2. Overview Our context Wartime History (focus mostly on
Australia) World War 1 at Year 9 World War 2 at Year 10 Flipping
the classroom Premiers Anzac Spirit School Prize and the Simpson
Prize Fostering empathy Resources/ideas/exemplars
3. Our context Nuriootpa High School has approximately 940
students History has traditionally been offered as an elective from
Year 9 onwards and is one of our most popular subjects We offer
Modern History, Australian History and Classics in Year 12. In most
years we run all three classes. We trialled Australian Curriculum:
History in 2010 and 2011 with a particular focus on Year 10 We have
a number of History specialists though need to rely on some
non-specialists We have a great relationship with our local RSL
branch. Every year we do a special ANZAC Day assembly and a
Remembrance Day assembly We have a memorial to ex-students who were
killed in WWII. In 2012 an ex-student was killed in
Afghanistan.
4. RSL Links
5. Teaching Wartime History Students are interested. Most
Australian History might be boring but our wartime history isnt.
Develops historical empathy Some great resources, especially online
and through the DVA Great competitions like the Premiers ANZAC
Spirit and Simpson Prizes Core Content Year 9 WWI, Year 10
WWII
6. World War 1 as an accident Why did the driver hit the tree?
Was it mostly because of the kangaroo, the sun, the bend in the
road or because he wasnt paying attention? Of course, if the tree
wasnt there, he wouldnt have hit it! Which of these causes is short
term and which is long term?
9. Workshop Activity Have a go! Can you come up with your own
analogy to explain the multiple causes of World War 1? For an added
complication, try to include the effects as well. Any incident will
do, it just needs a number of causes Think about the different
sorts of causes, what might be short and long term? What causes are
Social/Cultural? Economic? Political?
10. Diplomacy Boardgame (or Computer) simulation of European
alliances pre-WWI Some of the advantages It allows students to
experience the MAIN causes of WWI directly Militarism, Alliances,
Imperialism and Nationalism It teaches them some European geography
There are some interesting lessons to be learnt about human nature,
teamwork and negotiation skills They enjoy it
11. Diplomacy: The map
12. The game in action Turkey planning their next move Students
use mobile phones to take pictures of the map, plan what they will
do and then try to convince at least some of the other countries to
go along with it!
13. Some resources https://www.youtube.com/watch?v=TU03EU5_MCE
A useful video that explains the rules in nine minutes
http://www.playdiplomacy.com/index.php Online Diplomacy
http://playdiplomacy.com/forum/viewtopic.php?f=453&t=31545
http://www.mrboll.com/?page_id=4346
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2203120 Teaching
Diplomacy by other means Some examples and articles about how you
might use an online Diplomacy game in class
14. Some of our Research Tasks Family History: In their
Footsteps Project (Stage 2) Creative Works Presentation (Stage 2)
Documentaries (Stage 1) Premiers ANZAC Spirit School Prize (Year
9/10) Simpson Prize (Year 9/10)
15. Basic Research Task Year 10 You must use inquiry-based
research come up with at least 5 questions about your topic. For
example: What did they do? What battles were they in? Who won those
battles? How many Australians died or were wounded in that battle?
How did they die? How did they earn their medals? Where did they
serve? What was that like? Why should they be remembered? You must
then write a letter to or from a soldier, sailor or nurse serving
overseas. Use your research to make it seem more real.
16. Example Five years after Atkinsons death his mother was
sent a memorial scroll and memorial plaque and the following year
she received a Victory Medal for his services. I think she would
have rather had her son. One document that I found while looking
through the archives that made me feel quite sad was the permission
slip from his parents consenting to him joining the army When
Atkinson died his personal effects were returned to his mother,
there was not very much to return, 2 electric lamps, razor strap,
shaving brush, razor, soap, woolen cap, 2 bibles, wallet and some
writing gear. Not a lot to show for his life. From the records
about conditions in the trenches most of his belongings would have
been fairly useless in a practical sense but probably gave him some
comfort. This only adds to the sadness I felt when exploring the
life of Frederick Atkinson. Frank explained to his parents that had
the war not ended when it did, many of the POWs in Siam would have
been shot. He describes the year of 1943 as particularly bad
especially when he and the other POWs were driven like galley
slaves and life was a horrible misery this comment is in reference
to the way the prisoners of the Japanese were treated in the
building of the Burma-Thailand Railway. A combination of the poor
health of the prisoners, the terrain, climate and the lack of tools
and supplies would have made the labour even more horrific for
prisoners. In one particular letter (see Appendix 1) Frank
describes the horrific details of living as a prisoner of the
Japanese to his parents. They died in twos and threes and when the
cholera came as many as a dozen at a time. The lives of many
Australian POWs were lost to the Japanese. Although Australian POWs
often experienced brutality and deprivation at the hands of the
Japanese many also recognised the importance of mateship and hope.
Comparing himself to others helped Frank realise Im not so badly
off. This ANZAC spirit would have been present among many of the
Australian prisoners. As ex-POW Ian Wall says, You lived for one
another.
