Armistice

• Find out more about the First World War Armistice Day by visiting the following web sites:

1. Australian War Memorial, http://www.awm.gov.au
2. Biography of Sir John Monash (1865–1931), http://adbonline.anu.edu.au/biogs/A100533b.htm
3. Screen Australia Digital Learning, http://dl.screenaustralia.gov.au/module/1576 Download the clip titled 'Monash – The Forgotten Anzac', for students to watch. Students should take notes on dates and facts.
4. Screen Australia, http://www.filmaust.com.au/monash (This is aimed at secondary and tertiary users.)

• Students construct an oral First World War timeline spanning the era from the beginning of the war through to Armistice Day. Students research one of the following topics in small groups:

1. Find a story about what happened on Armistice Day.
2. Who was involved in making Armistice a reality? Where and when did this happen?
3. How was the news of the Armistice made known in Australia?
4. What did the Australian population do to celebrate Armistice?

• Information gathered should be presented as fact sheets with point-form information and pictures. Information should be read out by each group in chronological order and recorded. The result will be an oral factual timeline.

Student Activity Sheet H10.6: Create an oral timeline

• Find out more about Anzac Day and how it has shaped the Australian nation.

1. What do the letters 'A', 'N', 'Z', 'A' and 'C' stand for?
2. What is the importance of the Gallipoli campaign?
3. What is the symbol of Anzac Day?
4. When does Anzac Day occur?
5. What happens on Anzac Day?
6. Why is Anzac Day so important for Australians?

• Use the following websites as a guide to class discussions:

1. Australian War Museum, http://www.awm.gov.au
2. ANZAC DAY, http://www.anzacday.org.au

• Students create a commemorative booklet about the Anzac campaign. The booklet should include the following:

1. introduction, including brief historical facts, timeline, and diagrams of the campaign
2. images and annotations
3. statistics about injuries and the loss of life
4. how the event is commemorated in Anzac Day marches and celebrations
5. symbols of the campaign
6. personal story or recount about a family member who was involved, or the retelling of a researched soldier's bravery
7. personal response to the importance of remembering the Anzacs.

• Each pair of students could prepare a booklet as a school resource to celebrate Anzac Day. The booklet could be published or be in digital form.

Student Activity Sheet H10.7: Anzac Day: a commemorative booklet

• Investigate the music of the 1920s. Jazz, ragtime and Broadway musicals were popular genres of this era. The First World War stimulated the entertainment industry to produce music that celebrated success and freedom. In post-war Australia the influence of music and dance from the USA and Britain was evident and new styles captured the imagination of the young returned servicemen and servicewomen.

• Research and explore music websites showcasing music of the early 1920s. Discuss why jazz and ragtime music became so popular and why music became important in the recovery after the First World War. Look at the dance styles of the era and describe how they had changed from the pre-war era. Information can be found at these sites:

1. 1920's Music, http://www.1920-30.com/music
2. Australian Government Culture Portal: Australian dance, http://www.cultureandrecreation.gov.au/articles/dance
3. OzJazz 50, http://users.tpg.com.au/sykespj/ozjazz/ozjazz_history.html

• Students could research the history of one or all of these topics: popular musicians and bands; popular musicians; the impact of radio on the music industry.

1. How did people in 1920s listen to music?
2. What type of machine was used to listen to music?
3. How did people buy music?
4. Where did people listen to music?

Student Activity Sheet H10.8: Music in the 1920s

• As a class discuss Eddie's belief that he is one of the 'lucky' ones. Look at the list of reasons he gives. Have students say if they agree with him. After they have watched this clip, ask students to describe Eddie's personality. They should use evidence from the clip to support any observations.
• Suggest to the class that Eddie is a positive thinker and discuss students' responses to that statement. Have them think about people they know who think positively and always seem to look on the 'bright side'.

• In small groups, create a list of pros and cons about being a positive thinker. Share and discuss the lists with the rest of the class. Students can research the benefits of positive thinking in building resilience and interview someone they know who is a positive thinker to get tips on how to do it. Create a hot seat role-play where students pretend to be a character from the episode. They are asked questions by the class about their life, likes, dislikes, attitude to work and their aspirations for the future.
• Have students think forward ten years and write a description of how Eddie's life has turned out. What do they think will happen to him and do they think he will do well in life?

