Download year 9 course 3 history program term one 2017

YEAR 9 COURSE 3 HISTORY PROGRAM TERM ONE 2017
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 Industrial Revolution (1750 – 1914)




The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of
Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system, and expanding
empire) and of Australia (ACDSEH017)
The population movements and changing settlement patterns during this period (ACDSEH080)
The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and
communication (ACDSEH082)
Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the
war in world and Australian history.

World War I (1914-1918)
o An overview of the causes of World War I and the reasons why men enlisted to fight in the war
(ACDSEH021)
o The places where Australians fought and the nature of warfare during World War I, including the
Gallipoli campaign (ACDSEH095)
o The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to
influence the civilian population, the changing role of women, the conscription debate) (ACDSEH096)
o The commemoration of World War I, including debates about the nature and significance of the Anzac
legend (ACDSEH097)
DIFFERENTIATION IN HASS CURRICULUM – YEAR 9
All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western
Australian Curriculum: Humanities and Social Sciences. Teachers take account of the range of their students'
current levels of learning, strengths, goals and interests and make adjustments where necessary. In order to
cater for the diverse needs of students across Western Australia and to personalise their learning, the skills
required in understanding the curriculum content differ in each course. In Year 9, students have the opportunity
to further develop the skills they built in Year 8 in new contexts as well as build new skills. These skills will be
the focus of lesson activities and assessments in each course.
In Year 9 Course 2, all skills in Questioning and Researching, Communicating and Reflecting are built upon and
further developed. Analysis skills are also developed and built upon with the addition of new skills. These skills
include:
efulness and currency of primary sources and/or secondary sources
categories and subcategories, change over time)
Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables,
statistics, graphs, models, cartoons, maps, timelines, newspapers)
OVERVIEW – INDUSTRIAL REVOLUTION AND MOVEMENT OF PEOPLE
Four weeks
Textbook: Jacaranda History Alive 9
 Industrial Revolution – Nature and Significance
 The movement of people
 European imperial expansion
 Economic, social and political ideas of the modern world
Focus
questions/tim
e allocation
Week One
What was the
nature and
significance of
the Industrial
Revolution
(IR)?
Suggested Teaching and Learning Strategies
Lesson One: Introduce SAE, your rules and expectations (PPT)
Overview of Year 9 Social Science programme and assessment schedule
Prior learning - Discuss what life in the Middle Ages was like?
How did this change?
Students to watch clip "Political
Revolutions" https://www.youtube.com/watch?v=PqhpQScgtscand answer questions
from end of the video.
Create a Class Definition of Revolution & discuss answers to questions
Explain to students that they will be looking at the Industrial Revolution and World War
one during this semester and how these shaped the modern world today.
Students to watch "The Making of Modern World" clip from Chapter One opener of
ebook and complete worksheet
Lesson Two: Prior Knowledge - ask students to recall what a revolution is and why they
occur.
Explain to students that the first examples of revolutions were The American and
French Revolutions which were violent in nature and occurred due to people's
dissatisfaction with leadership in these countries.
Show clip https://www.youtube.com/watch?v=OUtq025UwM0&spfreload=1
Resource
s
History
Alive 9
ebook
Assessment
s
Students to own storyboard/cartoon of American Revolution - must show reason for
revolution (unfair taxation/rule from England), violent conflict (war of
independence) and end result (Independence - Declaration of Independence)
Show clip https://www.youtube.com/watch?v=VEZqarUnVpo
Students then to make a list of similarities between American and French Revolution
(i.e.: both similar reasons for revolution, involved violence and resulted in change in
government)
Week Two
Compare
Agricultural
and Industrial
societies
Lesson Three: Discuss with students what they remember about how peasants lived in
the Middle Ages.
Give out worksheet with images of life on a medieval manor and life on a farm today.
Ask students to explain which life would be harder - life on a farm today or life on a
farm in the Middle Ages.
Explain that The Industrial Revolution brought about significant changes that led to
this.
Show clip https://www.youtube.com/watch?v=OF7-vN-aLOM
Students to identify three inventions from this time that we couldn't live without
today.
Students to read 2.2 The Agricultural Revolution. They are to complete questions 5&6
and discuss answers as a class.
Homework - Students to create a collage of Agricultural Inventions
Lesson 4: Recall inventions/changes in agriculture that occurred in Industrial
Revolution from previous lesson
Discuss what an increase in farm products could lead to.
Show clip: https://www.youtube.com/watch?v=ssi6ZXrp2_s
Students to make notes on inventions and how each of these advanced society
Show clip https://www.youtube.com/watch?v=3Efq-aNBkvc
END OF
TOPIC TEST
(END WEEK
5)
What
advances in
technology
and
transportation
occurred in
the IR?
Week Three
How the IR
affected the
living and
working
conditions
Students to read 2.4 Power and complete activities
Students may then go
to http://www.bbc.co.uk/history/british/victorians/launch_ani_rocket.shtml and look
at animation
Lesson 5: Students to read 2.5 and complete activities
They may then go
to http://www.bbc.co.uk/history/british/victorians/launch_gms_cotton_millionaire.sh
tml
Lesson 6: Factory Conditions
Students to read 3.3 - Life in a Textile Factory section
They are to complete activity questions 1, 2, 7, 8 and 9
Lesson 7-8: Child Labour
Students to watch documentary "The Children Who built Victorian
Britain" https://www.youtube.com/watch?v=_6ByG7q74qg
Students need to make notes on types of work, working hours, working conditions and
effects on children
Students to read 3.4 Child Labour from ebook and complete activities
Week Four
What were the
main features
of Industrial
towns?
Lesson 9 Urban Conditions
Students to read 3.5 Urban Conditions & people's health from ebook and complete
activities.
Lessons 10 – 13
Week Four
How the IR
affected the
living and
working
conditions
Oliver Twist use the film on clickview to show the conditions in London (this is a
modern BBC take)
https://www.youtube.com/watch?v=ldqXZjCsr0A
Students are to make notes in the Oliver Twist section of the booklet
Discuss the living conditions etc as shown by the movie. Compare what was shown in
the movie with the previous images of industrial towns in the students work books
What
significant
changes
occurred as a
result of the
IR?
Review & Reflect
2.12 Quick Quiz
3.10 Quick Quiz
In class Test on Industrial Revolution
Key Topics
Week
Week Five


