Stage 6 | Modern History Unit of Work

4 weeks
TOPIC: The Nature of Modern History Stage 6 Year Duration:
5.The Representation and Commemoration of the Past – Historical film (Paths of 11 16 hours/ 16 lessons
Glory)
Detail:

Rationale
Through a focus on the topic of the nature of modern history, and an analysis and study of a historical film, students investigate an understanding on how the past is represented and
commemorated. Students develop an understanding of the nature of modern history through relevant methods and issues.

Focus questions Historical Concepts and Skills

● How public nature of history is formed, and the uses of history. Analysis and use of sources
● How history is represented through ONE of the following:  Explain the meaning and value of sources for an historical inquiry.
memorials, museums, the media, film, documentaries and online.
 Analyse sources to identify and account for the different perspectives of
(For those who do not have access to any of the following media individuals and groups in the past.
outlets, the film ‘Paths of Glory – Stanley Kubrick (1957) will be
 Analyse and synthesise evidence from different types of sources to develop
shown during class) reasoned claims.
● How history can be represented and commemorated through
Historical interpretation
articles and the following historical film (Paths of Glory – Stanley
Kubrick).  Analyse the extent and nature of continuity and change over time.
● Why there is a need for critical analysis of representations of the  Form judgements about historical significance, recognising that significance
past and the historical methods that can be used for this purpose. may be attributed for different purposes.
● What are the various ways the past is commemorated, including the Historical investigation and research
role of key influences?
 Frame questions to guide historical inquiry and develop a coherent research
plan.
 Use evidence from a range of sources to inform investigation and research.
Explanation and communication

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
  Develop texts, particularly historical accounts and arguments, supported by
relevant evidence from sources.
 Communicate historical understanding, using historical knowledge, concepts
and terms, in forms appropriate to purpose and audience.

Outcomes Resources

● MH11-6 Analyses and interprets different types of sources for Movies/clips:

evidence to support an historical account or argument. ● Kubrick, Stanley (1957). Paths of Glory. Retrieved from:
● MH11-7 Discusses and evaluates differing interpretations and https://archive.org/details/PathsOfGlory1957
representations of the past. ● Battlefield 1, Trench Warfare British Defense. Retrieved from:
● MH11-9 Communicates historical understanding, using historical https://archive.org/details/Battlefield1TrenchWarfareBritishDefenseNoHUD
knowledge, concepts and terms, in appropriate and well-structured
Books:
forms.
● Cobb, Irvin S. Paths of Glory; Impressions of War Written at and Near the Front Date
● MH11-10 Discusses contemporary methods and issues involved in
accessed 1 April 2018, from https://archive.org/details/pathsofgloryimpr00cobb/page/n5
the investigation of modern history.
● Rusden, George W. History of Australia, (1883). Date accessed 30 March 2019, from
https://archive.org/details/historyaustrali07rusdgoog/page/n5
● Smith, J. S. Trench Warfare; A Manual for Officers and Men. Retrieved from:
https://archive.org/details/trenchwarfareman00smit/page/n5
● William, Waldron. H. Elements of Trench Warfare. Retrieved from:
https://archive.org/details/elementsoftrench01wald/page/n5

Websites:
● Australian War Memorial, 1918: Friends and Foe – Australian Soldier’s Relations with
the French. Date Accessed 1 April 2019, from
https://www.awm.gov.au/visit/exhibitions/1918/soldier/french
● Australian War Memorial, Daily Life. Date accessed 28 March 2019, from
https://www.awm.gov.au/visit/exhibitions/anzac-voices/life-gallipoli
● Australian War Memorial, First World War 1914-18. Date accessed 30 March 2019,
from https://www.awm.gov.au/articles/atwar/first-world-war

