Welcome to WWI: Your First Unit in HSC Modern History

Franz Ferdinand, his wife and children, courtesy of First World War.Com



Watch the video of WWI embedded from YouTube above. It is just one example of the kind of sources available on the Internet for you to use in your studies.

For a quick revision quiz, just to see how much you all remember from Year 11 Modern History go to Class Marker Quizzes. Your login information is: User- sophie93, password- zeemasx (Note to EDSE 4038 marker: all students will need separate login details for this site to complete the quiz). Click on "start text" below the heading "The World at the Beginning of the 20th Century".

Assessment Task Guidelines

"Defenders of the Empire" postcard c. 1916 from First world War. Com


HSC Modern History Part I: Core Study

World War I (1914- 1919): Source Based Study

Cumulative Portfolio Assessment Task (Weighting 25%)

Due date:

Outcomes addressed: H1.2, H3.2, H3.3, H3.5, H4.1, H4.2

Syllabus ICT content Non-Syllabus ICT
Students learn to:
• locate, select and organise information from different types of primary and secondary sources, including ICT, about key features and issues related to WWI
• communicate an understanding of the features and issues of WWI using appropriate and well-structured oral and/or written and/or multimedia forms including ICT.
Non-syllabus:
• interact in an autonomous, positive and constructive way with online course components.
• work individually and collaboratively using ICT
• demonstrate competency in basic computer and software operations.
• develop an appreciation of the uses of ICT as a tool for historical research and future learning in any field.


Task
This assessment consists of two parts:

1) Selection of tasks completed using ICT

This component is designed to take some pressure off you by being mainly class-based. You will be marked on your performance and work produced in all lessons involving ICT interactions and the submission of tasks online and in hard-copy. All your work that you complete using the class Blog contributes to your assessment.

You will also be given two small homework tasks which are to be completed in addition to the class ICT lessons. These tasks will be posted on the class Blog (http://year12ww1.blogspot.com) on Monday and must be completed by the Friday (12 midnight) of the same week.

All tasks are to be submitted online as a “comment” on a specific posting, saved in your school folder on the network and handed in as a hardcopy in case of technology failure.

Computer, internet and printing/scanning facilities are all available at school, so you have plenty of opportunity to complete your set work here even if you haven’t got access to a home computer or printer.

You will be marked on your use and understanding of historical issues, sources, use of ICT skills and interaction with other students through ICT.

Worth 15% of your mark.


2) PowerPoint Presentation (including oral element)

This assessment may be completed in pairs or on your own in consultation with your teacher.

Select an area of the unit that you are particularly interested in. This may be a specific battle, the effects of propaganda, the entry of the USA etc. Next you must construct a question that you would like to explore. This may take the form of an essay-type question. If you cannot think of a question you would like to do, ask your teacher to help you construct one.

You are to complete a PowerPoint presentation that will be given in front of your own class and Year 11 Modern History, answering your chosen question using a variety of primary and secondary mixed media sources. You were given an example of the use of PowerPoint in lesson 1 of this unit, and before this assessment is due there will be time for you to explore how to use PowerPoint and its features as well as think about what makes a presentation great!

You will be marked on your use of sources, your approach to your question, your use of ICT, and your accompanying speaking skills.

To present your assessment you will have access to a laptop and SmartBoard.

Worth 10% of your mark

Assessment Task Marking Criteria- ICT and ICT PowerPoint

Marking Advice: ICT Tasks
Mark Criteria Band/ Range



20-17
• Tasks are completed with consistent flair and originality, displaying an excellent understanding of the nature of historical research using the Internet.
• Tasks contain skilled analysis and evaluation of a wide range of relevant primary/ secondary, and written/ visual sources
• Tasks display excellent understanding, evaluation and analysis of the role of key historical features, issues, individuals, groups and events of WWI
• Uses a suitable wide range of historical terms and concepts
• Displays highly developed understanding of hardware/ software operations
• Excellent skills in using ICT to locate historical sources
• Sophisticated interactions with others through ICT
• Accurate referencing used in all submissions

