This resource addresses outcomes and content in the Board of Studies NSW Syllabus for the Australian Curriculum in History K-10. It provides an overview of content and examples of lesson activities that relate to Stage 5 – Depth Study 3: Australians at War: World Wars I and II (1914-1918, 1939-1945)
The task
In ‘A soldier's war: Gallipoli’, the class becomes a production company. Their brief is to create a film, ‘Gallipoli: the true story’. After an overview of the campaign by the class as a whole, students break into a dozen groups consisting of two or three members each. They investigate aspects and key figures in the Gallipoli campaign before creating a short video sequence which will form part of the class film. The table gives a description of each sequence and notes on the skills required.
| Sequence | Description | Notes |
|---|---|---|
|
The plan |
Explain the reasons for the Dardanelles strategy and the Gallipoli campaign and describe Winston Churchill’s role in it |
Designing a map or maps are essential in making this sequence, so knowledge of a tool like Google My Maps is an asset |
|
The environment |
Describe the terrain of the Gallipoli Peninsula then synthesise this information to discuss difficulties that the soldiers would face |
This task draws on map reading skills, specifically a topographic map of the Gallipoli Peninsula. Students should immediately be struck by the closeness of the contours thus indicating the steep terrain |
|
The landing |
Evaluate the strengths and weaknesses of the Anzac landing at Gallipoli |
The map in the first suggested site indicates the Anzac’s goal for Day One as well as the reality. The third site requires students to read a long piece that discusses some of the factors working against the landing’s success. Adobe Flash is needed for the interactive at the second site |
|
The leadership |
Assess the leadership of the Gallipoli campaign, particularly that of General Ian Hamilton |
A moderate amount of reading is required in investigating the two suggested sites. More research is recommended |
|
Albert Jacka |
Describe the actions of Albert Jacka and discuss how he was ‘used’ by the government |
Use quotes and examples to show the bravery of Albert Jacka and explain the different ways that he was exploited by authorities at home |
|
Archie Barwick |
Describe the living conditions at Gallipoli as seen through the eyes of Archie Barwick and compare and contrast his experiences with other soldiers |
Archie Barwick’s diary in the second ‘useful site’ is long. Students are advised to skim the diary entries and/or search and find words like ‘weather’, ‘hot’, ‘cold’, ‘food’, ‘dugout’, ‘flies’ and read the text around these terms |
|
Treating the wounded |
Consider the lives of the nurses and their hardships, some different to the soldiers, but hardships nonetheless |
The two suggested sites require a reasonable amount of reading so skim the text looking for the nurses’ difficulties. Much can be interpreted from the photo as well |
|
August Offensive |
Describe the nature, and assess the success the of the August Offensive with an emphasis on the Australian role |
The first suggested site requires a lot of reading so advise students to skim the page. The second and third sites give valuable insights into the nature of the Australian role in the August Offensive. Students are encouraged to use Google My Maps to illustrate the strategy behind the attacks |
|
The enemy |
Examine the Turkish perspective of the Gallipoli campaign, including an evaluation of Mustafa Kemal’s leadership and what was revealed in the May truce |
Students should use the sub-headings to help skim the first suggested site. What do the sources show about the changing respect that the two sides’ soldiers had for each other? |
|
The reporter |
Describe how Ellis Ashmead-Bartlett’s opinion of the Gallipoli campaign changed over time |
Students should become aware of, and discuss the external forces that affected the writings of Ellis Ashmead-Bartlett both early and later in the campaign. |
|
Evacuation |
Describe the evacuation of the Gallipoli Peninsula by thousands of Anzac troops |
The evacuation of the Gallipoli Peninsula is considered by most to be the most successful aspect of the campaign. Address the factors that made the evacuation of Gallipoli successful by contrast to the campaign as a whole |
|
Evaluation |
Evaluate the Allied campaign at Gallipoli. Why did it succeed/fail? |
This group must meet with the group called ‘The Plan’ for it is the campaign’s strategy and tactics that they are evaluating. Students should consider the credibility of the three suggested sources |
A student:
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explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1
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identifies and evaluates the usefulness of sources in the historical inquiry process HT5-5
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explains different contexts, perspectives and interpretations of the modern world and Australia HT5-7
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selects and analyses a range of historical sources to locate information relevant to an historical inquiry HT5-8
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applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
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selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10
Cause and effect
Intended and unintended causes and consequences of a particular historical event or development
Perspectives
The reasons for different perspectives in a particular historical context
Empathetic understanding
The actions, values, attitudes and motives of people in the context of the past
Significance
The reasons why the importance of an event development or individual may change over time
Comprehension: chronology, terms and concepts
Read and understand historical texts
Sequence historical events to demonstrate the relationship between different periods, people and places
Use historical terms and concepts in appropriate contexts
Analysis and use of sources
Identify different types of sources
Identify the origin, content, context and purpose of primary and secondary sources
Process and synthesise information from a range of sources as evidence in an historical argument
Evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry
Perspectives and interpretations
Identify and analyse the reasons for different perspectives in a particular historical context
Recognise that historians may interpret events and developments differently
Empathetic understanding
Interpret history through the actions, values, attitudes and motives of people in the context of the past
Research
Ask and evaluate different kinds of questions about the past to inform an historical inquiry
Plan historical research to suit the purpose of an investigation
Identify, locate, select and organise information from a variety of sources, using ICT and other methods
Explanation and communication
Develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources
Select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the past for different audiences and for different purposes
The scope and nature of warfare (ACDSEH095)
Students:
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describe the nature of warfare during the Gallipoli campaign
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explain the outcome of the Gallipoli campaign