Exhibition Planning

Unit: Experiencing World War 1

Lesson 21 of 30

Year Level: 9 Subject: Humanities and Social Sciences (HASS) – History focus Duration: 60 minutes Class size: 28 students

Lesson Overview

Students will collaboratively plan a student-led exhibition showcasing their learnings about World War 1. They will develop specific roles aligned with their interests and strengths to contribute to a comprehensive exhibition plan. This session encourages critical thinking, collaboration, historical communication skills, and creative expression aligned with the Australian Curriculum (v9).

Australian Curriculum Links

History - Years 7–10

Content Description:
AC9HH9S08: Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources
AC9HH9K12: The commemoration of the First World War, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war
Skills:
Acquire and organise information from a range of sources
Develop historical arguments and explanations to engage audiences
Communicate using appropriate historical concepts and evidence
General Capabilities:
Literacy – reading, writing, and multimodal communication
Critical and Creative Thinking
Personal and Social Capability – collaboration and self-management
Cross Curriculum Priorities:
Aboriginal and Torres Strait Islander Histories and Cultures (link any Aboriginal perspectives on WW1 if appropriate)

Learning Objectives

By the end of this lesson, students will be able to:

Develop a detailed plan for a WW1 exhibition that reflects historical understanding and diverse student roles.
Use historical evidence and concepts to support their exhibition content and presentation choices.
Collaborate effectively by taking on roles aligning with their interests and strengths.

Success Criteria

Students will:

Produce a detailed exhibition plan including content, display types, and roles (e.g., researcher, designer, presenter, marketing).
Demonstrate use of historical knowledge by selecting appropriate WW1 topics for the exhibit.
Work cooperatively to allocate roles and tasks based on individual strengths and preferences.
Create plans with clear timelines and logistical considerations for the exhibition.

Learning Activities

Time	Activity	Description	Differentiation & Supports
0-10	Introduction & Context Setting	Recap key learnings about WW1 so far; explain the exhibition project purpose and significance.	Use visuals and bullet-point lists for clear understanding. Provide a printed/digital handout with the project overview for Dyslexic students.
10-15	Brainstorm Exhibition Themes and Topics	Whole class discussion: What key stories, events, or perspectives from WW1 should be included?	Use group whiteboard or digital collaborative tool for visual learners. Allow verbal contributions to support those struggling with spelling/writing.
15-30	Role Development and Group Formation	Students select or are assigned roles based on interest: e.g., researchers, content writers, designers, marketers, presenters.	Provide role descriptions and checklists in template form. Support students with ADHD by assigning clear, chunked steps and deadlines.
30-50	Drafting the Exhibition Plan	Groups plan their section of the exhibition: what content, format (e.g., poster, video, artefacts), timelines, and resources required.	Templates for exhibition plan with headings and guiding questions (Dyslexia-friendly). Offer higher challenge students optional norms chart or timeline design.
50-55	Sharing Plans and Collaborating	Groups share draft plans briefly to get peer feedback and identify overlaps or gaps.	Encourage constructive, positive peer feedback. Use sentence starters for students needing support in verbal communication.
55-60	Review & Reflection	Teacher summarises key points, confirms deadlines, and offers extension task option: creating marketing materials (flyers, posters) for the exhibition.	Offer templates and examples for marketing materials. Encourage extension task for gifted students to create digital promotions or social media plans.

Differentiation Strategies

For diverse learners (ADHD, Dyslexia, etc.):
Provide detailed templates with visual organisers for exhibition planning.
Chunk tasks into manageable steps with clear instructions.
Allow oral explanations alongside written materials.
Offer quiet areas or time-outs for focus if needed.
Pair students strategically, mixing strengths and learning needs.
For students with strong literacy challenges:
Provide keyword glossaries related to WW1 terminology and the exhibition context.
Use speech-to-text tools or scribe assistance if needed.
For gifted / extension learners:
Tasked to design marketing materials or digital media to promote the exhibition.
Explore deeper historical debates (e.g., contested interpretations of the Anzac legend).

Dyslexia-Friendly Considerations

Use clear, sans-serif fonts for all printed/digital materials.
Provide all templates with consistent layout and colour coding for sections.
Allow verbal instructions supported by written step-by-step guides.
Use bullet points rather than dense paragraphs.
Incorporate visuals in planning materials such as icons for each section of the plan.

Assessment & Feedback

Informal formative assessment through observation during group planning and discussions.
Review of exhibition plans to check historical accuracy, completeness, and clarity of roles.
Peer and teacher feedback at the end of lesson on the clarity and feasibility of plans.
Successful completion of extension marketing materials can be assessed separately for higher ability students.

Resources Needed

Exhibition Planning Templates (printed and digital versions)
WW1 source materials and notes from previous lessons
Whiteboard or digital collaboration tools (e.g., Jamboard, Google Docs)
Materials for creating marketing extensions (e.g., paper, markers, computers/tablets)

Teacher Notes

Ensure all students understand the exhibition’s purpose is to demonstrate and communicate historical learning, not just decoration.
Guide students in linking chosen content to historical evidence and significance.
Support role assignments carefully to suit student strengths and preferences for engagement.
Use this lesson to nurture student agency and ownership over their learning product.
Follow up with ongoing support and check-ins in subsequent lessons for exhibition progress.

This lesson plan is designed to develop Year 9 students’ historical inquiry, communication, and collaboration skills as outlined in the Australian Curriculum v9 for History, particularly focusing on interpreting and communicating understandings of World War 1 through a modern, student-led exhibition project.

Teaching Instructions