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 ● Australian War Memorial, Life in the Trenches. Date accessed 28 March 2019, from
https://www.awm.gov.au/visit/exhibitions/anzac-voices/life-trenches
● Australian War Memorial, Trench Warfare – Hell on Earth. Date accessed 28 March
2019, from https://www.awm.gov.au/visit/exhibitions/1918/battles/trenchwarfare
● Bradshaw, Peter. Paths of Glory review – Kubrick’s First World War Masterpiece. The
Guardian, Date accessed 29 March 2019, retrieved from
https://www.theguardian.com/film/2014/may/01/paths-of-glory-review-kubrick-first-
world-war
● Cleary, Michelle N. Flies filth and bully beef: life at Gallipoli in 1915. The Conversation,
Date accessed 27 March 2019, from https://theconversation.com/flies-filth-and-bully-
beef-life-at-gallipoli-in-1915-39321
● Das, Santanu. Sensuous Life in the Trenches. The British Library, Date accessed 1
April 2019, from https://www.bl.uk/world-war-one/articles/sensuous-life-in-the-trenches
● Eggert, Brian. Paths of Glory. Deep Focus Review. Date accessed 1 April 2019, from
https://deepfocusreview.com/definitives/paths-of-glory/
● François, Truffaut. Review: Paths of Glory. Scraps From The Loft, Date accessed 30
March 2019, from https://scrapsfromtheloft.com/2016/09/22/paths-of-glory-review-
francois-truffaut/
● Kitchen, Martin. The German Front Experience. BBC – History, Date accessed 30
March 2019, from
http://www.bbc.co.uk/history/worldwars/wwone/german_experience_01.shtml
● National Council on Public History, About the field. Date accessed 1 April 2019, from
https://ncph.org/what-is-public-history/about-the-field/
● Wortman, Marc. Blood and Mud: A French Soldier’s WW1 Memoir Vividly Describes
Trench Warfare. The Daily Beast, Date accessed 1 April 2019, from
https://www.thedailybeast.com/blood-and-mud-a-french-soldiers-wwi-memoir-vividly-
describes-trench-warfare

Teacher Resources:
● See appendix at the end of the unit outline.

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Students investigate:  Class Brainstorming: the students are to be asked, and then consider the History of Australia

 The public nature of history and the uses of significance of history in respects to; Public Nature of History and its
history - Their own life Uses Activity sheet

 Analyse the extent and nature of continuity - Their school What is Public History, About the
and change over time. field
- Their community
 Use evidence from a range of sources to
inform investigation and research. - Australia
 Explain the meaning and value of sources  Discussion: Students may then share their experiences and responses with
for an historical inquiry.
the class. Students are then engaged in a teacher-led discussion to define
‘public history’. Examples are provided to illustrate the application of history
in the real world.
 Scaffold activity: Students are given worksheets and then given instructions
on how to fill in worksheets. The purpose of this activity is to demonstrate
the student’s ability to use evidence from a range of sources and
investigate and research the topic they choose. For the work to be
complete students must identify:

What do I What do I want How do I find What have I

know? to know? out? learned?

● How history is represented through ONE of ● Research activity: Students are to find examples of particular aspects of the Flies filth and bully beef: life at
the following: memorials, museums, the past that are represented and commemorated in their school or local Gallipoli in 1915
media, film, documentaries and online community. Information may be accessed through a site study, local
council websites, or specific websites. After the example is selected, Trench Warfare British Defense
students investigate how and why their chosen aspect of the past is
Paths of Glory; Impressions of
● the various ways the past is commemorated. Teacher introduces articles from various websites that
War Written at and Near the
commemorated, including the role of key explore how the past is commemorated (Trench warfare articles).
influences, eg nationalism and nation- Front
building ● Movie/Analysis: Students are provided with a range of sources relating to

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
trench warfare including books, articles, YouTube clips as well as being Paths of Glory (Deep focus
presented with the movie (Paths of Glory). Students watch the movie, and review)
● Develop texts, particularly historical analyse how it shows trench warfare and the general moral and attitude of
accounts and arguments, supported by Paths of Glory (Movie)
the soldiers. Students are then required to reflect on the impact and
relevant evidence from sources.
significance of trench warfare on the soldier’s morale, and look at
Daily Life
responses and reviews relating to the movie. They have to also consider
● Communicate historical understanding, the influence that movies have on the representation of nation-building, and Elements of Trench Warfare
using historical knowledge, concepts and how this aspect of the past is commemorated.
terms, in forms appropriate to purpose and Life in the Trenches
audience. ● Collaborative Work: Students are presented different perspectives of trench Trench Warfare; A Manual for
warfare from the soldiers point of views: Officers and Men
- Australian
● Form judgements about historical - French Paths of Glory review – Kubrick’s
significance, recognising that significance
- German First World War Masterpiece
may be attributed for different purposes
- British
- American The German Front Experience
● Analyse sources to identify and account for Teacher then assigns students into groups of four and are given Blood and Mud: A French
the different perspectives of individuals and worksheets so that they can identify and account for the different Soldier’s WW1 Memoir Vividly
groups in the past. perspectives of the individuals in the past. After they have answered the Describes Trench Warfare
question the teacher then splits the group back into mixed groups where
they collaborate their answers of different perspectives with each other. Sensuous Life in the Trenches

● Primary Source activity: Students are to analyse primary sources that give Different Perspectives of Trench
oversight into the elements of trench warfare, and students are to write Warfare Activity
down what they considered was significant to building and forming of Differentiated:
trenches.
Questions in the collaborative
work can be changed and
extended for high achieving
students.