17. James Martin As stated by the Australian War Memorial, he
is thought to be the youngest Australian to die on active service.
https://www.awm.gov.au/encyclop edia/martin/ For his entry on
Discovering Anzacs see: http://discoveringanzacs.naa.gov.a
u/browse/person/56694
18. James Martin
http://recordsearch.naa.gov.au/NameSearch/Interface/ItemDetail.aspx?Barcode=3000269&isAv=N
Note the age 18 Also the reference to parental consent
19. James Martin Unit History https://www.awm.go
v.au/units/unit_11208 .asp Unit Diary http://www.awm.gov
.au/collection/AWM 4/23/38/2/
20. Task Design Australian Curriculum asks us to focus on key
questions at each year level. For Year 9 What were the changing
features of the movements of people from 1750 to 1918? How did new
ideas and technological developments contribute to change in this
period? What was the origin, development, significance and
long-term impact of imperialism in this period? What was the
significance of World War I? For Year 10 How did the nature of
global conflict change during the twentieth century? What were the
consequences of World War II? How did these consequences shape the
modern world? How was Australian society affected by other
significant global events and changes in this period?
21. Understanding by Design or Backwards Design Identify
desired results Stage 1 Stage 2 Stage 3 Determine acceptable
evidence Plan learning experiences & activitiesBegin with the
end in mind What learning needs to occur? What will this learning
look like?
22. What learning do we want? Developing historical empathy
Understanding historical significance Developing Sources Analysis
skills By the end of Year 10, students refer to key events, the
actions of individuals and groups, and beliefs and values to
explain patterns of change and continuity over time. They analyse
the causes and effects of events and developments and explain their
relative importance. They explain the context for peoples actions
in the past. Students explain the significance of events and
developments from a range of perspectives. They explain different
interpretations of the past and recognise the evidence used to
support these interpretations.
23. Year 10 Sources Analysis Content link - An examination of
significant events of World War II, including the Holocaust and use
of the atom bomb (ACDSEH107) Intended to assess the following
elements of the achievement standard Students explain the
significance of events and development from a range of
perspectives. Students analyse sources to identify motivations,
values and attitudes. When evaluating these sources, they analyse
and draw conclusions about their usefulness, taking into account
their origin, purpose and context. Specific questions measure the
level of understanding using SOLO Taxonomy
24. The Flipped Classroom Methodology employed in Stage 1
Ancient Studies and Stage 1 Modern History Assessment Tasks are
broad guidelines eg: one essay, one source analysis, one
mythbusting task, one documentary etc Students choose the specific
content that they are interested in rather than it being teacher
directed Resources (youtube videos etc) are made available on the
school network and through internet via Edmodo or Schoology
25. Year 11 Documentaries Choose any person or event Locate
relevant primary and secondary sources Using Moviemaker, Photoshop
etc, explain how this event or person was historically
significant
26. Year 12 Creative Works Key Area of Inquiry 2 War memorials,
commemorative ceremonies, and creative works (e.g. art, literature,
songs, photographs, and film) as ways of remembering Australians
involved in war or conflict Choice of topic eg: Art, Music, Film,
specific events like the sinking of HMAS Sydney, specific groups
like nurses or POWs Multi-modal presentation
27. DVA Resources http://www.anzacportal.dva.gov.au/
28. Australian Prisoners of War Published in March 2009
Includes a collection of short films
31. Some great websites http://www.ww1anzac.com/
https://rslvirtualwarmemorial.org.au/
http://discoveringanzacs.naa.gov.au/
32. Some great books
33. Recommended videos Australians at War series Australian War
Memorial You Tube Channel www.youtube.com/user/AustWarMemorial
Gallipoli: The Frontline Experience (BBC) ABC Kokoda (two part
series) The Documentary History HD Tube Channel
https://www.youtube.com/channel/UCeb6t1w44SzRkG UvyHhDfqQ Films
Beneath Hill 60, Gallipoli, The Lighthorsemen
34. Some other online resources
http://www.dva.gov.au/commemorations-memorials-and-war-graves
Department of Veterans Affairs commemorations, war graves and
memorials www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml
Students take the role of a WW1 general, trying to minimise
casualties and still achieve their objectives
www.bbc.co.uk/schools/worldwarone/hq/worldwarwhen.shtml A quiz
www.warmuseum.ca/cwm/games/overtop/index_e.shtml A interactive
Canadian game that puts students in the position of an ordinary
soldier http://www.iwm.org.uk/ Imperial War Museum
35. Anzac Spirit and Simpson Prize www.simpsonprize.org Year 9
& 10 students Essay or AV response Closes 16th October
http://anzaccentenary.sa.gov.au/competitions/premiers-anzac-spirit-
school-prize/ (this also links to examples of student work) Year 9
& 10 students Multiple formats research a person Closes late
September (TBA)
37. For further information Contact me
[email protected] Twitter @BartramGiles Download
this presentation http://www.slideshare.net/GBartram/teaching-
australian-wartime-history