Band 6
“A” range



16-14 • Tasks are completed with originality, displaying a sound understanding of the nature of historical research using the Internet.
• Tasks contain sound analysis and some evaluation of a range of relevant primary/ secondary, and written/ visual sources
• Tasks display good understanding and some analysis of the role of key historical features, issues, individuals, groups and events of WWI
• Uses a suitable range of historical terms and concepts
• Displays developed understanding of hardware/ software operations
• Sound skills in using ICT to locate historical sources
• Sound interactions with others through ICT
• Mostly accurate referencing used in submissions

Band 5
“B” range


12-10 • Tasks are completed with some originality, displaying some understanding of the nature of historical research using the Internet.
• Tasks contain some analysis of adequate primary/ secondary, and written/ visual sources
• Tasks display some understanding and description of the role of key historical features, issues, individuals, groups and events of WWI
• Uses some historical terms and concepts
• Displays some understanding of hardware/ software operations
• Sound skills in using ICT to locate historical sources
• Inconsistent interactions with others through ICT
• Mostly accurate referencing used in submissions

Band 4
“C” range
9-7 • Tasks are completed with some originality, but display little understanding of historical research.
• Tasks contain attempts to analyse primary/ secondary, and written/ visual sources
• Tasks display some understanding and description of the role of key historical features, issues, individuals, groups and events of WWI
• Uses few historical terms and concepts
• Displays some understanding of hardware/ software operations
• Developing skills in using ICT to locate historical sources
• Little interaction with others through ICT
• Inconsistent referencing used in submissions Band 3
“D” range
6-4 • Tasks are completed but display little understanding of historical research.
• Tasks contain few attempts to analyse primary/ secondary, and written/ visual sources
• Tasks display descriptions of the role of key historical features, issues, individuals, groups and events of WWI
• Uses an inadequate range of historical terms and concepts
• Displays limited understanding of hardware/ software operations
• Limited skills in using ICT to locate historical sources
• No interaction with others through ICT
• Incomplete or inadequate referencing used in submissions Band 2
“E” range
3-0 • Seriously incomplete assignment or non-submit Band 1




Marking Advice: PowerPoint Presentations
Mark Criteria Band/ Range



20-17
• Presentation is designed with consistent flair and originality, is uncluttered and uses a highly effective variety of features such as sound, pictures and animation
• Presentation uses a wide range of relevant primary/ secondary, and written/ visual sources
• Uses a suitable wide range of historical terms and concepts to explain the relevance of sources to the chosen focus
• Oral component: Excellent diction and pace.
• Excellent audience interaction
• Highly relevant spoken content

Band 6
“A” range



16-14 • Presentation is designed with originality, is fairly uncluttered and uses an effective range of features such as sound, pictures and animation
• Presentation uses a range of relevant primary/ secondary, and written/ visual sources
• Uses a suitable wide range of historical terms and concepts to explain the relevance of sources to the chosen focus
• Oral component: Good diction and pace
• Good audience interaction
• Relevant spoken content, although may repeat information on slides.

Band 5
“B” range


12-10 • Presentation is designed with some originality, is mostly uncluttered and uses a mostly adequate number of features such as sound, pictures and animation
• Presentation uses some primary/ secondary sources
• Uses a range of historical terms and concepts to describe the relevance of sources to the chosen focus but is unable to sustain the explanation
• Oral component: inconsistent diction and pace
• Some audience interaction.
• Spoken content relies heavily on slide information.

Band 4
“C” range
9-7
• Presentation is designed with some originality, but may be cluttered and uses few features of sound, pictures and animation
• Presentation uses few primary/ secondary sources
• Uses some historical terms and concepts to describe the relevance of some sources to the chosen focus
• Oral component: clarity may be inadequate, pace too fast/ slow
• Little audience interaction
• Repeats slide information. Band 3
“D” range
6-4 • Presentation is inadequate, may be cluttered, uses too little or too many features of sound, pictures and animation
• Presentation uses little or no historical sources
• Uses an inadequate range of historical terms and concepts to describe some relevance of some sources to the chosen focus
• Oral component: poor diction and inappropriate pace.
• No audience interaction
• Repeats slide information Band 2
“E” range
3-0 • Seriously incomplete assignment or non-submit Band 1

Homework Assignment #1: Visual Source Showbag

Hi Year 12-

This is your first homework assignment for this unit- only one to go!

