The making of a welfare state
This suite of activities engages students in ‘doing’ history in the context of changes that occurred to the tax and welfare systems during World War II. The activities promote the several historical thinking skills and concepts. As a suite these activities can be used for form a unit of work.
Concepts for developing historical understanding
- Historical sources as evidence
- Continuity and change
- Cause and effect
- Historical significance
List of activities
- Developing a hypothesis
- Class timeline of tax and welfare
- Source analysis
- Continuity and change
- Perspectives on welfare for the unemployed
- Life in the Great Depression
- Causes and effects of changes to the welfare system
Select those activities that best suit your students, what they are currently learning and their levels of readiness. Alternatively, engage your students in the full suite of activities. As a suite, the activities engage students in an inquiry process where they establish hypotheses and continually reframe their hypothesis as they encounter more evidence.
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.
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).
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182).
Use historical terms and concepts (ACHHS183).
Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184).
Evaluate and enhance these questions (ACHHS185).
Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188).
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189).
Identify and analyse the perspectives of people from the past (ACHHS190).
Identify and analyse different historical interpretations (including their own) (ACHHS191).
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192).
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193).