This document outlines a history elective program for Year 10 students focusing on famous Australian war crimes trials and preserved human remains. The program is divided into three topics covered over two terms: 1. Topic 1 examines the Breaker Morant trial and Ambon war crimes trials through film analysis and source-based activities. 2. Topic 2 looks at constructing history through an analysis of preserved human remains such as bog bodies and mummies. Students study specific examples like Tollund Man. 3. Topic 3 will cover Greek myths across six weeks in the final term.

1. Stage 5 Year 10 Elective
History Program
Teacher: R Kallmier
2014
Teacher
Signed: …………………………………………
Dated: ……………………..
Head Teacher
Signed: …………………………………………
1
Dated: ……………………..

2. This program has been developed to combine Topics 1, 2 and 3 of the Stage 5 Elective
History Syllabus.
Topic/focus area
Time
Topic 1 – Constructing History
Term 1
Weeks 1 to 8
1
Focus
Outcomes
Famous Australian War Crimes Trials
A student:
E5.1 applies an understanding of history, heritage, archaeology and the methods of
historical inquiry
E5.2 examines the ways in which historical meanings can be constructed through a
range of media
E5.6 identifies, comprehends and evaluates historical sources and uses them
appropriately in an historical inquiry
E5.7 explains different contexts, perspectives and interpretations of the past
E5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry.
Suggested ICT:
Internet search
Syllabus Area
• Film as History
• Historical Fiction
• Historical Reconstructions
Learn to
Learn about
•the range of historical sources available
for historical inquiry
• identify and assess the range of sources
used in investigating history, heritage or
archaeology, including websites
• the methodology of historians and
archaeologists
• examines the varying methods of
historical and archaeological
investigations
• features of change and continuity
• explain the significance of features of
change and continuity
• varying constructions of historical
meaning
• examine the varying constructions of
historical meaning and create a
document of relevant design/layout to
illustrate one example
• the collection, display and reconstruction
of the past
• identify and examine the variety of
2
Teaching and learning activities
Topic 1 – Breaker Morant
Focus Questions – Were Morant and others
scapegoats of the empire?
a) Students view a PowerPoint of the Boer
War. This explains the cause, course and
the end of the war. It also explain how this
war was fought and the beginnings of
modern warfare. Students take notes.
PowerPoint attached.
b) Students view the film ‘Breaker Morant’.
c) Students receive a series of booklet and
questions through OneNote and answer the
questions. Class discusses answers and
views a PowerPoint with the answers.
PowerPoint attached. Work on OneNote
also attached.
d) Assessment – Students undertake a class
test that requires them to use a key
source and their knowledge to answer a
series of questions about the Boer War
and the Morant story.

3. means of collection, display and
reconstruction of the past, including the
use of pictorial sources
Topic 2 – Blood Oath – The Ambon War Trials
Focus Questions – How accurate is the film
Blood Oath? What really happened on the
island of Ambon?
a) Students view a PowerPoint on the
Nuremberg Trials. This is used to connect
the two famous war crime trials and the
changes to the defence of “following
orders”.
b) Students view the film “Blood Oath” and
answer a series of questions.
c) Students view the section on the special
features of the DVD called “The Film’s
Journey’ and write a response that outlines
the major differences between the film and
the actual trial. Class share responses and
discusses the reasons why the film takes
“poetic licence”.
d) Students view the section on the special
features of the DVD called “Ambon POWs
Remember” and write a responses that
outlines the true experiences of the POWs
on the island of Ambon. A focus is on real
life accounts that outline war crimes. Class
discussion.
e) Students complete a laminated sheet on the
general experiences of POWs. Sheets
attached.
f) Students view a PowerPoint on the War
Crimes Trial on Ambon. Students take
notes.
g) Class reads sample transcripts from the
trial and discusses these in comparison to
the film.
3