Your Task for this lesson is to gather four visual sources related to propaganda and conscription in World War One. Some starting points include Google's Image search or any of the general links on the right hand side. Your sources can be posters, cartoons or paintings. But when we refer to visual sources it generally means still pictures rather than film. Here is an example from First World War.Com of an Australian propaganda poster:

This is a preparation for some class exercises on propaganda and visual sources. You must add a comment to this posting with your sources, their names and the sites you obtained them from clearly visible. You must also print them and keep them in your exercise book ready for our visual sources lesson.

In the meantime, think about the techniques used in the sources to get the attention of the viewer. You may need to refer to analyses you have made of visual texts in English as the same elements are applied to creat meaning in this case. Jot down any thoughts you have about this on the back of your sources ready to discuss them in class.

Lesson 4: Major Battles Library Jigsaw Research Task

Verdun; Military Cemetary from Photos of the Great War

Hello Year 12-

This task follows on from our work last lesson on the Schlieffen Plan, which was devised to break the stalemate on the Western Front. This lesson we will be looking at the purpose and impact of the major battles of the Western Front.

Instructions:

In small groups you will be assigned one of the following major battles to research: Verdun, the Somme, Ypres- Passchendaele, Operation St Michael, Allied counter-offensive to Marne. You will be given one hour during the double period to research your battle as a group. You will have access to all resources in the library, including AV resources. You will be split up into jigsaw groups at the beginning of the second lesson, in which you will orally present your findings to your classmates.

Use the headings below for recording information you find in a Word document, answering the final question as a group. In looking at the aims, casualties and tactics, be sure to locate allied and German information in order to gain a balanced perspective. Once you are finished, save your document in your school folder, post the text as a comment on this posting, and print a hard-copy to hand in to your teacher.

__________________________________________________________

Organisational Headings

Name of battle:

Date/s:

Aims:

Casualties:

Tactics:

Results:

Synthesis Question: Why can this battle be regarded as significant within the course of the War?

______________________________________________________________________________________________________

A good starting point for your online research can be Google or First World War. Com.

Good luck!

Lesson 6: Perspectives and Experiences

Hello History students,

This lesson will continue on with the work we began last lesson on the experiences of Allied and German soldiers and their changing attitudes to the War.

You have two tasks to complete this lesson:

1) Source Treasure Hunt

You have 10 to 15 minutes to locate and analyse 2 primary sources from the Internet. You may use some of the links provided on the right-hand side of this posting as a starting point, but it is expected you will also conduct your own search.

The sources must take the form of personal recount, letter, or diary entry.

One must be from a German perspective and the other must be from an Allied perspective.

Using the questions from our source round robin lesson, you must analyse your sources, ready to share your results.

After we have discussed some sources as a class, your next step is to create a table or a mindmap in MS Word to show the similarities and differences between the two sources you collected.

This must be saved to your school folder, posted as a comment to this message, but also printed and submitted to your teacher. Don't forget to reference your sources- the name and URL etc.

2) Your second task is to read the background provided in the links below on Rupert Brooke and Erich Maria Remarque.

Rupert Brooke

Erich Maria Remarque

When you have read through these, predict the attitude to war that might be seen in works by these authors as a preparation for further offline classwork on sources.

Homework Assignment #2- Home Front

Welcome to your final online homework submission!

As you know, this task has been posted on Monday and you must submit your answers at the latest this Friday by 12 midnight.

We have discussed the attitudes to the War on the Home Fronts in class, and this exercise is an extension of this. By the end of the task you should have increased your knowledge about the former, plus you should be more aware of the gender ideas that underpinned the concept of the Home Front.

Task:

Using the links below, navigate to the following three audio files of popular songs from the World War I era. The lyrics are somewhat difficult to understand so I've included links to them beneath the songs.This requires your computer to have Quicktime, so if it doesn't you'll need to either download it or use one of the computers at school to listen to it.

1) Keep the Home Fires Burning (c.1914) by Ivor Novello and Lena Ford

Lyrics here.

2) Sister Susie's Sewing Shirts for Soldiers (c. 1914) by R. P. Weston with music by Herman Darewski.