 The need for critical analysis of ● Inquiry-based learning: Students are to be engaged in a class debate which First World War 1914-1918
representations of the past and historical they have to consider the relevance of historical movies in relation to
methods that can be used for this purpose commemorating the past, and representation. As part of their research, Trench Warfare – Hell on Earth
students may choose to investigate different movies, or visit the Australian 1918: Friends and Foe –
War Memorial website and its collections, and a range of different sources

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 Content Teaching and learning strategies Resources
 Frame questions to guide historical inquiry which may provide alternative perspectives. Australian Soldier’s Relations
and develop a coherent research plan. with the French
● Formative Assessment/ Presentation: As a class, students consider the
 Communicate historical understanding, purposes of the memorials, media, and articles in relation to the
using historical knowledge, concepts and
significance towards nationalism, culture, and identity. Then form groups of
terms, in forms appropriate to purpose and
audience.
4 or 5 and look into the different ways that the past is commemorated,
through each medium. They are then required in the same groups to give a
 Analyse sources to identify and account for presentation on their chosen examples. Presentation notes activity sheet is
the different perspectives of individuals and
given out so that students have direction on how to proceed with the task.
groups in the past.
Students may select one particular example from the following:
 Analyse and synthesise evidence from - Memorial
different types of sources to develop - Museum
reasoned claims. - Media
- Film
- Documentary
- Online

Appendix: the following pages contain the three professional resources that are within this Unit Outline.

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 Public Nature of History and its Uses

Mission:
Choose any topic of interest (examples can be from Historical events,
movies, games, people, etc) and research the history of it and provide
a summary of it (can be done in dot form).
Before the research begins into the topic you must answer the
following questions:
1. What do I know already about the topic at hand?

2. What do I want to know?

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 3. How do I found out? (List relevant websites and/or resources
that can be of use)

Now the research can begin, answer the following questions:

1. Was there anything that newly discovered that was not known
before?

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
2. How did researching your topic improve your knowledge overall
in the topic?

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 Different Perspectives of Trench Warfare
Perspective on Focus:
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What does it tell you about daily life?

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How does the chosen perspective describe the war itself?
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This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
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Anything that was interesting?

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This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Find others in the room who had different perspectives and
write down what they say:
Perspective 2 _______________________
What does it tell you about daily life?
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Perspective 3 ________________________
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This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
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Perspective 4 _________________________
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This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
___________________________________________

Perspective 5 _________________________
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This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 Presentation Notes Activity Sheet

1. Create an engaging multi-model presentation (using pictures and

videos) in groups of 4 or 5.

2. Choose a focus of study:

- Memorial
- Museum
- Media
- Film
- Documentary
- Online

3. Investigate how the chosen focus of study impacts towards on:

- Identity of the nation

- How it impacts on culture
- significance towards nationalism

4. Present work to rest of the class.

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Critical Reflection
This unit of work is designed around stage six syllabus of the modern history unit ‘The Nature
of Modern History – 5. Representation and Commemoration of the Past’ [CITATION NES09 \p 33 \l
3081 ] . This unit of work was incorporated with the mindset of achieving the standards that are
contained within the ‘Australian Professional Standards for Teachers’ [ CITATION AIT10 \l 3081 ], as
well as incorporating the use of ICT resources and literacy activities. The aim of the unit is to deepen
the students’ understanding of the nature of modern history, and to analyse how the past is
represented and commemorated through the use of a historical film ‘Paths of Glory’.

This senior unit of modern history was designed around pedagogical approach of an inquiry-
based learning (IBL) as the theoretical teaching framework. The purpose of this was to establish
student curiosity and engagement with the subject and to develop a deeper understanding of the
topics at hand [ CITATION Leh17 \l 3081 ], as well as being efficient at targeting the special needs of the
students, which included the talented ones [CITATION Dos15 \p 651 \l 3081 ].

The first activities relating to the content of the representation and commemoration of the past
related to ‘The public nature of history and the uses of history’ [CITATION NES09 \p 33 \l 3081 ]. This
invokes an investigative type of learning so that students have to consider how history is used within
their own context, and the application of historical investigation. The lessons here are designed
around the student’s ability to apply historical skills and concepts found in the syllabus, such as;
analysing the extent and nature of continuity and change over time; using evidence from a range of
sources to inform their investigations; the scaffold activity is to explain the meaning and value of
sources for an historical inquiry and giving a glimpse of the research process [CITATION NES09 \p 27 \l
3081 ]. As well the activity establishes the student’s prior knowledge of the content.

