This page aims to show you how sample Web 2 tools can be used to teach components of the Year 9 Depth Study from the Australian History Curriculum. It provides a description of the Year 9 objectives and, more specifically, the requirements of the Depth Study into World War 1. Based on the development of thinking skill complexity throughout the unit, the page begins with tools that help students and teachers acquire and integrate knowledge. There are then suggested tools that provide opportunities for extending and refining knowledge, before suggesting a tool that can be used to use the knowledge meaningfully.

This page is intended to work as an integrated ideas collection with the other pages of this wiki, because the tools suggested on this page will fit within any other depth study discussed on other wiki pages. We invite members to add to the examples, share their experiences and comment on how these activities can, or have been, used in a classroom context.


Year 9 Level Description

The Making of the Modern World
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I 1914-1918, the ‘war to end all wars’.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are:

Key inquiry questions

  1. What were the changing features of the movements of people from 1750 to 1918?
  2. How did new ideas and technological developments contribute to change in this period?
  3. What was the origin, development, significance and long-term impact of imperialism in this period?
  4. What was the significance of World War I?

Year 9 Depth Study

Anzac
  • Photo Courtesy of Paul Hagan http://www.flickr.com/photos/paulhagon/2087239667/

Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.

  1. An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
  2. The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH024)
  3. (ACDSEH095)
  4. The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate) (ACDSEH024)
  5. (ACDSEH096)
  6. The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH024)
  7. (ACDSEH097)
  8. (ACARA, 2009)

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Opportunities for Web 2 tools

Acquire and Integrate knowledge

"Seek first to understand, then to be understood"

Covey, 2005

using only2clicks.jpg or indexLB.jpg
These are online curation tools that allow teachers and students to bookmark, sort and store useful resources found during the course of an inquiry. These collections can then be shared publicly or with a selected group. Below is an example of how Only2Clicks has been used to gather sites about Australia's Involvement in World War I. Click on the image to take you to the live collection. It is easy to add the Only2Clicks bookmarklet to the tool bar that will allow sites to be added whilst browsing the web. Comments can be added to the sites and Only2Clicks detects when a URL has already been added, avoiding double ups.

Only2clicksscreenshot.jpg



Another suggestion for online curation is Livebinders. This works in much the same way as Only2Clicks, it provides a visual representation of the favourite site, however it adds the ability to organise your sites by topic and sub-topic. There is a demonstration below, as well as an example binder that has been created for this depth study that houses a collection of websites under three sub-topics about World War I.

Livebinders Tutorial Livebinders Example WWI


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

Where can I find information about World War I and Australia's role in it?

  1. Add the Livebinder/Only2Clicks Bookmarklet to their browser toolbar, with help from the web2 tool website.

  2. Students conduct expert searching on the broad topics of Australia in WWI, the ANZAC Legend and Gallipoli.

  3. As students find websites, they evaluate for Relevance, reliability and accuracy, then add to their list using the bookmarklet.

  4. Throughout the inquiry, students will need to make decisions about which websites could be removed from their lists or if the source confirms/contradicts other sources, and therefore, whether it should be included.

  5. Students share their lists with other members of the class and the world. Have lists added to the school library catalogue for future reference.

Chronology, terms and concepts

Use historical terms and concepts (ACHHS165)

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS169)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)

EXPLORE:

Students work to gain a broad understanding of the events, time and people involves in World War One. They then...

LOOK:

at what and how sources can be used to gather information to inform attitudes and perspectives about World War One.



Context of possible learning opportunities

BEFORE: Students will have been taught how to use successful searching strategies in appropriate search engines or databases such as TROVE, the Australian War Memorial, various museum sites, Google or State Libraries. Students will also have created accounts and been shown how to use the tools. This may include the download of a button to their toolbar.

DURING: This is an ongoing task. This means that students must be helped to organise information, categorise and tag appropriately. Reminding students they should also be reviewing and analyising links for relevance.

AFTER: Use the sites found to contribute to the presentation of the inquiry task, reminding them to use appropriate referencing.

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Acquire and integrate knowledge

animaps.png
This tool can be used to create an animated map of movements – this can be used to focus on important battles or Australian Troop Movements. The ability for these maps to become animated means that chronology and cause and effect can be incorporated. Maps can then be shared, posted etc.

Animaps Tutorial Animaps Example WWI

Another way to create timelines online is using timeglider_logo.jpg. By making the timelines public, as this one is, other users can log in and add to the timeline you have started. You are invited to do this.
Timeglider Tutorial Timeglider Example WWI


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

How did the movement of Australian troops after the Gallipoli campaign compare with the position of other Allied troops at the same time?

  1. Students investigate then map the landing and movement of Australian Troops from the launch of the Gallipoli Campaign. They may choose to include photographic sources of the geographic area and conditions to emphasise the contrast in the next step.

  2. Students investigate and map the position of British and French troops on April 25 1915 and movement or battles over the time of the campaign.

  3. Students enter locations onto the Animap in Chronological order using the timeline.

Alternative Guided Inquiry Questions

How did the mobiliasation of the Central Powers troops contribute to the escalation of the war?

