{"product_id":"great-emu-war-dynamic-history-module","title":"The Great Emu War | Dynamic History Module | Grades 9-12","description":"\u003cp\u003eTurn one of the strangest wildlife-control episodes in modern history into a rigorous two-day evidence investigation. In this \u003cstrong\u003eDynamic History module for grades 9-12\u003c\/strong\u003e, students follow economically vulnerable Wheatbelt farmers, native emu movement, crop and fence damage, government pressure, military intervention with Lewis guns, newspaper framing, and the longer-term policy response.\u003c\/p\u003e\u003cp\u003eStudents do more than repeat the meme that Australia \"lost a war to birds.\" They use maps, photographs, contemporary newspaper evidence, government-policy context, and cause-and-effect reasoning to distinguish the documented 1932 cull from the dramatic \"war\" language that made the episode famous.\u003c\/p\u003e\u003cdiv style=\"border-left:4px solid #123A66;background:#eef5fb;padding:14px 16px;margin:18px 0;border-radius:0 10px 10px 0;\"\u003e\n\u003cstrong\u003eComplete standalone lesson:\u003c\/strong\u003e The Dynamic History investigation, Teacher Guide, Standard and Accessible offline print modules, worksheets, and assessment support are complete on their own. A Readers Theater companion may be used separately, but it is not required.\u003c\/div\u003e\u003ch3\u003eWhat students investigate\u003c\/h3\u003e\u003cul\u003e\n\u003cli\u003eWhy Wheatbelt farmers were already vulnerable before emu damage intensified their problems\u003c\/li\u003e\n\u003cli\u003eHow native emu movement overlapped with wheat fields, farm water, and fences\u003c\/li\u003e\n\u003cli\u003eWhy farmers and officials saw Lewis guns as a plausible response to a large wildlife-control problem\u003c\/li\u003e\n\u003cli\u003eWhy fast, dispersing birds and open rough terrain made the military plan difficult to execute efficiently\u003c\/li\u003e\n\u003cli\u003eHow contemporary newspapers used \"war,\" \"offensive,\" and other battle language to frame a local cull as a national story\u003c\/li\u003e\n\u003cli\u003eWhy kill counts alone cannot establish whether a policy produced lasting protection for farms\u003c\/li\u003e\n\u003cli\u003eHow later military requests, refusals, bounties, and barrier fencing complicate the simple idea of \"winning\" or \"losing\"\u003c\/li\u003e\n\u003c\/ul\u003e\u003ch3\u003eWhat's included\u003c\/h3\u003e\u003cul\u003e\n\u003cli\u003eTwo-day guided Dynamic History investigation with six historical stops\u003c\/li\u003e\n\u003cli\u003eTeacher Guide and Answer Key with suggested Day 1 and Day 2 pacing\u003c\/li\u003e\n\u003cli\u003eStandard Offline Print Module for classrooms without reliable internet or student devices\u003c\/li\u003e\n\u003cli\u003eAccessible Offline Print Module with the same core history, evidence, and questions at reduced reading complexity\u003c\/li\u003e\n\u003cli\u003eEditable digital student worksheet and print student worksheet\u003c\/li\u003e\n\u003cli\u003eSelf-graded Google Forms quiz and multiple-choice print quiz\u003c\/li\u003e\n\u003cli\u003eAssessment bank with 5 vocabulary terms, 4 two-part short-answer questions, 2 two-part challenge questions, and 15 multiple-choice questions\u003c\/li\u003e\n\u003c\/ul\u003e\u003ch3\u003eFlexible classroom use\u003c\/h3\u003e\u003cul\u003e\n\u003cli\u003eTeach the core investigation across two 45-50 minute class periods\u003c\/li\u003e\n\u003cli\u003eUse the interactive Dynamic History experience when students have devices\u003c\/li\u003e\n\u003cli\u003eSwitch to the Standard or Accessible Offline Print Module when internet or device access is limited\u003c\/li\u003e\n\u003cli\u003eUse selected written questions for homework, review, or a short check for understanding\u003c\/li\u003e\n\u003cli\u003eUse the complete assessment as a separate assessment period when desired\u003c\/li\u003e\n\u003c\/ul\u003e\u003ch3\u003eSkills addressed\u003c\/h3\u003e\u003cul\u003e\n\u003cli\u003eUsing maps, photographs, and contemporary newspaper evidence to support claims\u003c\/li\u003e\n\u003cli\u003eDistinguishing what a source says from what it proves literally\u003c\/li\u003e\n\u003cli\u003eTracing multi-step historical cause and effect\u003c\/li\u003e\n\u003cli\u003eAnalyzing human-wildlife conflict and the interaction between environmental movement and agricultural land use\u003c\/li\u003e\n\u003cli\u003eEvaluating whether a government response solved the larger policy problem rather than merely producing an immediate result\u003c\/li\u003e\n\u003cli\u003eAnalyzing media framing and the difference between a memorable label and the documented event\u003c\/li\u003e\n\u003c\/ul\u003e\u003ch3\u003eStandards alignment\u003c\/h3\u003e\u003cp\u003eCCSS History\/Social Studies literacy connections documented in the Teacher Guide include RH.9-10.1, RH.9-10.2, RH.9-10.7, RH.9-10.9 and the corresponding RH.11-12 standards. Writing extensions may support WHST.9-10.1, WHST.9-10.9, WHST.11-12.1, and WHST.11-12.9.\u003c\/p\u003e\u003ch3\u003eOffline access included\u003c\/h3\u003e\u003cp\u003eThe Standard and Accessible Offline Print Modules preserve the core readings, maps, evidence, questions, and historical reasoning so the lesson can still be taught when the interactive module is unavailable.\u003c\/p\u003e","brand":"Dynamic History","offers":[{"title":"Default Title","offer_id":59861914648862,"sku":"DH-STS-HS-W04","price":6.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0916\/4649\/2958\/files\/The-Great-Emu-War-DH-Cover.jpg?v=1788130262","url":"https:\/\/readerstheaterworksheets.com\/products\/great-emu-war-dynamic-history-module","provider":"Reader's Theater Worksheets","version":"1.0","type":"link"}