Charlene Landvogt Project Outline


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This project outline was created as a result of the Spirit of Anzac Teacher Prize, 2010.

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  • I have just found this here and was wondering if there is any way I can get a jpg or something of slide #10? Eric Edgerton. I am a relative and have not seen the grave in real life! Cheers.
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Charlene Landvogt Project Outline

  1. 1. ‘Online Database Project’ Spirit of ANZAC PrizeC h a rlene L a n d v og t
  2. 2. Over view of ProjectProject overview: This project is targeted at year 9 Australian Historystudents studying World War 1 (WW1). They will complete an assignmenton a soldier from their local area who served and died in WW1. They willinvestigate both his history (profile) and describe the battles he fought in(contextualisation). They will then upload this information onto a websiteand begin creating a central database where these various local historiesare collected. This will be termed their Major Study for the semester.Students will present both the soldier’s profile and the discussion of thebattles he fought to the class.
  3. 3. Links with VELSStrand 1: Discipline Based Learning (5.25Sem 1, 5.5 Sem 2).Domain - History Dimension: Historical Reasoning & Interpretation. Dimension: Historical Knowledge & Understanding.
  4. 4. Links with VELSStrand 2: Physical, Personal and SocialLearning (5.25 Sem 1, 5.5 Sem 2).Domain - Personal Learning Dimension: The Individual Learner. Dimension: Managing Personal Learning.
  5. 5. Links with VELSStrand 3: Interdisciplinary Learning(5.25Sem 1, 5.5 Sem 2).Domain - Information andCommunications Technology Dimension: ICT for Creating.
  6. 6. Current position....Currently I am in the process offinishing the unit outline for thisproject. I still need to refine andreview how I am going topresent this information tostudents.I realise, however, that one ofthe most important (and initial)parts of the project will bepreparing the students for theirresearch.I have therefore included in thefollowing slides threeintroductory activities teachersmay like to use to help getstudents thinking about theprocess of research, before theyeven begin researching.
  7. 7. Introductory Activity 1: Presentation ofa list of soldiers students can choose from Students will obviously need to select a soldier to research. I think it is important, however, that students have a wide variety of soldiers to choose from. That way they can select a soldier that they find a connection with. I will use a slideshow presenting an array of soldiers and ask students to nominate which soldier (and battles) they would like to know more about. The next three pages are example slides of the presentation I am developing.
  8. 8. Charles Scharness (406)- Buried at Beach cemetery,ANZAC Cove.- Born in Essendon.- 20 years old at enlistment.- Died on 25th April, 1915.
  9. 9. Frank Trickey (696)- Buried at Lone Pine Cemetery- Enlisted in Essendon.- Died at the age of 19.- Died on 25th April, 1915.
  10. 10. Eric Edgerton (Lieut.)- Buried at VB Cemetery- Born in Moonee Ponds- Died at the age of 21.- Died on 11th August, 1918.
  11. 11. Introductory Activity 2: Discussing ImagesStudents will be given a picture of theirsoldier’s grave stone as part of theirresearch.They will also, inevitably, come across otherimages in the course of their research.It is therefore important that studentsdiscuss how to use and question sourceseffectively.The following activity is designed to be usedon an electronic white board and requiresthe teacher to find an image of a gravestone, such as the one to the right.
  12. 12. Start with a blank screen, with the image fully covered and tell studentsthat you will reveal each section in part.(You will need to explain howfamilies paid for inscriptions on soldier’s tomb stones).Questions for discussion...- Why is the information written on grave stones crucial to our understanding of a soldier?- Why did families pay for inscriptions on grave stones? Why was it important to them?- What type of text or tone of text do you expect to read on soldier’s grave stones?- Do you expect the type of inscriptions on grave stones to differ between battle fields (e.g. Gallipoli and the Western Front)?- Whose view of events and history do we read when using a grave stone as a historical source?
  13. 13. Reveal the first part of the tomb stone.Questions for discussion...- What does this information reveal about the soldier?- If we only had this part of the tomb stone, what would we know about him?- If we only had this part of the tomb stone, whose version of history, whose perspective, would we bereading?- If this was all that was written on the tomb stone, what might you assume about the soldier’sfamily?
  14. 14. Reveal the second part of the tomb stone.Questions for discussion...- What additional piece of information does this sentence reveal?- Who else may be adding to our understand of this soldier?- What are we being told about the soldier?
  15. 15. Reveal the final part of the tomb stone.Questions for discussion..- What does this final part of the inscription tell us?- How does this change your understanding of the soldier’s past?- Who wrote this inscription?- What do we need to be mindful of when reading this inscription?
  16. 16. Introductory Activity 3: Use of Websites....Students will be using websites during theirresearch of a soldier.It is therefore very important that they aware ofthe uses, and limitations, of websites.It is also important that they are prepared andaware of what information they need beforethey access a website. This will make their websearching and researching more productive.The next slide shows some guiding questions ateacher might use when introducing students tothe website
  17. 17. Questions1) What is thepurpose of thiswebsite?2) What informationmight you search foron this site?3) What would youneed to knowbefore using thiswebsite?
  18. 18. What’s to come...I hope to upload unitoutlines and otherclassroom activitiesin the future.