4. Teacher’s name: R Kallmier

CLASS NAME/YEAR: Year 10
Famous Australian War Crimes Trials
Date unit commenced:
Date unit completed:
Teaching strategies / learning experiences used: tick strategies
 Timelines
 Report writing
 Textbook work
 Debates
 Source – based studies
 Paragraph writing
 Note making
 Discussion
 Reading/comprehension
 Mind maps
 Research
 Diagrams/maps
 Computer work
 Tabulation of information
 Video
 Locating information
 Other: _____________________
Evaluation of Unit:
Teacher Signed:………………………………..
Head Teacher Signed: ………………………………..
4
Date: ………………
Date: ………………

5. Topic/focus area
Topic 2 – Constructing History/Ancient,
Medieval and Early Modern Societies
Time
2
Focus
Outcomes
Term 1 Week 9 – Term
2 Week
Preserved Human Remains
A student:
E5.1 applies an understanding of history, heritage, archaeology and the methods of
historical inquiry
E5.3 sequences major historical events or heritage features to show an understanding
of continuity, change and causation
E5.4 explains the importance of key features of past societies or periods, including
groups and personalities
E5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
E5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences.
Suggested ICT
Internet search
Word processing
Syllabus section
• Archaeology of the Ancient World
• Literature of the Ancient World
• Medieval and Early Modern Europe
Learn tos
Learn abouts
• the nature of history, heritage
and archaeology
• explain the features of history,
heritage and archaeology
•the range of historical sources
available for historical inquiry
•identify and assess the range of
sources used in investigating
history, heritage or archaeology,
including websites
•the methodology of historians and
archaeologists
•examines the varying methods of
historical and archaeological
investigations
•the ethical issues of ownership of
the past
•identify and examine the variety
of means of collection, display and
reconstruction of the past,
including the use of pictorial
sources
•identify and assess issues arising
Teaching and learning activities
Topic 3 – Focus Questions - What can we learn
about the past from preserved human remains?
Should we let the dead rest in peace?
a) Students view a PowerPoint as an introduction
to the topic - preserved human remains.
PowerPoint attached.
b) Students view DVD ‘Mummies – Frozen in
Time’ as a further introduction to the topic.
Students answer a series of questions.
c) Students view DVD ‘Digging up the Past’ as a
further introduction to the topic. Students
discuss how the human remains from Pompeii
and Herculaneum are different to mummies.
d) Using OneNote students complete an
introductory exercise on timelines and dates.
e) Student read booklet ‘How bodies are
preserved?’ and complete a series of questions.
These questions will also be in OneNote.
f) Student read booklet ‘Bog Bodies, Mummies
and Curious Corpses?’ and complete a series of
questions. These questions will also be in
OneNote.
5

6. from ownership of the past
•preservation and conservation of
the past
•analyse the significance of
preservation and conservation
issues
• the nature of historical inquiry
• identify the relevant sources for
the chosen society
• use historical sources
appropriately in an historical
inquiry
• past societies and historical
periods
• events and people in the context
of their own time
• explain how people of the past
were influenced by different
values, attitudes and motives
• significant historical issues in
historical context
• outline significant historical
issues in the chosen society
g) Student view PowerPoint on bog bodies.
h) Students view DVD ‘Bog Bodies’ and write an
extended response. Response attached.
i) Students view a PowerPoint on Tollund Man.
j) Using OneNote students read a number of
articles about Tollund Man and complete the
questions. This information also appears on
http://www.tollundman.dk/.
k) Students view DVD ‘Ice Mummies – The Ice
Maiden’ and answer a series of questions.
These questions will also be in OneNote.
l) Assessment – students present an electric media
presentation on a type of preserved human
remains. In this they must use one specific
example. Refer to assessment sheets.
m) Students view DVD ‘Meet the Ancestors – At
the Sign of the Eagle’ and write a series of
notes based on the ways archaeologists
investigate and reconstruct the past. The three
questions to help guide their note taking are
also in OneNote.
n) Using OneNote students read material on
Pompeii and Herculaneum called Evidence of
Life and Death. They answer the questions on
the sheets.
o) Students read the section ‘The ethics involving
human remains’ and answer a series of
questions. These questions will be used as the
basis for discussion on the key focus question Should we let the dead rest in peace?
6

