Tax and welfare on the home front - Critical use of sources
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Introduction
Students analyse a range of primary and secondary sources related to the home front during World War II, including sources that tell of the cost of war on individuals and the community. For each source, they identify the intended purpose and audience, the creator’s perspectives, values and motives and evaluate its usefulness and reliability.
Achievement standard
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Student learning resources
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Tax and welfare on the home front - Sources
Source analysis worksheet
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.
- Use a grouping strategy to organise students into groups of 5.
- Groups organise their sources into primary and secondary and share them among group members. Each student must have at least 3 sources, 2 of which must be primary sources.
- Students analyse the sources they have been given and record their analysis on the worksheet
- Students share their analysis with other group members.
- Groups organise sources in order of reliability, from the most reliable to the least reliable and explain their rankings.
- Discuss student findings, any differences and possible reasons why.