Wwi applicable for use in Australian Curriculum: Year 9 History



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Watermark Photo Credit: Australian War Memorial (E02790)

WWI

Applicable for use in Australian Curriculum: Year 9 History
Written by Louise Bannister

Pre-service teacher, La Trobe University, Victoria
This Unit has twelve lessons is taught over a four-week period.

Table of Contents


Aims and Objectives 13

Resources List 19

Images List 22



Worksheet – Life in the Trenches 25

Newspaper Front Cover 26

Oral Presentation 26

The End of World War I: The Treaty of Versailles 28

Activity 28



What Did the Treaty of Versailles Mean for Germany and for Europe? 30

Worksheets 30



Aims and Objectives


Knowledge and Understanding/Skills

Students will:

be able to interpret first and secondary sources to represent aspects and events during the war

learn about the circumstances and reasons for the beginning of WWI

learn about life in the trenches and life back in Australia

learn about battles that Australian soldiers fought in

learn how the War ended, the treaty of Versailles and repercussions.

Course Overview



Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment

1

1

Learning Activities

Watch the Horrible Histories video on why the war started.

www.youtube.com/watch?v=kfxrTD-kPps

Discuss the video, finding out prior knowledge that students have about WWI. (10 minutes)

Show the PowerPoint of the causes of WWI. Students take notes in their workbooks. (20 minutes)

Students look up the meaning of the words Militarism, Nationalism, Alliances and Imperialism. (5–10 minutes)

Students will work through the WWI causes sheets, beginning with militarism, and answer the questions using a range of material including textbooks, WWI causes sheets and eLearning materials (Booklet). (20–30 minutes)

Students will then complete the crossword on the causes of WWI. (10–15 minutes)

Students who finish early will be able to do the interactive quiz in the eLearning section. (5–10 minutes)


An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)




2

Learning Activities

Watch the video about the assassination of Franz Ferdinand (Part 1, 2 and 3).

www.youtube.com/watch?v=-E6e8BW0l-E

www.youtube.com/watch?v=K_tNXFbx0VY

www.youtube.com/watch?v=VC_26YXMZd4

Afterwards, discuss the video (discuss during the video as well), looking at the map of where Bosnia is. (10 minutes)

Work through the PowerPoint of the causes of WWI assassination notes (re-cap the last lesson briefly – Militarism, Alliances, Imperialism and Nationalism). Students take notes in their workbooks. (10–15 minutes)

Students will work through the WWI causes sheet (assassination) and answer the questions using a range of material including textbooks, WWI causes sheets and eLearning materials. (15 minutes)

Students will start the Assassination task. Students are to use their recourses to create a front page for a newspaper about the assassination of Franz Ferdinand. (40–50 minutes)


An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)

Newspaper Front Page about the assassination of Franz Ferdinand

Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment




3

Learning Activities

Students will work on the good copy of their newspaper front page. (50 minutes)



An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)

Newspaper Front Page about the assassination of Franz Ferdinand

2

4

Learning Activities

Watch the Schlieffen Plan video.

www.youtube.com/watch?v=lCbNE3ToePA

Colour in alliances on map, discussion. (15 minutes)

Class discussion of map answers and of the cartoon “Who did it?” (10 minutes)

Individual work on three cartoon analyses. Other political cartoons found on the net can be chosen by students or teacher, or together. (20 minutes)

Class discussion of cartoon analysis answers. (10 minutes)

Create a timeline as a class for the beginning of the War. (15 minutes)

Play Celebrity Heads WWI causes themes. (15 minutes)

Give final chance for questions. (5–10 minutes)



An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)




5

Learning Activities

Complete causes of the War test. (1 hour, 50 minutes)



An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)

Test

6

Learning Activities

Students will take presentation notes in their workbook. (15 minutes)

In groups, students research the different fronts (a front for each group). Students can show pictures of what the front looked like during the war and what it looks like now. They will present findings of what happened at each front. (30 minutes)


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

Group Presentation




Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment

3

7

Learning Activities

Finish off any presentations from the lesson before. (20 minutes)