7. Teacher’s name: R Kallmier

CLASS NAME/YEAR: Year 10
Topic 2 – Constructing History/Ancient, Medieval and Early Modern
Societies
Date unit commenced:
Date unit completed:
Teaching strategies / learning experiences used: tick strategies
 Timelines
 Report writing
 Debates
 Source – based studies
 Paragraph writing
 Note making
 Discussion
 Reading/comprehension
 Mind maps
 Research
 Group work
 Oral work
 Diagrams/maps
 Role play
 Computer work
 Tabulation of information
 Video
 Locating information
 Textbook work
 Other: _____________________
 Other: _____________________
 Other: _____________________
 Other: _____________________
Evaluation of Unit:
Teacher Signed:………………………………..
Date: ………………
Head Teacher Signed: ………………………………..
Date: ………………
7

8. Topic/focus area
Topic 3 – Greek Myths
Time
Term 4
Week1 to Week 6
3
Focus
Outcomes
A student:
E5.1 applies an understanding of history, heritage, archaeology and the methods of
historical inquiry
E5.5 evaluates the contribution of cultural groups, sites, and/or family to our shared
heritage
E5.6 identifies, comprehends and evaluates historical sources and uses them
appropriately in an historical inquiry
E5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
E5.9 uses historical terms and concepts in appropriate contexts
E5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences.
Suggested ICT:
Internet search
Syllabus section
• THEMATIC STUDIES – World Myths and Legends
Learn to
Learn about
• apply an understanding of the
methods of historical inquiry
• evaluate usefulness of sources
as evidence for an historical
inquiry
• the nature of historical inquiry
• locate, select, organise and
communicate historical
information from a number of
sources to address historical
problems and issues
• outline and explain change and
continuity within a specific
historic context
• historical change and continuity
• sequence major events or
cultural practices to show an
understanding of continuity and
change
• historical themes and concepts
• identify historical themes and
concepts in appropriate
historical contexts
• demonstrate an understanding
of how people from the past
Teaching and learning activities
1. Students view a PowerPoint outlining the creation
in Greek Mythology. Students write a recount of
the story.
2. Assessment task – students in pairs are asked
to research a Greek myth. They are then
expected to find a way to present this story to a
year 6 class.
3. Students watch a number of short animations that
simply explain some of the important Greek
myths. This will be used in conjunction with the
assessment task.
4. Students research what Greek mythology tells us
about the Greek. They use the information to
write one page response. They must use specific
examples from mythology to support their
arguments.
8

9. were influenced by different
values, attitudes and motives
Teacher’s name: R Kallmier

CLASS NAME/YEAR: Year 9
Greek Mythology
Date unit commenced:
Date unit completed:
Teaching strategies / learning experiences used: tick strategies
 Timelines
 Report writing
 Debates
 Source – based studies
 Paragraph writing
 Note making
 Discussion
 Reading/comprehension
 Mind maps
 Research
 Group work
 Oral work
 Diagrams/maps
 Role play
 Computer work
 Tabulation of information
 Video
 Locating information
 Textbook work
 Other: _____________________
 Other: _____________________
 Other: _____________________
 Other: _____________________
Evaluation of Unit:
Teacher Signed:………………………………..
Head Teacher Signed: ………………………………..
9
Date: ………………
Date: ………………

