Lesson Plan

Date:
Class/Group: Time: 9.44
Lesson 2, Wk 5, T2
HASS History - Year 9 (3/11) Room: 115
2017
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: Aboriginal and Torres Strait Islander peoples contribution to the WWI War effort.
Curriculum links: Specific Objectives/Learning Goals:
The causes of World War I and the Students will learn how to:
reasons that men enlisted to fight in the Students will deepen their knowledge of the
war (ACDSEH021).
contribution Indigenous Australians made to
creating the ANZAC Legend.
General Capabilities:
Critical and creative thinking
Personal and social capability
Ethical Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander
Histories and Cultures

Skills Student Diversity:

Questioning and Researching
Analysing
Evaluating
Communicating and Reflecting
Prior Learning:
Students have been learning about
the First World War in during the first
four weeks of Term 2.
This lesson plan is designed for a higher achieving
class of students heading towards ATAR in years 11
& 12.
This lesson will also be taught to a lower stream of
students in the same year. More scaffolding may be
required during the lesson.
Resources/Materials required:
Class iPads
My Laptop and wireless mouse
Internet via Wi-Fi
Class web site http://cbchass9.weebly.com/

Resources for students:

Intro video
Indigenous Anzacs
https://youtu.be/PmK0rznKrvs
http://www.abc.net.au/btn/story/s3744556.htm
http://www.abc.net.au/btn/resources/teacher/episode/20130430-indigenousanzacs.pdf

Aboriginal Heroes
http://www.dailytelegraph.com.au/newslocal/city-east/aboriginal-and-torres-strait-island-war-
heroes-vanished-from-the-anzac-legend/news-story/51593098f330bf015d49d30537e77606?
sv=4187712153b6cb6841816dc1cc9c172d

https://www.awm.gov.au/indigenous-service/report-first-world-war/

50 Aboriginal soldiers fought in Gallipoli

http://www.sbs.com.au/news/article/2015/04/01/50-aboriginal-soldiers-fought-gallipoli

Page | 1 Mark Thomas 18608112

Date:
Class/Group: Time: 9.44
Lesson 2, Wk 5, T2
HASS History - Year 9 (3/11) Room: 115
2017
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: Aboriginal and Torres Strait Islander peoples contribution to the WWI War effort.
Lesson Steps
Time: Procedure Comment
Pre- Projector on, laptop on and plugged in, website loaded.
class
Write on Board web site address Make sure students are
seated and listening.
5 mins Class is lined up and quiet before entry.

Welcome & roll

Play Siren signal to start
Discuss the learning objectives.

Activity & Lesson Hook

Video Indigenous Anzacs 4 mins Hand out Worksheet 1
20 Hand out iPads
Mins Students to complete Worksheet 1 Note students that dont
engaged.
Swap with a partner and ask them to check the definition
Ensure students are quiet
and listening before
proceeding.
20 Video 2 Too Dark to see 2 10 mins
Mins Make sure that all
Activity - Students to read the passage in Worksheet 2 and students are watching.
then complete the four answers.

Class discussion on their answers. Hands up use class Note the students that
list. participate.
5
minute Collect worksheets for Vivo points.
s of
spare Review the learning objective with the class.
time.

Evaluation of Student Learning:

1. Were the students engaged during the lesson?
2. Were the objectives met? If not, why not?
3. Were they able to successfully create their own Excel spreadsheet?
4. Was there sufficient scaffolding leading up to the lesson, i.e. were the students in the ZPD?
5. What was the feedback from the students? Did they enjoy it - was it fun?

Page | 2 Mark Thomas 18608112

Date:
Class/Group: Time: 9.44
Lesson 2, Wk 5, T2
HASS History - Year 9 (3/11) Room: 115
2017
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: Aboriginal and Torres Strait Islander peoples contribution to the WWI War effort.
Self-Evaluation/Reflection:
1. How did the overall lesson seem to go?
2. Did I stay on time?
3. What was the feedback from the students? Did they enjoy it - was it fun?
4. Did any students struggle to meet the objectives?
5. What would I do differently next time?

Worksheet 1: BtN Indigenous ANZACs story

1. Circle each of the following words as you hear them.

Record any unfamiliar words.

2. Define these words

ANZAC enlist discrimination

comrade military honour

pilgrimage service digger

Page | 3 Mark Thomas 18608112

servicemen servicewomen

3. Write what you think is the meaning of each word (including unfamiliar words).
4. Swap definitions with a partner and ask them to add to or change the definition.

Check these against the dictionary definition.

Worksheet 2: Too Dark to See 2

Read the following passage:

Indigenous people enlisted to serve Australia as not only a duty to serve but also as

part of the cultural responsibility of protecting country. They enlisted for the same

reasons as their non-Indigenous fellow servicemen and servicewomen, but for many

men, it was and continues to be an honourable way to re-enact traditional roles of

leadership, protection and service to community.

Indigenous servicemen and servicewomen were and continue to be involved in

almost every war and peacekeeping effort of Australia. At the time of the First World

War, few Aboriginal people could vote, were not counted in the Federal census and

most lived in poverty. Wartime service in the armed forces provided many

Indigenous Australians with a level of racial equality they had not previously

known. Whilst many found equality in service, once back home, they experienced

Page | 4 Mark Thomas 18608112

racism and inequality by not receiving the same entitlements as other diggers.

Despite this, many became outstanding leaders.

Source: http://www.abc.net.au/btn/resources/teacher/episode/20130430-indigenousanzacs.pdf

Imagine what life would be like for Indigenous Australians who served Australia

in the army. Write 3 sentences that describe how you think they felt before

joining, while in, and after they left the Armed Services:

1. Before:_________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. During:_________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. After:___________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Page | 5 Mark Thomas 18608112