Lyrics here

3) Have You News of My Boy Jack (c.1917) by Rudyard Kipling and Louis Kirkby-Lunn

Lyrics here


Questions (Copy/paste into a comment form to complete)

a) Listen to the audio files and jot down your ideas about the image of the home front being created in the sources.

b) Examine references to men and women in the lyrics. What expectations of women are being expressed in the sources?

c) What expectations of men are expressed?

d) The first two aural (audio) sources are from the early part of WWI. The last is from 1917, just before the end of the War. Is there any difference between them?

e) Write a paragraph of no more than 150 words discussing the usefulness of songs as historical sources.

Assignment Discussion Thread

Hello Year 12,
Although you should now have completed the set online homework tasks (see me asap at school if you haven't!) now is not the time to break into holiday mode. Instead, you need to start thinking seriously about the assessment for this unit. You should all possess an assessment task sheet by now (again, if not- see me!) and the guidelines that go along with it. Use the marking criteria and the PowerPoint that you have been shown in class to help you. Also consider revising the mindmap we completed together in class on the elements of a good PowerPoint. You should, after next ICT based lesson's work also be feeling comfortable about referencing your sources for the task.

This posting provides a way for you to communicate with each other and with me, your teacher, outside of class about the assessment. It is the place to ask questions, suggest techniques, post useful resources and in general help each other and ask me for help. You are all expected to contribute to this thread as part of your assessment, so I shall expect to see at least 2 comments from each one of you! Remember- even if you don't have a question yourself there is every chance you can answer someone else's, so get commenting!

Lesson 9: Total War and its Impact on British Women

Hi Year 12!

This lesson your ICT based task will be to undertake a webquest on the effect of World War I on women's lives and experiences in Britain. You will be working in pairs to complete a set of questions. As usual your work should be word processed and submitted both online and in hard-copy. For comprehensive instructions and to begin your Quest go to:
WorldWarOneWebquest

Good Luck!

Lesson 12: National Archives Research Task

Hi everyone!

Welcome to class. This lesson you have three tasks to complete.

1) Online "Find a Soldier" research using The National Archives of Australia website.
Your task is to select a soldier who fought in World War One from the list shown to you by your teacher and to use the National Archives website to locate records that will allow you to read about your soldier and determine what happened to him while he was involved in the conflict.

You may also opt to research a soldier in your family who fought in WWI in the Australian or New Zealand forces.

Got to National Archives of Australia. Follow the instructions for a name search. You may need to try variants of the same first name, but always check dates of birth to make sure you are researching the same person!

Try to answer all of the following questions:

* when and where he was born
* when and where he enlisted
* where and when he served
* any notable incident during his service term (imprisonment, disciplined etc)
* if he was wounded
* the names of his next of kin
* any promotions or demotions in rank
* what happened to him (killed, wounded and demobbed, returned safely etc)

Your answers must be word processed and posted as a comment to this thread. Don't forget to put the names of your group at the bottom of the comment. You must also print your answers and hand them in as a hard-copy.

2) Use your research and the work we did on diaries and letters as primary sources a couple of weks ago to complete an empathy task (500-700 words).

You must take on the role of your soldier and compose a text from his point of view. This text may be in the form of a letter, diary entry, poem or newspaper article- almost anything you wish.

Your empathy task must incorporate historical knowledge that you have gained from this unit so far and is to be word processed and then posted as a comment on this message. You must also print your piece and hand it in to your teacher in hard copy.

-----Both these tasks count towards your assessment grade. You only have this period to complete them. Good luck!------

Evaluation Quiz

Hello Year 12. Now that you have completed your assessment task and the last homework/ revision task on this Blog I would like you to answer a few questions about the way the unit was taught and structured. This is to help your teachers make this unit even better for next year's class, so please be honest and give us some constructive comments.

Instructions: Highlight the questions and copy/ paste them into a comment form. Then submit your answers like a normal comment.

1) Was the assessment for this unit clear?

2) Do you think the ICT aspects of the course (this Blog, Webquests, Word processing, PowerPoint etc) challenged you and helped you develop new skills? Why/ why not?

3) Did your teacher have a good knowledge of ICT?

4) Would you recommend this subject to younger students because of this unit? Why/ why not?

5) Do you have a stronger interest in this subject/ topic because of this unit? Why/ why not?

6) Describe what you liked the most about this unit?

7) Describe what you liked least about this unit?