10. Topic/focus area
4
Focus
Outcomes
Topic 1 – Constructing History
Topic 2 – Ancient, Medieval and Early
Modern Societies
Time
Term 2 Week 8
Term 3 Week 2
Site Studies from the Ancient, Medieval or Modern World
A student:
E5.1 applies an understanding of history, heritage, archaeology and the methods of
historical inquiry
E5.3 sequences major historical events or heritage features to show an understanding
of continuity, change and causation
E5.4 explains the importance of key features of past societies or periods, including
groups and personalities
E5.6 identifies, comprehends and evaluates historical sources and uses them
appropriately in an historical inquiry
E5.7 explains different contexts, perspectives and interpretations of the past
E5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
E5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences.
Suggested ICT
Internet search
Word processing
Syllabus section
• Archaeology of the Ancient World
• Heritage and Conservation
• Medieval and Early Modern Europe
Learn tos
Learn abouts
• the nature of history, heritage
and archaeology
• explain the features of history,
heritage and archaeology
•the range of historical sources
available for historical inquiry
•identify and assess the range of
sources used in investigating
history, heritage or archaeology,
including websites
•the methodology of historians and
archaeologists
•examines the varying methods of
historical and archaeological
investigations
•the ethical issues of ownership of
the past
•identify and examine the variety
of means of collection, display and
Teaching and learning activities
1. Class discusses what is a site study.
2. Students view PowerPoint on Delos as a site study.
This will discuss key features of the site, the
significance of the site, use of historical sources,
changes that have happened to the site overtime, and
the issues of preservation, conservation and heritage.
3. Students view PowerPoint of The Sphinx as a site
study. Again this will discuss key features of the site,
use of historical sources, changes that have happened
to the site overtime, and the issues of preservation,
conservation and heritage.
4. Student view a DVD on the Sphinx called
4. Students undertake their own site study task. This
requires them to choose a site from the ancient,
medieval or modern world and answer a series of set
questions on this task. They then must turn this
information into a magazine article for an historical
publication such as ‘National Geographic’ or ‘History
10

11. reconstruction of the past,
including the use of pictorial
sources
•identify and assess issues arising
from ownership of the past
•preservation and conservation of
the past
•analyse the significance of
preservation and conservation
issues
• the nature of historical inquiry
• identify the relevant sources for
the chosen society
• use historical sources
appropriately in an historical
inquiry
• past societies and historical
periods
• describe key features of past
societies and historical periods
• significant historical issues in
historical context
• outline significant historical
issues in the chosen society
and Archaeology’. (Assessment Task Attached)
5. Students view a PowerPoint on heritage,
conservation and heritage sites. As part of this they will
view UNESCO’s website dealing with why certain
sites are heritage listed.
6. Students view a DVD on Abu Simbel called
11

12. Teacher’s name: R Kallmier

CLASS NAME/YEAR: Year 10
Topic 1 and 2 – Constructing History/Ancient, Medieval and Early Modern
Societies
Date unit commenced:
Date unit completed:
Teaching strategies / learning experiences used: tick strategies
 Timelines
 Report writing
 Debates
 Source – based studies
 Paragraph writing
 Note making
 Discussion
 Reading/comprehension
 Mind maps
 Research
 Group work
 Oral work
 Diagrams/maps
 Role play
 Computer work
 Tabulation of information
 Video
 Locating information
 Textbook work
 Other: _____________________
 Other: _____________________
 Other: _____________________
 Other: _____________________
Evaluation of Unit:
Teacher Signed:………………………………..
Date: ………………
Head Teacher Signed: ………………………………..
Date: ………………
12

