Life and sacrifice during World War I
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Introduction
Students explore what life was like for Australians during World War I, including the sacrifice made by soldiers in battle and civilians on the home front. They view the video ‘Four brothers lost in battle’ and analyse a range of sources to draw conclusions about how life was affected by the war and the experiences, thoughts and feelings of people at the time. This activity brings together a number of historical concepts, including historical empathy, sources and evidence.
Achievement standard
By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918. They explain the causes and effects of events, developments, turning points or movements globally, in Australia and in relation to the First World War or in an Asian context. They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events.
Students develop and modify questions about the past to inform historical inquiry. They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry. They explain the origin, content, context and purpose of primary and secondary sources. Students compare sources to determine the accuracy, usefulness and reliability of sources as evidence. They explain causes and effects, and patterns of continuity and change connected to a period, event or movement. Students compare perspectives of significant events and developments, and explain the factors that influence these perspectives. They analyse different and contested historical interpretations. Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that acknowledge evidence from sources.
Content descriptions
Historical Knowledge and Understanding
The effects of World War I on Australian society, such as the role of women, political debates about conscription, relationships with the British Empire, and the experiences of returned soldiers. (AC9HH9K11)
Historical Skills
Identify the origin and content of sources, and explain the purpose and context of primary and secondary sources. (AC9HH9S03)
Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values. (AC9HH9S06)
Teacher resources
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Four brothers lost in battle
Student learning resources
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Life on the home front (World War I)
Four brothers lost in battle
Tax and welfare on the home front - Sources
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. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
Part A: The story of four brothers
- As a class, develop a Y-chart of what living in Australia during World War I might have looked like, sounded like and felt like.
- Play: Four brothers lost in battle. This video tells the story of the Watherston brothers who lost their lives in World War I.
- As they view the video, students complete part 1 of the Four brothers lost in battle worksheet.
- Students individually complete part 2 of the worksheet.
Part B: Source analysis
- Students:
- read Sources H – O
- complete the Life on the home front worksheet.
- Revisit the Y-chart students completed at the beginning of the activity and invite students to add to it.
- Conduct a class discussion on student findings. Possible discussion points include:
- Why do you think people on the home front sacrificed so much during the war?
- In the face of great tragedy, what benefits did the war bring to individuals or the community, if any?
This activity could be done in groups and then group findings shared with the class. Use a visual brainstorming technique such as an affinity diagram.
- Students to read Source P and each group discusses:
- The views of the creator.
- How the creator would feel about
- taxing people to fund the war effort
- asking people to make sacrifices to their lifestyles to further the war effort.
- How the view of the creator contrasts with the views of others expressed in the sources.
Choose a discussion strategy to promote collaboration and participation, such as talking cards.
- Conduct a class discussion on student findings.