Student Activity Sheet E10.7: Eddie

• This is one of the episodes in the My Place series in which the family and main characters appear in consecutive episodes. If possible, before watching this episode screen Episode 11: 1908: Evelyn, which sees some of these characters as children ten years earlier.

• In the related learning activities for Episode 11: 1908: Evelyn, students could write a description of each of the three main characters. This episode was about Evelyn, her younger brother Eddie and their next-door neighbour Freddie Miller. Students could make predictions about what each of their lives might be like in ten years time and explain why they think this.
• Revisit these predictions following the viewing of Episode 10: 1918: Bertie. Discuss what happened to the characters and how students feel about this.

• List the main characters in the episode and discuss how they are each directly affected by the war. For example:

1. Mother: her husband was killed in the war; her son is an injured soldier; she is working as a nurse
2. Bertie: father was killed in the war; his brother is injured
3. Sid: lost his eye in the war
4. Evelyn: her father and her friend Freddie Miller are killed; her brother is injured; she is working as a nurse
5. Miss Miller: her brother and her nephew were killed in the war
6. Eddie: lost his leg in the war; his father was killed.

• Arrange a visit to the local war memorial to enhance understanding and to encourage further investigation and discussion on this topic.

Have students write a report describing the impact of the war on this small neighbourhood, relating the stories of some of the characters and considering how they might feel about all that has happened to them. Conclude with a statement giving their own opinion of the impact of war.

Student Activity Sheet E10.8: The effects of war

• Ask students to consider the First World War from the perspective of a young conscientious objector who refused to train as a soldier. View 'Boy Soldiers' from the Australian Children's Television Foundation More Winners series. This telemovie is set during the same period, but is based on the atmosphere surrounding the conscription issue in Australia in 1914. A 1910 law required all boys aged between 14 and 17 years to register for military training. Subsequently, between 1911 and 1915 over 30,000 Australian boys were prosecuted for not obeying this law.

• 'Boy soldiers' is a film in the More Winners series. Two sets of related teaching and learning activities can be found at the Australian Children's Television Foundation website Learning Centre. Have students complete both sets of activities.
  'Boy soldiers', http://www.actf.com.au/learning_centre/school_resources/productions/win/lesson_plans/boy_soldiers.htm
  'Boy soldiers B', http://www.actf.com.au/learning_centre/school_resources/productions/win/lesson_plans/boy_soldiersb.htm

• Ask students to consider what objects are important throughout the episode. Some objects that appear at different times are the glass eyes, the rabbit, the camel key ring and the prosthetic legs. Discuss how these objects seem to be in the background at the beginning of the episode but become more important as the story unfolds. Ask students why they think the filmmaker has done this. What impact might these symbols have on the viewer and what would the episode be like if they were removed? How important do they think symbols like this are?
• Watch again the scene in the clip 'On 'tick'' where Bertie goes into Mr Watson's shop. Look closely for the introduction of these symbols. What are the background objects that the filmmaker makes sure we see and how is this achieved? Two examples are the glass eyes and the prosthetic legs. The rabbit also becomes an object of some significance in the story, along with the magic book. The shop was described as being like Merlin's cave. Who was Merlin? What link does he have to this story?
• As the episode continues, look carefully to see how these objects become more significant. Ask students: What is the glass eye leading to in the story? Why is there a focus on the rabbit in this early scene? How does the rabbit help to establish the story and add depth to the production?

• Ask students to explore the following questions:
• Why does the filmmaker keep Bertie's present for Eddie a secret until the end of the film?
• Think about the concept of dramatic tension. How does the 'secret' help build dramatic tension in the story as the viewer is kept wondering. Look at the clues that lead to the final revelation when Bertie discovers Eddie has lost a leg.
• Have students think about and identify the point in the story when all the elements finally come together for them. Explain why this happened.

Student Activity Sheet E10.9: Significant objects