How did troop movement by the Allies and the Central Powers contribute to the resulting war of attrition?

How did the local geography of battlegrounds contribute to the success of the Allies?

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)

Explanation and communication:

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

TUNE IN:

Students must define the aspect of World War I they will represent on the map. Then they will need to...

EXPLORE:

what are the most important events of this aspect and whether this is suitable for the development of a map for this project. Then they will need to...

LOOK:

for When Where Who What and Why of the events. They can also look for pimary/secondary source documents that will support the point of view they are taking. They will then...

SORT:

information into chronoglogical order, decide how event will links to the next to create an accurate and logical sequence of time using the timeline principle of video development.



Context of possible learning opportunities


BEFORE: The students need to have been introduced to timelines, basic content and the idea that one event is generally caused by a previous event.

DURING: Students should be supported, in line with guided inquiry, in each stage. Initially, scaffolding could be provided by way of structured notes sheets, assistance in developing search terms and the provision of templates for timelining if required.

AFTER: Have students evaluate their map based on a self determined set of criteria. Discuss what makes a quality and informative source then have students develop the criteria with teacher assitance. They then use this criteria to evalutate their own and plan changes/improvements. They may also use the criteria to provide peer feedback.

The maps could then be catalogued into the library collection for future classes to access and use. They may be posted as a public Animap for students around the world to share.
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Extending and refining knowledge

using icon_comiclife.jpg


Below you can see a strip that has been created to demonstrate how Comiclife can be used to show the nature of the relationship between the Turks and the ANZACs. Referencing of images and information can be found on the references page.
Page_0.jpg




This cartooning tool can be used to stage a scene that portrays perspective. Unfortunately, ComicLife requires a software download to your computer as a trial for 30 days. There is a small cost if the school decides to purchase the software, however the trial is perfectly suitable to produce the desired result. This tool allows students to mash content they have acquired from other sources to include images of World War I, add text, thoughts, dialogue and actions through descriptions. An alternative program could be used such as Glogster or Pixton, both of which have been explored on other depth study pages of this wiki.

Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

How were Australians represented and viewed by other stakeholders during the war?

  1. Choose a critical incident from World War I related to the area of study.

  2. Present this incident in two different comic strips, one from one perspective of an Australian soldier and another from a Turkish.

  3. Have students consider persuasive text, visual literacy and language skills.

Alternative Guided Inquiry Questions

In what ways has a selected group of staeholders been impacted on by the war? Create a strip that depicts this.

How did the ANZAC identity form from the use of propaganda on the homefront? Create a piece of propaganda depicting the ANZAC troops presented to a particular audience.

Perspectives and interpretations

Identify and analyse the perspectives of people from the past (ACHHS172)

Identify and analyse different historical interpretations (including their own) (ACHHS173)

Explanation and communication:

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

TEST:

the values they have been presented with by considering whose point of view they will represent, in doing so, they select to leave out other representations. Students will then...

ACT:

based on their findings of how perspectives are represented in sources to create their own source. They may also respond to cartoons created by other students where they are required to identify the voices and those that are missing. Students will then...

REFLECT:

on what they have learned from the process. How their viewpoints have changed and whether they have been open in their thinking, or if their prejudice has impacted on the result.



Context of possible learning opportunities


BEFORE: Students should view multiple sources that present different perspectives. Guided discussion should happen around this. Students should have an understanding of the roles of World War I, influential people and the actions they took, as well as the cause of these actions.

DURING: Students should always be challenged to consider alternative viewpoints and that they are aware of what they are not saying as well as what they are saying. Furthermore, in order to gain deeper understanding, students may choose to create a character web using bubbl.us (already discussed in Year 8 page) or Popplet (discussed in Year 7 page).

AFTER: Students reflect on challenges of the activity and plan to make changes in the way they approached the task to improve the outcome. This should be scaffolded and kept in a learning journal that documents the way their learning has evolved.
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creen></iframe>



















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Using knowledge meaningfully

“Knowing is not enough; we must apply. Willing is not enough; we must do.”

von Goethe, 1749-1832

prezi-logo.jpg
Prezi Tutorial Prezi Example WWI


Prezi allows users to create, publish and share multimedia presentations online. The downside of Prezi is that it does not allow an audio commentary of the source analysis which could be beneficial. The upside is that it does allow a visual path to show links between documents and a path of progression if students were preparing an analysis of many sources.

Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

How did Australia's role in World War I contribute to the formation of a National Identity?

  1. Students are asked to compare and contrast a set of found primary and secondary sources by completing a detailed source analaysis including:

    • contestability
    • perspective
    • empathy
    • significance
    • cause and effect
    • evidence
    • continuity and change
Historical questions and research

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)

Evaluate and enhance these questions (ACHHS167)

Identify and locate relevant sources, using ICT and other methods (ACHHS168)

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS169)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)

Explanation and communication:

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

TUNE IN:

by writing an inquiry question and supporting focus questions, then...

EXPLORE:

what they know about their topic, whether the answer can be found and review if needed so that they can...

LOOK:

for sources that answer the inquiry question then...

