This WebQuest seeks to improve the research and investigation skills of students through the study of the ANZACS and World War One. It also seeks to expand their appreciation of the importance of significant people, events and issues in Australian history. The tasks are predominantly student centred and therefore encourage and support inquiry-based and discovery learning.
Key Learning Areas Involved:History Outcomes and Indicators:
The New South Wales Government (2013) has established Syllabus and outcome requirements for this course. These include: Syllabus Topic 4: Significant People, Issues and Events from 1900 to 1945. Grade Level: Stage 5- Year 9 Pre-Requisites: Students must have prior knowledge of how Australia became involved in World War I. LS.3 Participates in site studies to explore people, events and issues in Australian history. LS.8 Investigates the importance of significant people, events and issues in Australian history. LS.11 Uses a variety of strategies to locate and select information LS.12 Uses a variety of strategies to organise and communicate information. Students Learn About: The ANZACS Students Learn To: - Locate Gallipoli on a map. - Investigate the conditions and experiences of the soldiers at Gallipoli, e.g. the landing, in the trenches, food and water shortages, mateship, relations with Turkish soldiers, evacuation. Indicators: - Locate Gallipoli on a map, demonstrating an awareness of the places where Australian forces fought during WWI. - Identify the conditions and experiences of Australian soldiers at Gallipoli. - Explain the importance of Gallipoli, the ANZACS, and their experiences at Gallipoli. - Use sources appropriately in an historical inquiry. - Locate, select and organise relevant information from a number of sources to compile a reflective sequence of diary entries. Task Differentiation:
Each of the tasks listed can be modified to cater for students with different learning needs and abilities. The tasks do not require students to work in pairs or groups; however, student collaboration is not to be discouraged. Teachers are expected to monitor student progress through out each of the lessons to ensure all students are keeping up with the workload. Teachers should allow for further collaboration with particular students who require more
help or modified tasks. These tasks can also be modified to include higher-order thinking processes and more challenging tasks. The questions and activities include a range of lower and higher order questioning to cater for different learning needs. Teachers are to provide access to a variety of useful tools and materials which aid student learning and accommodate for different reading and comprehension abilities. The students are provided with the necessary resources required to complete each activity. Students with higher learning capabilities can be encouraged to look further and complete their own investigative work to complement the set tasks. To prevent students who lack a strong digital fluency from falling behind, they are not restricted to using the Web 2.0 tools provided. Students may choose to complete the activities in their work books or use basic tools such as Microsoft PowerPoint. |
Quick Tips!Ensure any questions that students may have are answered. Provide help to students throughout each lesson.
Provide positive reinforcement for good behaviour and staying on task. It is very important to monitor how students are using the internet. It is recommended that a list of suitable and appropriate websites is provided as a guide for students. However, encourage students to look beyond these resources. A list of useful website links is provided on this page. Ensure that you have a sound understanding of this webquest and the lesson plan before teaching it to students. Ensure that you have a sound competence with using Web 2.0 tools. Students will be required to create an account for each of the Web 2.0 tools before continuing with each activity. Those students who struggle to use Web 2.0 tools may write in their class books or use Microsoft PowerPoint. Resources Needed:Computer/laptop for each student with internet connection
A range of websites on the topic of Gallipoli Access to Web 2.0 tool for students to complete their tasks. Links to these are provided on the Process Pages. Smart Board Copy of enlistment form for every student PDF document with source questions Source worksheet/table for every student to complete
Useful Websites: |
Assessment: Students will submit all completed work to the teacher for marking. They will be assessed on the accuracy and clarity of their research and answers. They will also be marked on the originality of their diary entries and engagement with the activities and class discussions.
Process:
The WebQuest is designed to take approximately 9 classroom lessons. The activities involved do not require students to work in groups but collaboration among students is not to be discouraged. Students will be required to show the teacher their completed tasks at the end of each lesson. Five minutes is to be set aside at the conclusion of each lesson to allow for class discussion about what the students have learned, and to address any questions or problems the students may have.
Lesson 1: Classroom or Library (depending on if students each have their own laptop)
1. Using the Smart Board, introduce students to the WebQuest to ensure they understand how a Webquest works and what is expected of them. Remind them of how to use the Web 2.0 tools required for the tasks. Advise students that they will need to create an account prior to using these tools.
2. Advise students that this mini-task is to be completed individually, but that they are allowed to collaborate with each other.
3. As a class, view the video on the Home Page to engage students and prepare them for the nature of the content and tasks.
4. Have students read through the task process pages, giving them the opportunity to ask any questions about the task ahead.
5. Instruct students to begin the activities on Process Page 1. These 4 activities should be completed by the end of the lesson.
Lessons 2-8: Classroom or Library (depending on if students each have their own laptop)
1. Students are to continue working on the designated tasks for each lesson.
2. They are to complete a diary entry at the end of every lesson.
3. The teacher should walk around the room, answering any questions the students may have and providing assistance when needed.
4. Students who finish their work early may extend their learning by conducting further research to assist their tasks.
5. By the conclusion of the 8th lesson, students should have completed their WebQuest. The teacher is to collect student's Source Question and Answer sheets for marking.
Lesson 9: Classroom
1. Students are to submit their completed diary for marking.
2. After submission, the students are to participate in a class discussion giving a brief summary of their findings, and their personal reflection about the life of the ANZACS.
Lesson 1: Classroom or Library (depending on if students each have their own laptop)
1. Using the Smart Board, introduce students to the WebQuest to ensure they understand how a Webquest works and what is expected of them. Remind them of how to use the Web 2.0 tools required for the tasks. Advise students that they will need to create an account prior to using these tools.
2. Advise students that this mini-task is to be completed individually, but that they are allowed to collaborate with each other.
3. As a class, view the video on the Home Page to engage students and prepare them for the nature of the content and tasks.
4. Have students read through the task process pages, giving them the opportunity to ask any questions about the task ahead.
5. Instruct students to begin the activities on Process Page 1. These 4 activities should be completed by the end of the lesson.
Lessons 2-8: Classroom or Library (depending on if students each have their own laptop)
1. Students are to continue working on the designated tasks for each lesson.
2. They are to complete a diary entry at the end of every lesson.
3. The teacher should walk around the room, answering any questions the students may have and providing assistance when needed.
4. Students who finish their work early may extend their learning by conducting further research to assist their tasks.
5. By the conclusion of the 8th lesson, students should have completed their WebQuest. The teacher is to collect student's Source Question and Answer sheets for marking.
Lesson 9: Classroom
1. Students are to submit their completed diary for marking.
2. After submission, the students are to participate in a class discussion giving a brief summary of their findings, and their personal reflection about the life of the ANZACS.