FILM: Walking in the Footsteps of the Condah Anzacs

https://youtu.be/zA96dKCz0gw

Lesson Plan
Date: Class/Group: Time: P1 & 2
22 June 2017 HASS History - Year 9 (3/11) Room: 115
Subject: The making of the modern world.
Topic: Depth study 2: Investigating World War I (19141918).
Lesson content: ANZAC Centenary Link Program (Belgium)
Curriculum links: Specific Objectives/Learning Goals:
The causes of World War I and the Students will:
reasons that men enlisted to fight in the Explain the links with Condah a Belgium and
war (ACDSEH021). the contribution of its soldiers to WW1.
General Capabilities:
Literacy
Critical and creative thinking
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 spent the previous 6
weeks of Term 2 learning about
World War 1 and have completed 2
Summative Assessments (CATs).
Each class of Year 9s (3 & 11) have students with
learning and/or behavioral difficulties. The implication
of this is that more attention and scaffolding is required
for these students. The teacher must be careful not to
pay too much attention to the detriment of the other
students.
Resources/Materials required:
My Laptop and wireless mouse
Internet via WIFI

Teacher resources:
PowerPoint

http://anzaccentenaryschoollink.info/

Student resources:
A4 paper

Students have displayed that they are distracted and distracting by iPads so I have limited their use in
class.

www.firstworldwar.com

Class website: cbchass9.weebly.com

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FILM: Walking in the Footsteps of the Condah Anzacs
https://youtu.be/zA96dKCz0gw

Lesson Steps
Time: Procedure Comment
Pre- Turn on projector
lesson Plug in laptop
Arrange desks as needed
Lay out resources as needed
Place iPads on three workstations
Load PowerPoint Wait until there is quiet

5 mins Welcome and Roll Remind students of the

Class rules. Emphasise
Discuss learning objectives and instructions that no one has the right to
stop you from learning.
50 Video: Walking in the footsteps of the Condah ANZACS.
mins
https://youtu.be/zA96dKCz0gw
Walk around the class and
As the video plays, stop at the indicated places on the Teacher check on progress and
5 mins Resource below and have students complete the questions. give help where required.

Review the lesson objectives.

Walk around the class and

read responses and
suggest content Who,
What, Why.
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?

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?

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FILM: Walking in the Footsteps of the Condah Anzacs
https://youtu.be/zA96dKCz0gw

1. The film is set in Condah, in south-western Victoria. Use the map showing
Condah to mark where it is on the map of Australia. (1 mark)

2. Describe Condah as it is in 2017. (2 marks)

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3. How was Condah special to Aboriginal people in the time before European
settlement? (2 marks)

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4. What happened to Aboriginal life after European settlement? (2 marks)

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5. What was Condah like in 1914? (2 marks)

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6. How did the community respond to the outbreak of war? Why did it respond in
this way? (2 marks)

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7. The film switches to Villers-Bretonneux. What happened there in April 1918? (1
mark)

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8. Why would Australian students visit Villers-Bretonneux? (1 mark)

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FILM: Walking in the Footsteps of the Condah Anzacs
https://youtu.be/zA96dKCz0gw

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9. Why are local children urged to Always Remember Australia? (1 mark)

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10. What other connections between Condah and France/Belgium did the presenter
find on the Western Front? (2 marks)

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11. The presenter finds two names from Condah at the Australian National
Memorial. How are they more than just names? What does their existence in both
places tell us about connections between Condah and the French and Belgian
communities? (3 marks)

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12. The events of the war were 100 years ago. Is it important to know about and
understand what happened to individuals and communities then? Explain your
reasons. (2 marks)

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13. The links that the presenter explores between men from one community and
communities overseas were also 100 years ago. Are those links still important to
young people today? Are they worth maintaining? Explain your view. If so how
can we do this? (4 marks)

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Page | 4 Mark Thomas 18608112

FILM: Walking in the Footsteps of the Condah Anzacs
https://youtu.be/zA96dKCz0gw

1. The film is set in Condah, in south-western Victoria. Use the map showing
Condah to mark where it is on the map of Australia. (1 mark)

2. Describe Condah as it is in 2017. (2 marks)

----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
3. How was Condah special to Aboriginal people in the time before European
settlement? (2 marks)

----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
4. What happened to Aboriginal life after European settlement? (2 marks) Stop at
2:15 minutes answer questions 1 -4
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---------------------------------------------
5. What was Condah like in 1914? (2 marks) 2:16 minutes

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6. How did the community respond to the outbreak of war? Why did it respond in
this way? (2 marks) 3:14 minutes Stop at 7:45 and answer questions 5 &6

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7. The film switches to Villers-Bretonneux. What happened there in April 1918? (1
mark) 7:45minutes

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8. Why would Australian students visit Villers-Bretonneux? (1 mark)

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FILM: Walking in the Footsteps of the Condah Anzacs
https://youtu.be/zA96dKCz0gw

9. Why are local children urged to Always Remember Australia? (1 mark) Stop at
10:17 Answer questions 7-9-----------------------------------------------------------------------
----------------------------------
10. What other connections between Condah and France/Belgium did the presenter
find on the Western Front? (2 marks) Stop at 15 minutes Answer question 10
------------------------------------------------------------------------------------------------------------
---- -------------------------------------------------------------------------------------------------------
---------
11. The presenter finds two names from Condah at the Australian National
Memorial. How are they more than just names? What does their existence in both
places tell us about connections between Condah and the French and Belgian
communities? (3 marks) 22:30 26:31 minutes Stop Answer question 11

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----------------------------------------------------------------------------------------------------------------
12. The events of the war were 100 years ago. Is it important to know about and
understand what happened to individuals and communities then? Explain your
reasons. (2 marks) -----------------------------------------------------------------------------------
-------------------- ---------------------------------------------------------------------------------------
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------------------------------
13. The links that the presenter explores between men from one community and
communities overseas were also 100 years ago. Are those links still important to
young people today? Are they worth maintaining? Explain your view. If so how
can we do this? (4 marks)

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Page | 6 Mark Thomas 18608112