The next part of activities are focused around content ‘How history is represented through
one of the following: memorials, museums, the media, film, documentaries and online’ and ‘the
various ways the past is commemorated, including the role of key influences’ [CITATION NES09 \p 33 \l
3081 ]. The activities help build up the students’ historical skills so that they can deepen their
understanding and engagement with the topics. The research activity, and the collaborative work
activity develops the student’s ability to understand the content and build upon their knowledge of
historical accounts and arguments, while supporting relevant evidence from sources. It also helps with
their ability to communicate their historical understanding on the topic and improves on their literacy
skills. The collaborative work activity is used as it brings about “significant changes in engagement”
[CITATION Lau15 \p 473 \l 3081 ] and reducing students’ burnout on the topic. As well to this, the
collaborative activity can be differentiated to higher order of thinking questions so that higher
achieving students have more to research into to develop their skills, and provides a range of
variations to suit all learning conditions.

The analysis of the historical film ‘Paths of Glory’ by Stanley Kubrick, was used to
demonstrate how history of trench warfare in the first world war was represented in the media. It was

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
also chosen because of the accessibility of the movie on the internet so that all students in between
different socio-economic statuses can view it. The analysis of the movie task requires students to form
judgements about the historical significance of movies in commemorating the past, as well as the
various ways the past influences aspects of nationalism and nation-building. Different mediums are
also presented, such as primary sources including books, and online research from the Australian war
memorial, so that there is a differentiated aspect to the content to meet the students from different
socio-cultural learning and backgrounds of the students.

The primary source activity invokes on the student’s ability to analyse sources of the past,
and to identify and account the different perspectives of individuals of the past. Using Australian,
French, German, British, and American accounts of trench warfare to illustrate this, so that the
students can develop texts, and particular historical accounts of the past using evidence from
sources. It also challenges the student’s ability to analyse sources and understand their significance.

The last activities are involving the content of ‘the need for critical analysis of representations
of the past and historical methods that can be used for this purpose’ [CITATION NES09 \p 33 \l 3081 ].
The inquiry-based learning activity is designed around the student’s ability to analyse sources and
their ability to synthesise evidence from different sources to develop their claim. It was differentiated
to suit the capabilities of students that are of high achieving status, and to be presented in a debate
form to develop their communication and presentational skills. It also incorporates the students use of
ICT and improve on the searching capabilities using ICT resources.

The presentation activity incorporates the use of bloom’s taxonomy, where the students are to
apply their knowledge of the history skills, comprehension of the skills, applying them to their
research, analysing the usefulness, evaluating and creating a presentation [ CITATION Bru18 \l 3081 ].
The task is designed so that the students analyse the extent and continuity and change over time, use
evidence from a range of sources to inform investigation and research, and explain the meaning and
value of the sources chosen. This form of formative assessment aims to improve teaching and
learning, and is embedded into instructions to monitor learning and assess learners understanding of
the purpose [ CITATION Gik11 \l 3081 ].

Most of the activities and learning strategies are chosen so that it builds on the teachers’
abilities to apply their pedagogical practices in a classroom, and to make sure there are able to
achieve the standards that are to be met to teach effective in a classroom setting [ CITATION AIT10 \l
3081 ].

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Bibliography
AITSL. (2010). Australian Professional Standards for Teachers. Retrieved from Australian
Institute for Teaching and School Leadership Limited:
https://www.aitsl.edu.au/docs/default-source/teach-documents/australian-
professional-standards-for-teachers.pdf
Bruehler, B. B. (2018, April). Traversing Bloom's taxonomy in an introductory scripture
course. Teaching Theology & Religion, 21(2), 92-109.
Dostál, J. (2015). Inquiry-based Instruction and Relating Appeals of Pedagogical Theories
and Practices. Procedia - Social and Behavioral Sciences, 171, 648-653.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online Formative Assessment in Higher
Education: A Review of the Literature. Computers & Education, 57(4), 2333-2351.
Launer, J. (2015). Collaborative Learning Groups. Postgraduate Medical Journal, 91(1078),
473-474.
Lehtinen, A., & Viiri, J. (2017). Guidance Provided by Teacher and Simulation for Inquiry-
Based Learning: A Case Study. Journal of Science Education and Technology, 26(2),
193-206.
NESA. (2015). Modern History Stage 6 Syllabus. Retrieved from NSW Education and
Standards Authority:
http://educationstandards.nsw.edu.au/wps/wcm/connect/dd911de5-0d92-43c9-9447-
40e97c934b41/modern-history-stage-6-syllabus-2017.pdf?MOD=AJPERES&CVID=

This unit of work was written by Hassan Nanai for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019