- Briefly revise Australia's relationship with Britain in 1914.
Q. What was the relationship between Australian and Britain?
A. Australia was a member of the British Empire.
Q. What are the two main types of historical sources?
A. Primary and Secondary sources.
Q. What is an example of a primary source?
A. A letter, speech, newspaper article.
Q. Is a paragraph in your history textbook an example of a secondary source?
- Briefly discuss the outline of today's lesson.
- T asks Ss to walk into the classroom, take their workbooks out and sit quietly.
- T greets Ss and praise settled behaviour. Use eye contact and names if necessary.
- Reflect what was learnt in previous lesson.
- T reminds Ss to raise hands to answer questions.
- Introduce inquiry question: Do you support the conscription of young Australian men and women as proposed by the Commonwealth Government of Australia in World War I?
- Ss workbooks and laptops
Interprets the content and perspectives of the primary historical source.
Identifies perspectives of different individuals and groups about conscription.
Interprets history within the context of the actions/values/attitudes and motives of people from the past.
Identifies, comprehends and and uses historical sources including database/websites as part of a historical inquiry.
- Ss watch link once, allowing to gain meaning:
http://fadlmedia.s3.amazonaws.com/aaw/clips/conscription_pr.mp4 (2 minutes)
- Clip is played again by T, allowing Ss to make connections, identify and comprehend the effects of Australians fighting for the British Empire.
Reflection of clip:
- Share and discuss Ss viewpoints on the video clip.
- T displays 4 propaganda posters as visual aids for the different views on the conscription debate (Refer to appendix 1).
- T provides Ss link to inquiry website:
- T introduces graphic organiser and explains the purpose of the inquiry: “The aim of this lesson is to identify the views of different individuals and groups in Australian society about the conscription issue. Your task is identify key elements for and against conscription and record your findings on the T-chart.” (refer to appendix 2).
- T hands out “For and Against Conscription” worksheet.
- T plays audio of Billy Hughes for class.
- T asks Ss reasons why Billy Hughes supported conscription. - Ss raise hands to answer question.
- Ss record answers in T-chart.
- T instructs Ss to work with a partner and continue T-chart using other audio from the website on their laptops which will reflect other individuals and groups opinions on conscription.
Extension activity for accelerated learners:
Ss write paragraph answering: “Would you have voted for the conscription? Yes or No. Why?”
- Video clip
- Propaganda posters (4)
Demonstrates ability to use various primary and secondary historical sources to gain knowledge about conscription.
Comprehend how and why the conscription debate divided Australia in WWI.
- T asks Ss reflection questions. Ss raise hands to answer:
Q. What can you say about the Australian society at the time of conscription?
A. Australia was divided about the conscription idea.
Q. Why was Australia divided?
A. There wouldn't be enough men left in the country.
Q. Class vote: would you have supported conscription
- T asks 2 students why they are for or against conscription.
- T commends Ss for great work.
- Ss pack away workbooks and laptops.
- T dismiss Ss when they are quiet.