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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 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:
 * The Making of the Modern World **

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**
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<span style="font-family: Arial,Helvetica,sans-serif;">//<span class="wiki_link_ext">Acquire and Integrate knowledge //
<span style="font-family: Arial,Helvetica,sans-serif;"><span class="wiki_link_ext">media type="custom" key="15442386" //<span style="font-family: Arial,Helvetica,sans-serif;"><span class="wiki_link_ext">using or  // <span style="font-family: Arial,Helvetica,sans-serif;">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.



<span style="font-family: Arial,Helvetica,sans-serif;">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.

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<span style="font-family: Arial,Helvetica,sans-serif;">**Context of possible learning opportunities**

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;">**AFTER:** Use the sites found to contribute to the presentation of the inquiry task, reminding them to use appropriate referencing.

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<span style="font-family: Arial,Helvetica,sans-serif;">//<span class="wiki_link_ext">Acquire and integrate knowledge //
<span style="font-family: Arial,Helvetica,sans-serif;">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.

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Another way to create timelines online is using. 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. media type="custom" key="15469440"

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<span style="font-family: Arial,Helvetica,sans-serif;">**Context of possible learning opportunities**

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;"> **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.

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;">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. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: right;">Back to Top

<span style="font-family: Arial,Helvetica,sans-serif;">//<span class="wiki_link_ext">Extending and refining knowledge //
<span style="font-family: Arial,Helvetica,sans-serif;">//using // <span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="15439054"

<span style="font-family: Arial,Helvetica,sans-serif;">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.

<span style="font-family: Arial,Helvetica,sans-serif;">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.

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<span style="font-family: Arial,Helvetica,sans-serif;">**Context of possible learning opportunities**

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;">**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).

<span style="font-family: Arial,Helvetica,sans-serif;">**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. <span style="display: block; font-family: Arial,Helvetica,sans-serif; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 1962px; width: 1px;"><iframe width="420" height="315" src="http://www.youtube.com/embed/b_83FgdOlM0" frameborder="0" allowfulls <span style="display: block; font-family: Arial,Helvetica,sans-serif; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 1962px; width: 1px;">creen> toc

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//<span style="font-family: Arial,Helvetica,sans-serif;"><span class="wiki_link_ext">Using knowledge meaningfully //
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<span style="font-family: Arial,Helvetica,sans-serif;">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.

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<span style="font-family: Arial,Helvetica,sans-serif;">**Context of possible learning opportunities**

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;">**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.

<span style="font-family: Arial,Helvetica,sans-serif;">**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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<span style="font-family: Arial,Helvetica,sans-serif;">**Year 9 Depth Study**
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<span style="font-family: Arial,Helvetica,sans-serif;">//<span class="wiki_link_ext">Acquire and Integrate knowledge //
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<span style="font-family: Arial,Helvetica,sans-serif;">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. media type="custom" key="15439734"

include component="comments" page="YEAR 9" limit="10"

<span style="font-family: Arial,Helvetica,sans-serif;">References for example works: <span style="font-family: Arial,Helvetica,sans-serif;">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 <span style="font-family: Arial,Helvetica,sans-serif;">Camel Cigarettes. [Image] from []

<span style="font-family: Arial,Helvetica,sans-serif;">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

<span style="font-family: Arial,Helvetica,sans-serif;">Hogue, O. Anzac [Poem]. Retrieved on 20 April 2012 from []

<span style="font-family: Arial,Helvetica,sans-serif;">Savage. AW. (2006). //Mudros harbour//. The University of Queensland, Fryer Library.

<span style="font-family: Arial,Helvetica,sans-serif;">Schuler, P. (24 May 1915) Gallipoli’s One Shining Moment [Image] from []

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">NE IN:</B><BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">by writing an inquiry question and supporting focus questions, then...<BR/><BR/><B>EXPLORE:</B> <BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">what they know about their topic, whether the answer can be found and review if needed so that they can...<BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"><B>LOOK:</B><BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">for sources that answer the inquiry question then...<BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"><B>SORT:</B><BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">information to select the most appropriate cources to include, analyse them for the most approriate information and then...<BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"><B>TEST:</B> <BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">how this source impacts on the information gathered from other sources and the inquiry question. Studnets will then...<BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"><B>ACT:</B><BR/><BR/> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;">by making recommendations about how relevant this source is in determining the answer to the question.<BR/><BR <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"></TD> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"></TR> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2978px; width: 1px;"></TABLE>
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