Handout and talk about slaughter in the trenches and what they think life was like in WWI. (10 minutes)

Watch “War in Colour – Slaughter in the Trenches”. (50 minutes)

www.youtube.com/watch?v=XWOrzp5KcCw

Work through “Life in the Trenches” worksheet (20 minutes)

Go through student answers. (5 minutes)


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

Group Presentation

“Life in the Trenches” worksheet



8

Learning Activities

Take notes and go through the PowerPoint of weapons used during the war. (20 minutes)

Get into groups and give each group a weapon topic – Air, Sea, Land and Chemical. (10 minutes)

Students work in groups and research weapons for presentation in next lesson. (1 hour, 10 minutes)



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

Group Presentations

9

Learning Activities

Students are given final preparation time. (15 minutes)

Students will present in groups their oral presentation on their topic for weapons in WWI. (30 minutes)

If the lesson finishes early, students can finish the “Life in the Trenches” worksheet and go through answers.



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




4

10

Learning Activities

Watch the Peter Weir movie, Gallipoli.



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







Week

Lesson

Content/Activities

State/Territory and ACARA curriculum links

Assessment




11

Learning Activities

Finish Gallipoli movie. (20 minutes)

Students answer questions about the movie from the board – e.g. Who were the main characters? Where did they train? List the different areas the characters went to, etc. (10 minutes)

Students are to research letters from the war on the internet – an example could be used and read through as a class. (15 minutes)

Students are given the task to write a letter home. (5 minutes)

Rubric handed out and a time to return homework decided upon.



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

Letter Home

12

Learning Activities

Discuss the role of women in the war.

Watch the women in the war video clip.

Copy leaders in the War notes.

Discuss as a whole class the casualties of war.

Complete “Casualties of War” worksheet.

Copy Treaty of Versailles notes and discuss.


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)








Resources List


Week

Lesson

Resources

1

1

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Horrible Histories

www.youtube.com/watch?v=kfxrTD-kPps

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm


2

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Assassination of Franz Ferdinand (Part 1, 2 and 3)

www.youtube.com/watch?v=-E6e8BW0l-E

www.youtube.com/watch?v=K_tNXFbx0VY

www.youtube.com/watch?v=VC_26YXMZd4

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm


3

Students use internet or books from library for research.

2

4

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Watch the Schlieffen Plan video

www.youtube.com/watch?v=lCbNE3ToePA

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm



Week

Lesson

Resources




5

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm


6

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm


3

7

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

War in Colour – Slaughter in the Trenches (50 minutes)

www.youtube.com/watch?v=XWOrzp5KcCw

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm


8

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm


9

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm


4

10

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm
Videos

Gallipoli (1981). [DVD] Australia: Peter Weir.


11

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm


12

Websites

2004 H Y Wheeler

http://historyonthenet.com/WW1/ww1main.htm

Women in the War

www.youtube.com/watch?v=ZMCOzuE1Lvo

Worksheets

www.historyonthenet.com/Lessons/worksheets/ww1.htm




Images List


Week

Image

Source

1

Alliances



1879
The Dual Alliance

Germany and Austria-Hungary made an alliance to protect themselves from Russia

1881
Austro-Serbian Alliance

Austria-Hungary made an alliance with Serbia to stop Russia gaining control of Serbia

1882
The Triple Alliance

 Germany and Austria- Hungary made an alliance with Italy to stop Italy from taking sides with Russia



1914
Triple Entente (no separate peace)

Britain, Russia and France agreed not to sign for peace separately.




1894
Franco-Russian Alliance

 Russia formed an alliance with France to protect herself against Germany and Austria-Hungary



1907
Triple Entente

 This was made between Russia, France and Britain to counter the increasing threat from Germany.



