2. The 3 Layered Unit
Gold Level
Silver Level
Bronze Level
3. 5.2 assess the impact of international events and
relationships on Australia’s history
5.4 sequences major historical events to show an
understanding of continuity, change and
causation
5.7 explains different contexts, perspectives and
interpretations of the past
5.10 selects and uses appropriate oral, written and
other forms, including ICT, to communicate
effectively about the past for different audiences
Main Outcomes of the Unit
4. Drawn directly from the topic guidelines in
the NSW Board of Studies years 7 – 10
History syllabus
Represent the broad variety of activities
and areas of the topic that are covered
Ensures the unit allows breadth of
knowledge and understanding of the topic
Some may relate more strongly to an
activity than others but the aim is for all to
be applicable
Outcomes and Activities
5. To explore the experiences of soldiers and
Australians on the home front during World War
I and the way World War I is commemorated
To evaluate and select appropriate historical
material in the development of an argument or
piece of work
To engage in historical research
To express understanding, comprehension,
analysis and evaluation in the activities
completed
Objectives of the Unit
6. Were created to correlate with the outcomes
and represent what the teacher wants the
students to learn in the unit
Aimed to be broad and allow a variety of
types of activities and areas of the topic to be
explored by the students
Silver and Gold levels: relate more to the
objectives of historical research and selecting
or evaluating historical material
Bronze level: relates more to exploring the
content of the topic and demonstrating
understanding
Objectives and Activities
7. Students aim to complete:
1 Gold Level activity
2 Silver Level activities
4 Bronze Level activities
Students must complete a Progress Diary as they
complete the activities
Students have 2 weeks to complete the activities
Guidelines of the Unit
8. Gold Level Activities
Write a 2 page essay or extended response describing and evaluating why
Australians lost at Gallipoli – consider strategies used, results of key battles
and strengths/weaknesses of the Turks and Anzacs. Suggest ways that things
could have been done differently to improve the progression of the war for the
Anzacs at Gallipoli
Research the packages sent by the Australian Comfort Fund to soldiers at
Gallipoli and evaluate the types of items included – would they have made the
journey? Were they useful to soldiers? Make an example of the package they
sent as well as the package you would have sent. Provide a rationale explaining
your amendments
Research poems and stories that depict the experiences of Australians fighting
on the Western Front and construct your own poem or story. Consider
strategies used, results of key battles and personal experiences that you find
during your research. Include the poems and stories that inspire you, as well as
a rationale explaining reasons for the construction of your text
9. Steps to complete the task
Research the Gallipoli campaign
Analyse and evaluate the research
Write the essay discussing the areas research
and your evaluation
Possible topics
Trench warfare
The landing at Anzac Cove
Battles of Lone Pine and the Nek
Living conditions
Attempts to break ‘no man’s land’
Gold level activity - Essay
10. Marking Guideline – Poem or
short story
MARK CRITERIA
Excellent Demonstrates clear, concise and relevant evidence of research
and content knowledge
Accurately represents all of the aspects detailed in the activity
description in the poem or short story
Accurately follows the characteristics of a poem or short story
Presents a detailed and clear rationale with explicit,
knowledgeable and articulate reasons for choices made in the
construction of the text
Substantial Demonstrates relevant evidence of research and content
knowledge
Represents most of the aspects detailed in the activity description
with a substantial amount of accuracy
Follows the characteristics of a poem or short story with minor
errors
Presents a clear rationale with mostly explicit and knowledge
reasons for choices made in the construction of the text
11. Gold Marking Guideline continued
MARK CRITERIA
Good Demonstrates some relevant evidence of research and content
knowledge
Represents some aspects detailed in the activity description with
varying amounts of accuracy
Follows the characteristics of a poem or short story with
substantial errors which interrupt the flow of the text
Presents a rationale with some explicit or knowledge reasons for
choices made in the construction of the text
Needs
Improvemen
t
Demonstrates little relevant evidence of research and content
knowledge
Represents few aspects detailed in the activity description with
substantial errors in accuracy
Has little evidence of the characteristics of a poem or short story
with substantial errors which interrupt the flow of the text
Presents a rationale with little or no reasons for choices made in
the construction of the text
12. Write a diary entry from the perspective of a woman on the home front during
World War I – What challenges would have they faced? How did the war affect
the lives of women? Research the lives of women during World War I to make
your diary entry authentic
Create a 6 panel storyboard demonstrating the outbreak of World War I. Also
write an extended response analysing the events as well as providing your
opinion of how responses could have been different to avoid the outbreak of
World War I
Silver Level Activities 1 and 2
13. Silver Level Activities 3 and 4
Create a movie on MovieMaker describing the experiences of soldiers on
the Western Front. Include how strategies evoked by generals etc effected
the experiences of soldiers in Gallipoli and on the Western Front. Show
your movie to a friend and ask them to mark it for you before submitting
to the teacher
Research ways the Anzac legend is presented in the media and compare
with the events at Gallipoli – what similarities are there and what has the
media chosen to highlight in the creation of the Anzac legend? Write a 1 –
2 page review of the Anzac legend discussing what you have noticed and
include examples of the media representations that you found
14. Steps to complete the task
Research the outbreak of World War I
Create a 6 panel storyboard
Analyse the events and brainstorm
Write the extended response
Possible panels
European powers becoming allies and rivals
Assassination of Archduke Franz Ferdinand
Declarations of war
Australia becomes involved
Silver Level activity - Storyboard
15. Marking Guideline – Diary entry
MARK CRITERA
Excellent Has a clear structure which is characteristic of a diary entry with the
appropriate date
Clear sense of character and character voice appropriate to women on the
home front in World War I
Accurately depicts the challenges and affect of war on the life of the
character
Clear and detailed evidence of research and content knowledge about
women on the home front during World War I
Good Clear structure with some characteristics of a diary entry missing
Substantial sense of character and character voice that is appropriate
Presents some challenges and the affect of the war on the life of the
character
Substantial evidence of research and content knowledge about women on
the home front during World War I
Needs
Improvemen
t
Little or unclear structure with little or no characteristics of a diary entry
Some sense of character and character voice
Presents little or few challenges and the affect of the war on the life of the
character
Little evidence and research and content knowledge about women on the
home front during World War I
16. Bronze Level Activities
Construct a 15 word dictionary of key terms associated with World War I.