SORT:

information to select the most appropriate cources to include, analyse them for the most approriate information and then...

TEST:

how this source impacts on the information gathered from other sources and the inquiry question. Studnets will then...

ACT:

by making recommendations about how relevant this source is in determining the answer to the question.




Context of possible learning opportunities


BEFORE: Students will need to have enough basic knowledge with which to form an inquiry question. They will need to have practiced writing questions that attend to the Blooms Higher Order Thinking matrix.

DURING: Students will need assistance to refine questions locate and search for sources and be provided with a framework for analysing sources. They will need assistance and models on how to analyse sources.

AFTER: Students should reflect on this learning opportunity using journals or other strategies to complete the TELSTAR model of Guided Inquiry.

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Year 9 Depth Study

Anzac
  • Photo Courtesy of Paul Hagan http://www.flickr.com/photos/paulhagon/2087239667/

Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Movement of peoples or Progressive ideas and movements. The study includes the causes and effects of the development, and the Australian experience.

  1. The population movements and changing settlement patterns during this period (ACDSEH080)
  2. The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
  3. (ACDSEH095)
  4. The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
  5. (ACDSEH096)
  6. The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system, and expanding empire) and of Australia (ACDSEH017)
  7. (ACARA, 2009)

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Opportunities for Web 2 tools

Acquire and Integrate knowledge

"Seek first to understand, then to be understood"

Covey, 2005




Now that you have had an opportunity to see how Web 2 tools can be used during the historical inquiry process, we invite users to take the following poll to see how confident you would be in using these in your classroom.

This poll was created using Polldaddy, a simple to use poll and survey Web 2.0 tool that can easily be used in your classroom. Once a profile is created, users can create polls and surveys that can be either embedded within a website or wiki, or shared via a link. For a poll, the results are visible once it is completed. For a survey, the results are available via the survey creator's Polldaddy profile page. Why not try this with your Year 8 History students? To create a poll, all you need to do is to create a profile, insert the question of your choice and add the answers. Stuck for inspiration? Try one of these:

  • What stage of the inquiry do you feel the most confused at?

  • Where do you look for information?

  • Do you think the ANZAC story is still relevant today?

  • Should Australia have gone to fight in World War One?


Subject Author Replies Views Last Message
Animaps Mrwright75 Mrwright75 0 130 Apr 27, 2012 by Mrwright75 Mrwright75
Penzu Mrwright75 Mrwright75 0 108 Apr 27, 2012 by Mrwright75 Mrwright75
Kidblog Mrwright75 Mrwright75 0 139 Apr 27, 2012 by Mrwright75 Mrwright75
re: YEAR DEPTH STUDY jojov23 jojov23 0 153 Apr 27, 2012 by jojov23 jojov23
Reliving history rinnymuller rinnymuller 0 133 Apr 26, 2012 by rinnymuller rinnymuller
Comments virode virode 0 132 Apr 22, 2012 by virode virode
Primary Pad jojov23 jojov23 0 119 Apr 20, 2012 by jojov23 jojov23
Great tools virode virode 0 124 Apr 20, 2012 by virode virode
Guided Inquiry Mrwright75 Mrwright75 0 197 Apr 15, 2012 by Mrwright75 Mrwright75
Year 8 Depth Studies elleyj1 elleyj1 0 171 Apr 14, 2012 by elleyj1 elleyj1



References for example works:
Bean, C. Send us milk. Commonwealth of Australia Gazette, 13 January 1916, p.92. Retrieved on 20 April 2012 from http://www.anzacsite.gov.au/2visiting/walk_11turkish.html
Camel Cigarettes. [Image] from http://www.schwimmerlegal.com/category/branding/page/4

Department of Veteran Affairs. (2012). A Brief Description of the Landing. Retrieved on 21 April 2012 from http://www.anzacsite.gov.au/1landing/bgrnd.html

Hogue, O. Anzac [Poem]. Retrieved on 20 April 2012 from http://www.anzacsite.gov.au/2visiting/walk_11turkish.html

Savage. AW. (2006). Mudros harbour. The University of Queensland, Fryer Library.

Schuler, P. (24 May 1915) Gallipoli’s One Shining Moment [Image] from http://www.smh.com.au/news/world/gallipolis-one-brief-shining-moment/2008/05/18/1211049068574.html



NE IN:</B><BR/><BR/>
by writing an inquiry question and supporting focus questions, then...<BR/><BR/><B>EXPLORE:</B> <BR/><BR/>
what they know about their topic, whether the answer can be found and review if needed so that they can...<BR/><BR/>
<B>LOOK:</B><BR/><BR/>
for sources that answer the inquiry question then...<BR/><BR/>
<B>SORT:</B><BR/><BR/>
information to select the most appropriate cources to include, analyse them for the most approriate information and then...<BR/><BR/>
<B>TEST:</B> <BR/><BR/>
how this source impacts on the information gathered from other sources and the inquiry question. Studnets will then...<BR/><BR/>
<B>ACT:</B><BR/><BR/>
by making recommendations about how relevant this source is in determining the answer to the question.<BR/><BR
</TD>
</TR>
</TABLE>
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