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World War I 226 227 OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I 226 227 depth study World War I In this depth study, students will investigate key aspects of World War I and the Australian experiences of the war, including the nature and signifi cance of the war in world and Australian history. Th is depth study MUST be completed by all students:. 5.0 World War I (1914–1918) Over 2000 Anzac troops marched through London to commemorate the fi rst offi cial Anzac Day on 25 April 1916. SAMPLE OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 228 229 Australian Curriculum focus Skillbooster: Images of war ink about starting the lesson with the song HISTORICAL KNOWLEDGE AND ‘Oh what a lovely war’ and show the slides that UNDERSTANDING accompany the song (see the obook extras panel on • An overview of the causes of World War I and the this spread for the weblink). Ask students to compare reasons why men enlisted to ght in the war depth study images portrayed in the song with the reality of • The places where Australians fought and the nature war shown in the image of the dead soldier on these of warfare during World War I, including the Gallipoli opening pages. campaign World War I • The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to (1914–1918) in uence the civilian population, the changing role of women, the conscription debate) World War I has been described as the ‘fi rst modern war’, largely because it was • The commemoration of World War I, including debates the fi rst war in which advanced machine guns, chemical warfare, tanks, attack about the nature and signi cance of the Anzac legend aircraft and submarines were widely used. It was also the fi rst ‘total war’, where nations mobilised all of their available resources for the war eff ort. Millions of HISTORICAL SKILLS people, mainly young men, lost their lives in this confl ict, and towns, homes, • Use chronological sequencing to demonstrate the businesses and farms were destroyed. relationship between events and developments in However, World War I was also a catalyst for economic power. Soviet Russia was also formed, different periods and places. great change. The map of Europe had been redrawn igniting a fear of communism across many western • Use historical terms and concepts. by 1919, as large empires dissolved and new nation nations. The terms of the Treaty of Versailles also • Identify and select different kinds of questions about states were formed. Most of the nations involved sowed the seeds for the rise of fascism, and for other had borrowed heavily to fi nance the war, and 20th century confl icts like World War II and the the past to inform historical inquiry. this allowed the USA to emerge as the world’s new Vietnam War. • Evaluate and enhance these questions. • Identify and locate relevant sources, using ICT and Key inquiry questions other methods. • Identify the origin, purpose and context of primary and 5.1 What were the causes of World War I? secondary sources. 5.2 How and where was World War I fought? • Process and synthesise information from a range of sources for use as evidence in an historical argument. 5.3 How did World War I affect life at home in Australia? • Evaluate the reliability and usefulness of primary and 5.4 How is World War I remembered and commemorated? secondary sources. • Identify and analyse the perspectives of people from the past. • Identify and analyse different historical interpretations (including their own). • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced. • Select and use a range of communication forms (oral, graphic, written) and digital technologies. The remains of a fallen soldier in a trench, photographed during World War I 5 Getting started Start with a brainstorming activity. Ask students to groups. Students are to elect one person as group wars generally. ey can then place this knowledge Teaching tips write the word ‘war’ in the centre of a blank piece of 5 Wars students know about leader and one person to write down responses. in context as they examine one war in particular— paper and then write down everything that comes to Ask students to speak to members of their immediate Students could then copy the following table and, World War I. 6 What war accomplishes, mind when they see or hear that word. ere are no or extended family to discover whether any stories scanning through their word list, see which of the 1 Effect of war (what can if anything right or wrong answers to this exercise. Give students about World War I have been handed down through categories (1–7) their words might t into. Once their happen as a result of war) Enter the ID numbers below into the search eld of at least one minute to do this task in silence. If you SAMPLE7 Famous people who come the generations of their family. Ask students to responses are written down, students can discuss to mind when thinking about your obook to access these resources. think students are struggling, you might suggest that 2 Reasons for war (why gather artefacts from their family members (for each of the categories in the table and build an even war—are these people they think of images or lms they might have seen or wars start) example medals, photographs or memorabilia) and ID05.01 Flashcard glossary: World War I bigger list of words associated with war. admired today because of present these family stories to the class. stories they may have read about war. 3 Personal experiences of war ID05.02 Weblink: ‘Oh what a lovely war’ e purpose of the activity is to gather and assess their involvement in a war? Once students have completed their personal Visit the World War I music and songs website, students’ prior knowledge about the impacts of 4 Types of war or warfare brainstorming activity, ask them to form small listen to the song ‘Oh what a lovely war’ and see the slideshow of images from World War I. OXFORD BIG IDEAS HISTORY 9: AUSTRALIAN CURRICULUM 5 WORLD WAR I (1914–1918) 230 231 Australian Curriculum focus HISTORICAL KNOWLEDGE AND UNDERSTANDING March 1918 The Ludendorff • An overview of the causes of World War I and the bigpicture Offensive begins in a fi nal attempt reasons why men enlisted to ght in the war by Germany to • The places where Australians fought and the nature break through the Allied lines The signing of the of warfare during World War I, including the Gallipoli World War I (1914–1918) and win the war Armistice between the Allies and Germany in campaign a railway carriage in the French forest of • The impact of World War I, with a particular emphasis Wars have many diff erent causes, so it is important to look at both long-term and August Compiègne on on Australia (such as the use of propaganda to short-term factors. Th e long-term causes of World War I can be traced back to at April 1918 1918 11 November 1918 Australian troops The start of the in uence the civilian population, the changing role of least the mid 19th century. Th ese included tensions between the European recapture the town of Allied counter- November 1918 women, the conscription debate) powers, the creation of the alliance system, the arms race, the Balkan wars,and Villers-Bretonneux offensive The Armistice (ceasefi re) is signed; end of World War I • The commemoration of World War I, including debates the rise of nationalism. about the nature and signi cance of the Anzac legend Long-term factors such as these often form the real basis for going to war, but in many instances it takes a catalyst to trigger outright confl ict. In the case of HISTORICAL SKILLS World War I, this catalyst was the assassination of the heir to the throne of the • Use chronological sequencing to demonstrate the Austro-Hungarian Empire. Less than two months later, all of the great powers of December 1915 relationship between events and developments in The evacuation from Europe were engaged in a bitter war that was to last more than four years. Gallipoli January–June 1919 different periods and places. 1917 The Paris Peace Conference Fighting continues on the is held to decide the fate • Use historical terms and concepts. Western Front; battles are of Germany; the Treaty of August 1915 fought at Passchendaele, Versailles is drawn up • Identify and select different kinds of questions about January 1915 April 1915 The fi rst Zeppelin raid on Britain The Germans are driven back Battles of Lone Pine Ypres, Pozières and the past to inform historical inquiry. from Ypres (Belgium) and the Nek at Gallipoli Bullecourt • Evaluate and enhance these questions. April 1917 • Identify and locate relevant sources, using ICT and CE The USA joins the war other methods. • Identify the origin, purpose and context of primary and May 1915 1916 October 1917 28 June 1914 The stalemate A German U-boat sinks the Lusitania, killing Communist revolution in Russia secondary sources. Archduke Franz Ferdinand (heir 1198 people, including 128 Americans; this continues on the Western Front • Process and synthesise information from a range of to the Austro-Hungarian throne) event contributes to the decision of the USA 1–4 August 1914 and his wife are assassinated in to enter the war in 1917 A key moment in the Russian 25 April 1915 Revolution: the storming of the sources for use as evidence in an historical argument.
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