1907
Anglo-Russian Entente

This was an agreement between Britain and Russia

1904
Entente Cordiale

This was an agreement, but not a formal alliance, between France and Britain.




http://historyonthenet.com/WW1/causes.htm




Week

Image

Source

1

(Booklet)



Maps – Empire


http://historyonthenet.com/WW1/empiremap.htm

1

(Booklet/ PowerPoint)



Maps – Schlieffen Plan



http://historyonthenet.com/WW1/images/schlieffenplan.bmp.jpg

1

Bosnia – People



http://img.tfd.com/wn/47/67C6F-sarajevo.png

1–2

(Booklet)



Assassination Gavrilo Princip


http://historyonthenet.com/WW1/images/gavprincip.jpg

1–2

(Booklet)



Maps – Austria/Hungary

http://historyonthenet.com/WW1/images/austriahungaryempire.jpg

1–2

Alliances



http://franceandww1.weebly.com/uploads/1/3/5/4/13545433/5305450.png?422

1–2

Army


http://gcc23.tripod.com/militarism.gif

1–2

Maps – Bosnia


http://upload.wikimedia.org/wikipedia/commons/c/c7/Bosna_regija_update.jpg

1–2

Maps – Africa


http://etc.usf.edu/maps/pages/3600/3689/3689.gif

2

Maps – Western Front


http://historyonthenet.com/WW1/westernfront.htm

2

Maps – Eastern Front



http://historyonthenet.com/WW1/easternfront.htm

2

Maps – Gallipoli



http://historyonthenet.com/WW1/gallipolifront.htm

2

Maps – Italian Front



http://historyonthenet.com/WW1/italianfront.htm

2

Assassination – Franz Ferdinand



http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2008/11/07/Franz460.jpg

2

Assassination – Franz Ferdinand


http://en.wikipedia.org/wiki/File:Franz_ferdinand.jpg

2

Sarajevo


http://en.wikipedia.org/wiki/File:Sarajevo_princip_bruecke.jpg

2

Ferdinand and Wife


www.spartacus.schoolnet.co.uk/FWWarchdukeMe.jpg

3

Sea Battle



www.firstworldwar.com/photos/graphics/gw_lusitaniasink_01.jpg

3

Sea Battle



www.historyonthenet.com/Day_History/images/dreadnought.jpg

3

Cartoon – “The Crime of the Ages—Who did it?”



http://4.bp.blogspot.com/_4ZOZHNKe_sc/Sj_6CLkuW_I/AAAAAAAAAAU/lxuf023ibmI/S254/WWI.gif


Worksheet – Life in the Trenches


Based on images from www.historyonthenet.co.uk (2002).


  1. Read the following extract from “German Deserter’s War Experience”, and then list words to describe what it was like to be in a trench in World War I.

It was dark, and it rained and rained. From all directions one heard in the darkness the wounded calling, crying, and moaning. The wounded we had with us were likewise moaning and crying. All wanted to have their wounds dressed, but we had no more bandages. We tore off pieces of our dirty shirts and placed the rags on those sickening wounds. Men were dying one after the other. There were no doctors, no bandages; we had nothing whatever. You had to help the wounded and keep the French off at the same time. It was an unbearable, impossible state of things. It rained harder and harder. We were wet to our skins. We fired blindly into the darkness. The rolling fire of rifles increased, then died away, then increased again. We sappers were placed among the infantry. My neighbour gave me a dig in the ribs.”




  1. Look at Diagram A. Examine it and answer the following questions.


Diagram A
What links the front line and support trenches?

  1. Why are blocks placed in trenches?

  2. Why are machine guns placed just behind the front line? Why are they so close to the bunkers?

  3. Why is there wire between the front trench and the machine guns?

  4. Look at the barbed wire in “No Man’s Land” that is at angles to the front trench and also look at the position of the machine guns. Why is the wire at such an angle?




  1. Look at Diagram B. Examine it and answer the following questions.

  1. What prevents bullets striking a soldier’s chest when he is on the trench board (fire step)?

  2. What is the purpose of the sump? What was normally placed over it?

  3. Barbed wire entanglements were often 40 yards (36m) from the front trench. Considering the types of weapons used on the Western Front, what would be their main defensive function?




Diagram B
Rubrics

Newspaper Front Cover





5 Points

4 Points

3 Points

2 Points

1 Point

Grammar/Spelling

No spelling mistakes and grammar is excellent.

