FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 Weeks YEAR LEVEL: 9 LEARNING AREA/TOPIC: HASS

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will use 1-1 iPads which they bring in from home each day. Students who have a history of struggling to stay on task
when using their iPad will be situated towards the front of the classroom to be monitored by the teacher.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Curriculum OBJECTIVE (what & how) EXPERIENCES and other
N LINKS (Introduction, Body and Conclusion)

Week 4/ The impact of 1. Research the locations Diagnostic Introduction: Survey Monkey for
Lesson World War I, Australians fought during WW1 assessment:  Students will complete a Survey Monkey quiz to Introduction:
1: with a particular us the Australian War Memorial Survey Monkey at revise previous weeks’ content on WW1 and the https://www.surveymo
Impacts emphasis on Site. the beginning of Gallipoli Campaign. nkey.com/r/MN82RXP.
of WW1. Australia, such the lesson will
as the use of 2. Map the locations Australians assess retention  Introduce what students will cover this week and Australian War
propaganda to fought during WW1 using of prior how, in pairs, they will create numerous pieces of Memorial Website for
influence the ZeeMap in pairs. knowledge. work which will be placed on a Smore Newsletter. locations of Australian
civilian Involvement:
population, the 3. Graph the proportion of Formative Body: https://www.awm.gov.
changing role of Australian Service men who died assessment:  Student will research the locations Australians fought au/articles/atwar/first-
women and the in World War I compared to the Concluding group during WW1 on the Australian War Memorial Site. world-war.
conscription other countries apart of the discussion on  Students will be placed into pairs (rest of today’s
debate Triple Entente and the Allies. Do social and Zee Map application:
work will be in pairs), with the above information they
(ACDSEH096) this in pairs, using Excel. economic impact. https://www.zeemaps.
Teacher will move will compare and ensure they have the same com/map?group=3338
between groups answers. 253&location=Europe&

and listen to the  Teacher will confirm locations with the entire class. add=1#.
critical thinking  The pairs will create a digital map using, ZeeMap,
displayed by which pinpoints the locations of where Australians Britannica Casualties
students. site:
fought in WW1. Students will screenshot the map
https://www.britannica.
once finished. com/event/World-War-
I/Killed-wounded-and-
missing.
  Student pairs will research the number of casualties
for each country involved in WW1 from the Triple Excel spreadsheet on
Entente & Triple Alliance using Britannica. Google Docs.
 Pairs will create a graph using Excel and input the Smore Newsletter:
statistics gathered above. Students will screen shot https://www.smore.co
the graph. m/app.
 Take students through creating a Smore account and
uploading their images (in pairs – pair assessment).

Conclusion:
 Taking all the information/data collected today,
students will discuss, in groups of 5, the social and
economic impact this would have had one the
Homefront.
 As students discuss the teacher will float between
groups to check on their discussion and check that
they have uploaded their content to Smore.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4/ The impact of 1. Research and discuss the Formative Introduction: QR Codes linked to
Lesson World War I, opposing sides of the assessment: 3  Have students scan QR codes with their iPads Propaganda Posters:
2: with a particular conscription debate in WW1, pairs will present around the room (lead to WW1 Propaganda https://drive.google.co
Propaga emphasis on using the articles provided on their work to their Posters). m/drive/folders/1Lg8-
nda and Australia, such Blendspace. Piktochart poster _YMysx7mDaCFgtX7e
the as the use of to the class.  Question students: 0fDSi_pn5Ab?usp=sha
Conscri propaganda to 2. Create, in pairs, a Ensure that it is Based on these QR codes what do you think our ring.
ption influence the propaganda poster for or against appropriate. lesson will be about?
Debate. civilian conscription in WW2 using Tes Blendspace for
population, the Piktochart. Body: conscription articles
changing role of  As a class, discuss the different issues Australian and images:
women and the 3. Write an 80 word blurb on propaganda addressed in WW1. https://www.tes.com/le
conscription Smore detailing the meaning  Using the articles and images provided on ssons/UVVtsQh1MuC
debate behind your propaganda poster FVg/conscription-
Blendspace, students will research the opposing
(ACDSEH096) and why you have chosen to debate-ww1-australia.
design it that way. sides of the Conscription debate. They will take
notes of their findings in their workbooks. Piktochart for

- Who opposed/were in favour? conscription poster:
- What were the opposing arguments? https://create.piktochar
- What happened with the first and second t.com/infographic.
referenda?
Smore Newsletter:
- Division between the ALP?
https://www.smore.co
 Class will come together and discuss findings. m/app.
 In the same pairs from previous lesson, students will
design and create a propaganda poster for or against
the Conscription Debate using Piktochart.
 Students will upload their poster to their Smore
Newsletter and create a small blurb (80 words)
detailing their poster and the story it sells.

