Continuity and change in everyday life

SubjectHistory YearYear 10 Time100

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Introduction

Students explore continuity and change in everyday life in the time period between the Great Depression and Post World War II. They sort sources in chronological order and categorise them into aspects of life. Students then compare aspects of life before and after World War II to draw conclusions about what aspects of life changed and what aspects remained the same. This activity supports students to use sources to think historically.  

Australian Curriculum or Syllabus

Achievement standard

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Content descriptions

Historical Knowledge and Understanding

The inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018).

The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109).

Historical Skills

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182).

Use historical terms and concepts (ACHHS183).

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188).

Student learning resources

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Sources

The making of a welfare state

 
Worksheet

Continuity and change in everyday life

Suggested activity sequence

This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.

  1. Use a grouping strategy to organise students into groups of 4.
  2. Groups sort sources into chronological order, separating the sources into the following periods:
    • before WWII
    • during WWII
    • post WWII.
  3. Groups identify sources that demonstrate the following aspects of life:
    • welfare benefits
    • standard of living (level of wealth, comfort, material goods and necessities available, including housing)
    • role of charities
    Note that some sources will demonstrate more than one aspect of life.
  4. Students compare the sources before and after World War II and individually complete the worksheet.
  5. Group members share their findings with other group members and draw conclusions about what changed and what remained the same in relation to each aspect of life.
  6. Conduct a class discussion on student findings. Discussion points could include:
    • What changed during or following World War II?
    • When did this change happen?
    • What remained the same?
    • Why do you think this is the case?
    This activity could be done in groups and then group findings shared with the class. Use a visual brainstorming technique to record and share findings such as an affinity diagram.