Introduction
The modern era of industralisation of warfare has approached. The year is 1915 and the First World War is quickly approaching. The British government have authorised an attack on Turkey known as the Gallipoli campaign. The Archduke Franz Ferdinand has been assasinated and war shortly follows. Today you will be following the Gallipoli campaign. You will be working in small groups to research and present your findings in a short documentary video. 
Task
The Gallipoli campaign is about to be underway. You are an aspiring film maker who is required to shoot a 5-8 minute short film documentary. Your documentary must focus on one of the following perspectives:
- An Australian soldier
- The role of women at Gallipoli
You will evaluate and anlyse one of the key perspectives of the First World War. You will determine the importance of your chosen perspective in relation to the Gallipoli campiagn.
You must also complete a source analysis template for each source used in the documentary. This must be written and submitted with your documentary.
You will be working in groups of two or three to research and present one of the perspectives. You will use iMovie to create your short documentary.
Process
To begin your task you must first begin with an in-depth overview of Gallipoli. Using the following link explore the Gallipoli landing and recounts.
http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#
After watching the video post to your edmodo group your replies to the following questions:
- Which perspectives are evident in the website?
- What are the key events of Gallipoli?
- What were conditions like for Australian soliders and nurses?
- How do you think Gallipoli contributed to Australian nationalism?
Each group will have an assigned edmodo group page. You will post any discussion and information found there as a learning log.
After completing the interactive website you must then develop atleast three key questions to guide your research. These must be finalised before research begins and posted to your group page for teacher approval.
Once the key questions are finished, using the sources listed below begin to analyse your chosen perspective. Your short film documentary should contain both primary and seconday sources.
Using the sources below as a starting point begin your research of your chosen perspective. You must also use relevant source analysis template for each source. Your source analysis must be written and submitted with your documentary.
Nurses:
https://www.awm.gov.au/exhibitions/nurses/ww1/
http://www.gallipoli.gov.au/nurses-at-gallipoli/
https://www.awm.gov.au/exhibitions/nurses/ww1/
Photograph:
http://www.scootle.edu.au/ec/viewing/R9416/index.html
Video:
http://aso.gov.au/titles/historical/red-cross-first-world-war/clip3/
Indigenous Soldiers
http://www.diggerhistory.info/pages-aboriginal/aboriginal1.htm
http://www.dva.gov.au/i-am/aboriginal-andor-torres-strait-islander/indi…
https://www.awm.gov.au/encyclopedia/aborigines/indigenous/
http://www.sbs.com.au/news/article/2015/04/01/50-aboriginal-soldiers-fo…
Evaluation
|
A |
B |
C |
D |
E |
|
Comprehensively evaluates and analyses the perspective and significance of one of the key roles in the First World war |
Effectively evaluates and analyses the perspective and significance of one of the key roles in the First World War |
Some description of key roles |
Limited evaluation and analysis of a key perspective |
Identifies some perspective |
|
Develops and enhances discerning focus to frame a historical inquiry in response to a hypothesis. |
Develops and enhances discerning focus to frame a historical inquiry in response to a hypothesis. |
Develops and modifies focus questions to frame a historical inquiry in response to a hypothesis. |
Develops questions connected to a historical inquiry. |
Develops obvious questions to respond to a historical inquiry. |
|
Comprehensively Identifies and systematically organises information from a wide range of primary and secondary sources used as evidence to answer inquiry questions. |
Identifies and effectively organises information from a range of primary and secondary sources used as evidence to answer inquiry questions. |
Identifies and organises information from a range of primary and secondary sources used as evidence to answer inquiry questions. |
Identifies and selects information from a narrow range of primary and secondary sources used to answer inquiry questions. |
Identifies information from supplied historical sources connected to inquiry questions. |
|
Perceptively evaluates sources to:
identify and analyse different perspectives. |
Effectively evaluates sources to:
identify and analyse different perspectives. |
Evaluates sources to:
|
Interprets sources to identify different points of view, and their origins and purposes. |
Identifies some different interpretations. |
|
Video is engaging, informative and in the set timeframe of 5-8minutes |
Video is informative and in the set time frame of 5-8minutes |
Video provides some description of key role, limited time frame requirements met |
Video provides little description and does not meet time requirements |
Video describes some key roles |
Retrieved from the Australian Curriculum and Reporting Authority (2015)
Conclusion
You have now successfully completed a short documentary. Perspectives are an important part of our history and understanding of the past. Through perspectives we can see how the past shaped Australia today.