Conclusion:
 At least 3 pairs will be selected (can volunteer) to
show their poster to the class and explain the stance
they took and how that is evident in their poster.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4/ The impact of 1. 1. Research the reasons why Formative Introduction:

Lesson World War I, women's participation in the assessment:  4 pieces of paper are in the corners of the room. Statistics for
3: with a particular workplace increased during Class Discussion Each listing a number. Students are asked to stand introduction Activity
Women emphasis on WWI and the roles they on research in the corner they believe accurately represents the come from:
in WW1. Australia, such undertook using the WW1: topics to establish file:///C:/Users/E20173
number of Australian women that directly served in
as the use of Women app. clear 179/Downloads/DVA_
propaganda to understanding of WW1 (Generally as nurses). Teacher then reveals Women_in_War_part2
influence the 2. Analyse, as a class, the short Women in WW1. correct corner (correct answer is 2692 – out of _0%20(2).pdf.
civilian and long term consequences of 416,809).
population, the the increased participation of Summative WW1: Women App:
changing role of women in the workforce during assessment: Body: https://itunes.apple.co
women and the WWI. Teacher will  Students will use the app, WW1: Women, on their m/fj/app/ww1-
conscription assess their iPads to research what life was like for Women women/id1434245597
debate 2. 3. Create an informational video Smore. Criteria during WW1. They will make note of (in workbooks): ?mt=8.
(ACDSEH096) on Explain EDU, concisely will be their
- Why women participation in workforce
explaining the information you ZeeMap, Excel Explain EDU App:
gathered in the lesson. graph, Piktochart increased. https://itunes.apple.co

poster and EDU - The roles women undertook. m/au/app/explain-
video have been  As a class, students will discuss their findings and edu/id431493086?mt=
uploaded and transition into analysing the short and long term 8.
meet the required impacts of WW1 (social and economic).
standards. Grade YouTube – to upload
 In pairs, students will create a video on Explain EDU
will be marked via EDU Explain videos.
a rubric. which summarises the information covered in the
lesson. Smore Newsletter:
- The roles women undertook. https://www.smore.co
- Why their workforce participation increased. m/app.
- Short term and long term effects (can be
positive or negative). QR stuff to create
Smore QR link:
 Students will download this video and place on one https://www.qrstuff.co
of their YouTube accounts to then be embedded in m/.
Smore.
 Students must then turn Smore link into a QR code
and air drop to teacher for next lesson (QR codes will
be displayed on walls).
 Conclusion:
 Exit ticket – Provide one interesting thing you have
learnt in the past three lessons.

SOCIAL CONSTRUCTIVISM

Social Constructivism states that knowledge is acquired through social and collaborative contexts (Gaytan, 2013). According to Social Constructivism,

learning occurs when students develop their own meaning from new information that is presented to them, they are not simply memorizing and regurgitating

information (Gaytan, 2013). Vygotsky emphasises that the meaning constructed by an individual is highly influenced by their social and cultural background.

Thus, different individuals will construct different understandings from the same piece of information (Schreiber & Valle, 2013). Furthermore, Social

Constructivism stipulates that effective learning occurs in social and collaborative settings as people create meaning through interacting with one another

(Gaytan, 2013) (Schreiber & Valle, 2013). Vygotsky recognises verbal language as the most important tool for learning as it is the primary mode of

communication for humans (Lewis 2019). Where there is verbal communication there is social interaction and therefore effective learning occurring. Social

interaction/collaboration and verbal communication are both frequently employed throughout my Forward Planning Document (FPD). Every lesson involves at

least one critical activity done in collaboration with one or more students. I was intentional in ensuring that social interaction and collaboration skills were being

developed throughout my three lessons. The majority of ICT tools utilised throughout the lessons support social interaction, allowing students to work

collaboratively. For example, the Smore Newsletter will be done in collaboration with a partner throughout all three lessons and shared between students via

QR codes once completed. This will allow students to see the variation of understanding their peers have drawn from the overarching topic. Another example

would be the use of Piktochart in Lesson 2, as students work together and creatively construct a propaganda poster. Thus, students are drawing on each

other’s knowledge to produce a product. Furthermore, much of the information that is researched in all the lessons is brought together in class discussions,

allowing for students to not only present their own understanding but listen to alternative understandings from their peers. This can allow for further

understanding to develop for the students. Overall, The ICT tools have been used with intention to support, enhance and transform the learning process.
 ICT TOOLS

Survey Money is a simple and engaging online tool which allows users to create different forms of quizzes using the templates provided. Survey

Monkey can be used by both teachers and students, and can be used for multiple purposes for example, to collect data or to establish to test students

prior/recall knowledge. I have used Survey Monkey in Lesson 1 as an activity to recall knowledge from previous lessons. This will help me determine whether

or not my students are ready to move on to the next stage of learning or if more time is required in that area of work. Furthermore, the answers given by

students cannot be seen by their peers which enables a sense of security for students when completing the quiz.

ZeeMaps is a map creator tool which allows users to create and publish collaborative and interactive maps online. ZeeMaps is a great tool for Lesson

1 as it will enable students to both cognitively and visually process the information. This app will assist visual learners in recalling the numerous locations

Australians fought during WW1 as opposed to just remembering a written list.