Hardly any spelling mistakes and grammar is okay.

A few spelling mistakes, grammar mostly okay.

Many spelling and grammar mistakes.

Has not been corrected at all for grammar or spelling.

Quality of Information

Information is excellent, bibliography included.

Information is good, bibliography included.

Information is okay, bibliography included.

Information is poor and no bibliography.

Information is limited and no bibliography.

Key Details

Includes:

countries involved

people involved

black hand

capital that event happened in

connections between countries

history of countries that led to event

events in correct order.


All key details included plus extra research.

5–7 details included.

3–5 details included.

1–3 details included.

0–1 details included.

Length

1–2 pages

(Bibliography on back not front)



A page

A third of a page

Half a page

Less then half a page

Presentation

Excellent presentation, newspaper looks authentic.

Good presentation, newspaper looks authentic.

Some effort with presentation.

Little effort with presentation.

No effort with presentation.

Oral Presentation





5 Points

4 Points

3 Points

2 Points

1 Point

Presentation Delivery

Excellent eye contact, excellent pictures.

Good eye contact, good choice of pictures.

Some eye contact, 1–2 pictures.

Little eye contact, one picture.

No eye contact, No pictures.

Quality of Information

Information is excellent, bibliography included.

Information is good, bibliography included.

Information is okay, bibliography included.

Information is poor and no bibliography.

Information is limited and no bibliography.

Team Work

Great communication, great teamwork.

Good teamwork, good communication.

Some teamwork, some communication.

Little teamwork, poor communication.

No teamwork.

Clarity

Very clear

Mostly Clear

Clear

Not very Clear

Not Clear

Preparedness

Student has obviously rehearsed and is well prepared.

Student has rehearsed but could have rehearsed more.

Some preparation

Little preparation

No preparation

The End of World War I: The Treaty of Versailles


World War I ended at 11am on 11 November 1918. In 1919, Lloyd George of Britain, Orlando of Italy, Clemenceau of France and Woodrow Wilson from the US met to discuss how Germany was to be made to pay for the damage the war had caused.
Wilson devised a 14-point plan that he believed would bring stability to Europe:

There were to be no secret treaties between powers like the treaties that had helped to cause the First World War. (Open Diplomacy)

Seas should be free in peace and in war to ships of all nations. (Freedom of Navigation)

The barriers to trade between countries such as custom duties should be removed. (Free Trade)

All countries should reduce their armed forces to the lowest possible levels. (Multilateral Disarmament)

The national groups in Europe should, wherever possible, be given their independence. Wilson supported the idea of National Self-Determination, whereby a nation had the right to self-government.

Russia should be allowed to operate whatever government it wanted.

Territorial changes:

Germany should give up Alsace-Lorraine and any lands taken away during the war

the Italian frontier should be readjusted

Belgium should be evacuated

Poland should be given an outlet to the sea

The defeated nations should not be made to pay for the war as a whole

A “League of Nations” should be formed to protect world peace in the future.


Germany expected a treaty based on these 14 points. However, the French were not happy and wanted more from Germany. The Germans were not invited to the Paris Conference and had no say in the making of the peace treaty. Although Germany complained about the severity of the Treaty, in the end they had no choice but to sign the document.

Activity


  1. Using the information on page 25 of The Twentieth Century by John D Clare and Source 1, complete the Versailles Treaty table.

  2. Look at Source 2. Explain what the various elements in the picture represent.

  3. What were the differences between Wilson’s 14 points and the Treaty of Versailles?

Sources

Source 1




Source 2




Source: www.asfmtech.org/16guerra4200/2013/04/07/us-treaty-of-versailles-cartoon-interpretation-title-a-bitter-pill-to-swallow


What Did the Treaty of Versailles Mean for Germany and for Europe?





Germany

Europe

War Guilt Clause









Reparations









Military









Land









Peace Keeping











Worksheets


Weapons

http://historyonthenet.com/WW1/weapons.htm


Causes of War Crossword

Use the printable version found at http://historyonthenet.com/WW1/causescrossword.htm.




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