Ask the teacher to test you on your words
Have a conversation with the teacher and tell them where Australians
fought and the major causes for World War I
Follow the virtual tour (ABC Gallipoli website) and answer the related
questions about the landing at Anzac Cove
Make your own recruitment poster to encourage men to enlist to fight in
World War I or a conscription poster to encourage people to vote for a
particular side
17. Bronze Level Activities
Write 15 lines describing Australia’s relationship with Britain during
World War I, especially the outbreak of the war
Construct a table demonstrating the ways Australians commemorate
the Anzacs and what symbols are evoked eg visiting Anzac Cove and
playing the Last Post on the Bugle
Create a timeline of key dates in World War I. Include the outbreak
and conclusion of the war, the Western Front battles and the Gallipoli
campaign battles
18. Steps to complete the task
Review information
Decide which dates to include
Construct the timeline
Possible events included
Assassination of Franz Ferdinand – 28 June 1914
Declaration of War– 4 August 1914
Gallipoli landing– 25 April 1915
End of Gallipoli Campaign- 19 December 1915
End of World War I – 11 November 1918
Bronze Level activity - Timeline
19. Marking Guideline - Timeline
MARK CRITERIA
Excellent Demonstrates a strong knowledge of important dates and
events in World War I with no omissions
Accurately addresses all areas specified by the activity
description
Accurately follows the correct form and style of timeline that is
both clear and concise
Good Demonstrates substantial knowledge of important dates and
events in World War I with some omissions
Addresses most of the areas specified by the activity description
Presents a timeline that is both clear and concise
Needs
Improvemen
t
Demonstrates some knowledge of important dates and events in
World War I with several omissions
Addresses some of the areas specified by the activity
description
Presents a timeline that is sometimes clear and concise
20. Students will record which activity they
complete and when in the Student Progress
Diary
Allows for the recording of activities to
ensure students meet the guidelines
Allows for student accountability and
ownership over the activities they complete in
the unit
Allows the teacher to monitor the progression
and pace of the student
Student Progress Diary
21. Example – Student Progress Diary
Activity Completed Level Date
Construct a 15 word dictionary Bronze 10 Oct
Create a timeline Bronze 11 Oct
Create a 6 panel storyboard Silver 15 Oct
Create a movie on Moviemaker Silver
22. WEEK ONE
Teacher revision lectures of key aspects of the
unit
Monday to Thursday - Students complete
Bronze Level activities daily, according to the
requirements specified
Friday – Students begin work on their first
Silver Level activity
Running the Unit – Week One
23. Day Teacher Students
Monday Revision talk about the
beginning of World War I and
how Australia became
involved
Creating a 15 word dictionary OR
writing about Australia’s
relationship with Britain
Tuesday Revision talk about the
Gallipoli campaign and the
Western Front
Complete a virtual tour of Anzac
Cove OR choose a Bronze Level
activity
Wednesday Revision talk about the
experiences of women and
the conscription debate
Create a recruitment or
conscription poster OR choose a
Bronze Level activity
Thursday Revision talk about the
commemoration of World
War I and the Anzac Legend
Construct a table about the
commemoration OR choose a
Bronze Level activity
Friday Facilitation of student work.
Encourage students to begin
their first Silver level activity
Begin work on their first Silver
Level activity
24. WEEK TWO
Teacher facilitation and monitoring of
student learning and student work on
Silver and Gold Level activities
Monday to Wednesday – Students work
on their Silver Level activities
Thursday and Friday – Students work on
their Silver or Gold level activities,
depending on the student
Running the Unit – Week Two
25. Day Teacher Students
Monday Facilitation of student
work
Some finish their first Silver
level activity, others start
their first Silver level activity
Tuesday Facilitation of student
work
Working on either their first
or second Silver level activity
Wednesday Facilitation of student
work. Encourage students
to start working on their
Gold level activity
Either finishing or working
on their second Silver level
activity
Thursday Facilitation of student
work
Some work on their Gold
Level activity, others finish
their Silver level activity
Friday Facilitation of student
work
Some finish their Gold level
activity and others make an
attempt at a Gold level
activity
26. WEEK ONE
More teacher directed
Ensures students have a solid knowledge
foundation
WEEK TWO
More student directed
Gives space for exploring individual interests
and modes of expression at their own pace
Time for students to make amendments to
their activities and improve their mark
Reasons - Running the Unit
27. The teacher will mark the Bronze and
Silver level activities they receive and
return the activity to the student with a
mark
On the last day of the unit, the student will
have the chance to make changes to the
activity to try and improve their mark
The original mark and the amended mark
will be averaged to give an overall mark for
the activity
Amending Marks Opportunity
(AMO)
28. Student Progress Diary
Amending Marks Opportunity
Teacher marking eg Gold level activities
Observation during class time when
working on the activities
Conversations between teacher and
student
Peer marking or small tests, specific to the
activity chosen by the student
Assessing the Unit