By the end of this WebQuest you should be able to:
Evaluate, describe and analyse a key historical perspective and it's significance in the First World War
For next lesson:
Begin to brainstorm how your significant perspective contributed to Australian nationalism
Credits
References:
Australian Curriculum and Reporting Authority. (2012). The shape of the Australian curriculum: Technologies. Retrieved from http://www.acara.edu.au/_resources/Shape_of_the_Australian_Curriculum_-…
Australian Curriculum and Reporting Authority. 2016. Information and Communication Technology Learning Continuum. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-…
Collins, R. (2014). Skills for the 21st century: teaching higher-order thinking. Curriculum and Leadership journal, 12(14). Retrieved from http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,3743…
Ikpeze, C. & Boyd, F. (2007). Web-Based Inquiry Learning: Facilitating Thoughtful Literacy With WebQuests. The Reading Teacher, 60(7), 644-654. http://dx.doi.org/10.1598/rt.60.7.5
Teacher Page
The task is designed to correspond with the year nine Australian history curriculum. The unit involves analysing the modern world and exploring concepts such as perspectives, cause and effect and source analysis. The task directly relates to The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095) (ACARA 2015).The task also includes the relevant elaborations and perspectives of Indigenous Australians as well as the role of women in the First World War.
A WebQuest is an engaging mode of presenting tasks because it encourages student inquiry. Students are motivated through independent work and through ICT integration. Students then have the opportunity to share and present each presentation. Working in partners to create a project appeals to student motivation to collaborate and complete the set task (Ikpeze & Boyd, 2007). WebQuest create an inquiry based learning task which allows students to problem solve and express creativity through ICT (Ikpeze & Boyd, 2007). WebQuests provide student choice in task selection and inquiry process. This encourages student ownership of the task which increases motivation. This is demonstrated in the task by students having a choice of perspectives such as the Australia soldier or the role of women. This encourages students to reflect on a wide range of perspectives which is an essential capability in the history curriculum. The website used is also interactive and provides a virtual tool which is a form of visual engagement for students.
The Australian curriculum states how through humanities students have access to a wide variety of digital sources (ACARA 2015). Students should develop ICT capability in order to process and evaluate online sources and present information through multi modal technology (ACARA 2015). Students can form knowledge and collaborate to present information. This task therefore aligns with the Australian curriculum information technology requirements. The task involves accessing resources from various sources and presenting through ICT application. This meets an essential requirement of digital literacy which will prepare students for the digital age. Students must become equipped to process and analyse digital literacy in order to contribute to the technological era. The task involves the processing of various digital resources such a photographs and websites. This allows students to process a variety of ICT and improve digital literacy skills.
The task requires the synthesis and evaluation of both secondary and primary sources. Students are then required to carefully select relevant knowledge and present the findings in an I-movie. The task develops higher order thinking by requiring students to interpret and analyse historical sources and then develop knowledge into a movie format. The task is inquiry based learning by allowing students to independently research and present historical findings. Through students choosing and applying historical skills teachers can identify the depth of historical knowledge and concept explored. Teachers can assess student application of historical skills of inquiry and source analysis.
The use of inquiry based learning and the creation of the iMovie also directly correlates to Blooms taxonomy of higher order thinking. Students are analysing and synthesising appropriate sources and content to include. This involves thinking beyond recognition or remembering of information to the construction of new knowledge (Collins 2014). Higher order thinking is an essential component of constructing new knowledge for key concepts.