13. Topic/focus area
Topic 1 – Constructing History
Term 4
Weeks 6 to 10
1
Focus
Outcomes
Time
Film – Mississippi Burning
A student:
E5.1 applies an understanding of history, heritage, archaeology and the methods of
historical inquiry
E5.2 examines the ways in which historical meanings can be constructed through a
range of media
E5.6 identifies, comprehends and evaluates historical sources and uses them
appropriately in an historical inquiry
E5.7 explains different contexts, perspectives and interpretations of the past
E5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry.
Suggested ICT:
Internet search
Syllabus Area
• Film as History
• Historical Fiction
• Historical Reconstructions
Teaching and learning activities
Learn to
Learn about
•the range of historical sources available
Topic 1 – Mississippi Burning
for historical inquiry
Focus Questions – W
• identify and assess the range of sources
a) Teacher introduces the topic and discusses
used in investigating history, heritage or
the Ku Klux Klan and the civil rights
archaeology, including websites
movement.
• the methodology of historians and
b) Students watch Youtube show called ‘Ku
archaeologists
Klux Klan – A Secret History’ and answer
• examines the varying methods of
a series of questions.
historical and archaeological
c) Students watch film ‘Mississippi Burning’
investigations
and take notes based on set points.
• features of change and continuity
d) Classes discusses the film and what they
• explain the significance of features of
have learnt about segregation and the civil
change and continuity
rights movement. This was compared to
• varying constructions of historical
the civil rights movement in Australia.
meaning
e) Students read booklets on Mississippi
• examine the varying constructions of
Burning and the civil rights movement.
historical meaning and create a
Students complete questions based on what
document of relevant design/layout to
the accuracy of the film and sources about
illustrate one example
the murder of the three civil rights
• the collection, display and reconstruction
workers. Sheet attached.
of the past
13

14. Teacher’s name:

CLASS NAME/YEAR: Year 10
Mississippi Burning
Date unit commenced: Week 6 Term 4 2011
Date unit completed: Week 10 Term 4 2011
Teaching strategies / learning experiences used: tick strategies
 Timelines
 Report writing
 Textbook work
 Debates
 Source – based studies
 Paragraph writing
 Note making
 Other: _____________________
 Discussion
 Reading/comprehension
 Mind maps
 Research
 Other: _____________________
 Group work
 Oral work
 Diagrams/maps
 Role play
 Other: _____________________
 Computer work
 Tabulation of information
 Video
 Locating information
 Other: _____________________
Evaluation of Unit:
Teacher Signed:………………………………..
Head Teacher Signed: ………………………………..
14
Date: ………………
Date: ………………

15. Topic/focus area
Topic 3 – Thematic studies
Time
Term 2 Week 8
Term 3 Week 2
4
Focus
Outcomes
The Salem Witch trials and witchcraft through time.
A student:
E5.1 applies an understanding of history, heritage, archaeology and the methods of
historical inquiry
E5.3 sequences major historical events or heritage features to show an understanding
of continuity, change and causation
E5.4 explains the importance of key features of past societies or periods, including
groups and personalities
E5.6 identifies, comprehends and evaluates historical sources and uses them
appropriately in an historical inquiry
E5.7 explains different contexts, perspectives and interpretations of the past
E5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
E5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences.
Suggested ICT
Internet search
Word processing
Syllabus section
• Archaeology of the Ancient World
• Heritage and Conservation
• Medieval and Early Modern Europe
Learn tos
Learn abouts
 the nature of historical
inquiry apply an
understanding of the
methods of historical inquiry

evaluate usefulness
of sources as evidence for
an historical inquiry

locate, select,
organise and communicate
historical information from a
number of sources to
address historical problems
and issues
 historical change and
continuity
outline and
explain change and
continuity within a specific
historic context

sequence major
Teaching and learning activities
15

16. 

events or cultural practices
to show an understanding
of continuity and change
historical themes and
concepts
identify
historical themes and
concepts in appropriate
historical contexts
events and people in the
context of their time
demonstrate an
understanding of how
people from the past were
influenced by different
values, attitudes and
motives
Teacher’s name: R Kallmier
CLASS NAME/YEAR: Year 10

Date unit commenced:
Date unit completed:
Teaching strategies / learning experiences used: tick strategies
16

17.  Timelines
 Debates
 Paragraph writing
 Discussion
 Mind maps
 Group work
 Diagrams/maps
 Computer work
 Video
 Report writing
 Source – based studies
 Note making
 Reading/comprehension
 Research
 Oral work
 Role play
 Tabulation of information
 Locating information
 Textbook work
 Other: _____________________
 Other: _____________________
 Other: _____________________
 Other: _____________________
Evaluation of Unit:
Teacher Signed:………………………………..
Date: ………………
Head Teacher Signed: ………………………………..
Date: ………………
17