Learning Intention: We will be learning about how the Australian home front was affected during WW1
Success Criteria: I will be successful when I am able to:
define key historical terminology and concepts
outline areas of daily life in Australia that was affected by WW1
explain how WW1 affected Australian and the home front
Write down 6 - 8 points of the impact war can have on a country
TASK 1: Glossary
Add the following words to your glossary page and define them:
Internment camps
Internees
Home Front
Anti-Germanism
Censorship
TASK 2: Group Task
Download the jigsaw template below and read the following instructions to complete the activity.
This is a jigsaw activity using the RetroActive 2 textbook, pages 224-232. You can also use the following website for additional information, as well as your own research.
Create SIX groups of students. Each group is to be allocated ONE impact on Australia's Home Front.
The changing role of women
Internees and internment camps
The War Precautions Act, 1914
Anti-Germanism
Changing Economy
Government control
Each group reads the relevant textbook pages on their impact and becomes the ‘experts’ on that impact on the Home Front. They complete the jigsaw puzzle piece for their allocated impact.
Then reorganise the groups so that there is one expert for each threat in each group. The students teach the others in their new group about their threat. All students in the group should be able to fill out the other jigsaw pieces and therefore have information for every area of the Home Front.
TASK 3: Source Analysis
Go through the sources in the above PDF booklet and complete the following questions:
Describe the perspective of the writer in SOURCE 2.
Identify the perspective of the creator of SOURCE 3.
Describe what SOURCES 5, 6 and 7 show about living conditions for internees.
How might someone today judge the suitability of the contents of the comfort box shown in SOURCE 8?
How are SOURCES 9 and 10 useful for our understanding of women’s volunteer work during World War I?
Study SOURCE 12 and answer the following questions:
i) Identify the message in the source.
ii) Whose perspective does it represent?
iii) What could unionists have campaigned for in order to make men’s jobs more secure?
7. Identify the writer’s purpose in SOURCE 13.