World War One – Timing: Five Weeks
The aim of this topic is to provide Year 9 with an understanding of World War One.
The focus will be on the Causes of the war, Trench Warfare, Gallipoli and the Anzac Legend
Suggested Teaching and Learning Strategies
Brainstorm ideas with students
Briefly introduce the new topic of WW1
Students are to discuss in pairs what they know about WW1 – produce a
class mind map on the board.
Causes of the First World War – use the power point to outline the MAIN
causes of WW1.
Importantly Why are these causes?
Students can take notes in their books regarding the causes Alliance system on A5 maps
Assassination of Franz Ferdinand – don’t tell the students who was
assassinated will try and get them to guess using the audio/visual clips
Do they know the name of the band? Where does the name come from?
BBC Infamous Assassination Series – Students to take notes (26minutes)
Clip of Bang Bang by Franz Ferdinand – students to identity the importance
of the lyrics - Show the Blackadder clip linked to Causes of the War
Causes GCSE Bitesize –to recap the causes
Students are to answer the questions on the presentation
Students are to complete a causation diagram on A3 paper showing the
importance of the causes in their opinion.
Resources
Powerpoint
(Resource on
Seqta)
Series of audio/
visual clips
All on one
powerpoint
presentation
BBC bitesize
Assessments
Week Six & Seven Enthusiasm of war around the world – Why do students think this was the
case?
Trench life and Warfare
How and why did trenches come about in WW1?
Student are to read the provided worksheet on trench life and use the
internet to find the key features.
Show Horrible histories clip (two minutes) life in the trenches
Worksheets and
internet research
Power point on
Trench life and an
overview of the
assessment
(Resources Seqta)
Weeks Eight - Ten
NIE – Broadsheets
from West
Australian
Newspaper series
Gallipoli and the Anzac Legend
Students to read from Broadsheets about the Gallipoli Campaign. They can
make notes from these to create their own Newpaper front page.
Newspaper front
page