Tes Blendspace is an EdTech tool that teachers can use to create interactive lessons. Blendspace allows teachers to control the resources they

distribute and makes it easier for students to access them whenever they need to. Blendspace has been used in Lesson 2 so that the most appropriate and

effective resources are distributed to students. This will save time as students will not have to search for what they need and can focus on the main objective

of the lesson which is to create a Piktochart.

Piktochart allows users to create infographics, presentations, posters and flyers. This tool only requires simple input in order to produce a very

effective piece of work. Piktochart has been utilised in Lesson 2 as it allows students to get creative and fully interact with the Conscription Debate by creating

their own poster.

WW1: Women is an incredibly interactive application. It allows students to learn about Women in Australia in WW1 in multiple ways. For example, it

provides an interactive globe to show the locations they served, podcasts, diary entries, photographs and more. This app will be used by students in Lesson 2

as an inquiry tool to find out specific information about women in WW1. This application caters for a diverse range of students as it provides audible, visual

and written information.

 Explain EDU is a great application which allows users to create an engaging movie, page or slideshow on a topic. This app is suitable for Visual,

auditory and kinaesthetic leaners as it enables students to produce work in a variety of formats. Explain EDU has been used in Lesson 3 to allow students to

demonstrate their knowledge and understanding of certain concepts, in this case women in WW1.

QR Codes are machine-readable codes which are used for storing URLs or other forms of information for reading via a device with a camera. The tool

enables content to be viewed in an interactive and fun way. QR codes have been used in Lesson 2 and 3, firstly as an engaging introduction activity to allow

students to view WW1 propaganda, and secondly, as a way for students to share their own work with other students.

Smore is a fantastic tool that allows users to create effective online Newsletters. Users have the ability to upload multimodal texts to their Smore

newsletter and share the end product in a variety of ways. Smore will be used by the students throughout all three lessons as they work to create a newsletter

demonstrating the certain effects of WW1. Smore is a tool which can cater to a diverse classroom as students can upload a range of sources such as text,

images and video. Smore will be used as a summative assessment piece at the end of Lesson 3.
References:

Anonymous. (1916). World War 1: Bushfire [Photograph]. Retrieved from https://commons.wikimedia.org/wiki/File:Australian_WWI_recruiting_poster.jpg.

Anonymous. (1917). Anti-conscription Leaflet [Photograph]. Retrieved from https://commons.wikimedia.org/wiki/File:Keep_Australia_White.jpg.

Australian war Memorial. (1980). Conscription during the first world war, 1914-1918. Retrieved from

https://www.awm.gov.au/articles/encyclopedia/conscription/ww1.

Australian War Memorial. (1980). First World War 1914-18. Retrieved from https://www.awm.gov.au/articles/atwar/first-world-war.

Australian War Memorial. (1980). Sources: the conscription debate. Retrieved from https://www.awm.gov.au/learn/schools/resources/sources/conscription.

Encyclopaedia Britannica (2019). World War 1: Killed, wounded and missing. Retrieved from https://www.britannica.com/event/World-War-I/Killed-wounded-

and-missing.

Gaytan, J. (2013). Integrating Social Media into the Learning Environment of the Classroom: Following Social Constructivism Principles. Journal of Applied

Research for Business Instruction, 11(1), 1–6. Retrieved from https://www.learntechlib.org/j/ISSN-1552-8391/.

Government of Australia. (1915). WWI Poster promoting enlistment for the AIF, 1915 [Photograph]. Retrieved from

https://commons.wikimedia.org/wiki/File:WWI_Enlistment_Poster,_Australia.jpg.
Lewis, C. J. (2019). Vygotsky and moral education: A response to and expansion of tappan. Educational Philosophy and Theory, 51(1), 41-50.

doi:10.1080/00131857.2018.1427576.

Lindsay, N. (1915). Help daddy [Photograph]. Retrieved from https://commons.wikimedia.org/wiki/File:Lindsay_help_daddy.jpg.

Lindsay, N. (1918). Fight or wait [Photograph]. Retrieved from https://commons.wikimedia.org/wiki/File:Lindsay_fight_or_wait.jpg.

Museum of Australian Democracy Old Parliament House. (n.d.). Billy Hughes. Retrieved from https://guides.slv.vic.gov.au/wwone_soldiers/conscription.

Schreiber, L. M., & Valle, B. E. (2013). Social constructivist teaching strategies in the small group classroom. Small Group Research, 44(4), 395-411.

doi:10.1177/1046496413488422.

State Library Victoria. (2019). The conscription issue in Australia. Retrieved from https://billyhughes.moadoph.gov.au/conscription_debate.

The ANZAC Portal. (2014). Australian women in World War 1 (1914-1918). Retrieved from

file:///C:/Users/E20173179/Downloads/DVA_Women_in_War_part2_0%20(2).pdf.

Walker, C. L., & Shore, B. M. (2015). Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of

Role Diversification. SAGE Open, 5(4), 1-13. doi: 10.1177/2158244015607584.