multimodal

Teacher progress mark and comment (Booklet, page 8)



8

Meaningful Use of the Semiotic Systems (Visual, Audio, Linguistic)


Justify the codes and conventions of semiotics systems used in your presentation (Booklet, page 28).

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)

Identify and analyse different historical interpretations (including their own) past (ACHHS173)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)


Student justifies the use of semiotic systems used in presentation with reference to the codes and conventions of these semiotic systems

Teacher progress mark and comment (Booklet page 8)






Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment




9

Begin Creating Digital Presentation




Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)




4

10–11

Continue Presentation


Edit and final cut of the Digital Essay.

Create a folder called “The Legend of the Anzac Spirit” and the following sub-folders:

Saved Sources (Visual, Audio, Text)

Digital Essay

Evaluation of Semiotics.


Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

Teacher progress mark and comment (Booklet, pages 25–33)

12

Finish Presentation


Create formal list of references.

Export.


Submit presentation for teacher marking or class presentation.

Develop texts, particularly explanations 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)



Assessment Rubric
Summative Assessment will take the form of:

“The Legend of the Anzac Spirit” folder

folders for saved sources (visual, audio, text)

Digital Essay (The Legend of the Anzac Spirit)

glossary, notes and justifications




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