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    Film As A Historical Source - Gallipoli'

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    Maan Patel
    The document provides a student task sheet for a history assignment analyzing the film "Gallipoli" as a historical source about World War 1. Students are asked to watch the film and answer 6 questions analyzing how the film portrays the ANZAC legend, whether it provides a biased perspective, how its purpose as a film may influence its historical accuracy, and how it can be considered both a useful and not useful historical source. They are also asked to find a primary source to support one of their points.

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    Film As A Historical Source - Gallipoli'

    Uploaded by

    Maan Patel
    35 views3 pages
    The document provides a student task sheet for a history assignment analyzing the film "Gallipoli" as a historical source about World War 1. Students are asked to watch the film and answer 6 questions analyzing how the film portrays the ANZAC legend, whether it provides a biased perspective, how its purpose as a film may influence its historical accuracy, and how it can be considered both a useful and not useful historical source. They are also asked to find a primary source to support one of their points.

    Original Title

    9HIST Assign Gallipoli

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    The document provides a student task sheet for a history assignment analyzing the film "Gallipoli" as a historical source about World War 1. Students are asked to watch the film and answer 6 questions analyzing how the film portrays the ANZAC legend, whether it provides a biased perspective, how its purpose as a film may influence its historical accuracy, and how it can be considered both a useful and not useful historical source. They are also asked to find a primary source to support one of their points.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    35 views3 pages

    Film As A Historical Source - Gallipoli'

    Uploaded by

    Maan Patel
    The document provides a student task sheet for a history assignment analyzing the film "Gallipoli" as a historical source about World War 1. Students are asked to watch the film and answer 6 questions analyzing how the film portrays the ANZAC legend, whether it provides a biased perspective, how its purpose as a film may influence its historical accuracy, and how it can be considered both a useful and not useful historical source. They are also asked to find a primary source to support one of their points.

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    You are on page 1of 3

    HASS

    STUDENT TASK SHEET 4

    Film as a Historical Source – ‘Gallipoli’

    SUBJECT History YEAR LEVEL 9


    nd
    DUE DATE Thursday 22 November (week 6)
    TEACHER X Manning-Bennett
    STRAND/S Historical Knowledge & Understanding; Historical Skills
    TASK World War 1 – ‘Gallipoli’ movie response

    Task - Intended Learning / Purpose

    After watching the film Gallipoli you are required to answer the following questions which analyse the film
    as a historical source.

    Task - Design / Process

    Your answers need to include examples from the film (evidence) to support your argument. This could be
    in the form of quotes and/or descriptions of characters, events and the setting.

    1. What is your understanding of the ANZAC legend? Using examples, how is this reinforced in the
    film? (1 paragraph)

    - The legend of the ANZAC was made on the 25 th of April 1915. The qualities of the ANZAC
    included endurance, courage, ingenuity, good humour, mateship, larrikinism. The film
    showed endurance by having runners in the film that had to pass messages between the
    captains and the soldiers. In the movie, good humour was shown in the part when the
    soldiers are getting explained about the diseases that they could be diagnosed with when
    having sexual intercourse with the ladies of Egypt.

    2. To what extent is this film a bias historical source? On whose view of the war does the film focus?
    Whose views are left out? (1 paragraph)
    - This movie is biased because in the movie war is never shown from the Turkish side. Throughout
    the whole movie, only Australia’s point of view is shown in the war. The country that was left is
    Turkey. In the movie, they are shown and described as the ‘bad people’. Throughout the movie, it is
    shown that the Australians are the better people in the war.

    3. Discuss the purpose of films. What impact is this likely to have on the historical content of the film?
    (1 paragraph)

    - The purpose of films is to educate people, to make money and to make people laugh. The purpose
    of this movie was to inform the viewers about the harm conditions of WW1. As the movie was
    focusing on the difficulties that the soldiers had to face, the movie mainly focused on the bad
    elements of fighting in WW1, but the movie still had some scenes where they highlighted the good
    factors of being a soldier in WW1.
    4. Provide and explain two reasons why the film is a useful historical source.

    - The movie is a useful historical source because it is based on a true event. The conditions that are
    shown in the movie are nearly the same living conditions of the soldier base in Turkey. Another
    reason why the film is a useful historical source is that it helps to picture the struggles of living in
    the same place as the soldiers had to and the living conditions that the soldiers had to go through.
    That is why the movie Gallipoli is a useful historical source.

    5. Provide and explain two reasons why the film is not a useful historical source.

    - The movie is not a useful historical source because the movie is biased towards the Anzacs as the
    entire movie is shown from the Anzacs point of view. Another reason why the film is not useful is
    that the movie isn’t just about the war, there are many other morals shown. In the movie themes
    such as friendship and courage outweigh the overall theme of war.

    6. Locate a primary source to support one of your points from questions 4 or 5. You will need to
    explain how your source supports your ideas.
    - https://anzacportal.dva.gov.au/history/conflicts/gallipoli-and-anzacs/resources/teaching-about-
    gallipoli/letters-and-diaries-two

    This primary source is a website and it explains the real story. The primary source is reliable
    because it is written by the Australian Government. One easy way to see if the website is by the
    government is to check if it has .gov in the URL. This source supports my idea that the film is a
    useful historical source because the movie was based on a real event.
    Use the template over the following pages to answer the questions.

    Task - Description of Assessment, Criteria and Achievement Standard, Draft Dates / Milestones

    Guideline for your assessment as follows:-

    Year 9 History Rubric


    Excellent Good achievement Satisfactory Partial achievement Minimal achievement
    achievement of what of what is achievement of what of what is of what is
    Achievement Standards is expected at this is expected at this year expected at this year
    expected at this year year level (B) expected at this year level (D) level (E )
    level (A) level (C )
    Refer to key events and the actions of individuals and groups to explain
    patterns of change and continuity over time
    Analyse the causes and effects of events and developments and make
    judgments about their importance
    Explain the motives and actions of people at the time
    Explain the significance of these events and developments over the
    short and long term
    Explain different interpretations of the past
    Sequence events and developments within a chronological framework,
    with reference to periods of time and their duration
    Develop different kinds of questions to frame a historical inquiry
    Interpret, process, analyse and organise information from a range of
    primary and secondary sources and use it as evidence to answer inquiry
    questions
    Examine sources to determine different points of view
    Analyse origin and purpose, and draw conclusions about their usefulness

    Develop their own interpretations about the past


    Develop texts, particularly explanations and discussions, incorporating
    historical interpretations
    Organising and presenting conclusions, that include the use historical
    terms and concepts, evidence identified in sources, and the sources are

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