scots on the home front lesson starter: in your jotters, give three details about the battle of...
TRANSCRIPT
Scots on the Home Front
Lesson starter:In your jotters, give three details about the Battle of Loos, 1915.
Today we will…
• Identify the ways in which peoples’ lives were changed during World War One.
• Identify some of the ways in which people’s lives were restricted on the Home front.
• Understand why these restrictions were put in place.
• Assess how effective these restrictions were and how they affected everyday lives on the Home Front.
Success Criteria…
• I will be able to describe some of the changes on the Home Front.
• I will be able to describe some of the restrictions put in place.
• I will be able to identify the reasons why these restrictions were used.
• I will be able to justify the importance of various restrictions.
Scots on the
Home Front
The First World War was the first “total war” – the whole nation was mobilised to fight. People in Scotland were affected in six main ways – use the information on the following slides to produce a mind map to show how people on the Home Front were affected during World War One.
‘Mobilised’ – to get ready for war.
1. RecruitmentHuge poster
campaign to get people to join up. In 1916, conscription had to be introduced
to get enough soldiers.
Women were recruited into the armed forces to work as cooks, drivers, nurses
and telephonists.
2. D.O.R.A (Defence of the Realm Act)
This was passed in August 1914. It allowed the government to take over certain industries, such as coal mines,
railways and shipping. David Lloyd George set
up state-run ammunition (‘munitions’) factories.The biggest munitions factory in the world was in Gretna in the Borders, where they made ‘devil’s
porridge’.
‘Devil’s porridge’ – cordite ammunition that looked like porridge.
3. Reduced workforceThere were fewer
workers because so many men left to join the
army. Women often filled the roles needed, such as
bus drivers, train drivers and by joining the
‘Women’s Land Army’ to increase food
production and support the war effort.
4. RationingIn 1918, a fixed
allowance for sugar, meat, butter, jam and
tea was introduced. British Summer Time was also introduced so there
were more daylight hours.
5. PropagandaNewspapers and soldiers’ letters were censored.
Posters were used to encourage morale among
civilians.
6. Civilian CasualtiesThere were no instances of civilian casualties in
Scotland, but there was a fear of attack, after
towns on the east coast of England were bombed
by zeppelins in 1915.
Scots on the Home FrontLesson starter: If this is the answer…
Below are 4 answers to questions you could ask about last lesson, think of the questions:
Q1. ……………………………………………………………………..........
A: Butter, sugar, tea, jam and meatQ2.
……………………………………………………………………………..
A: Letters and newspapersQ3.
……………………………………………………………………………..
A: By joining the Women’s Land ArmyQ4.
………………………………………………………………………………
A: August 1914
D.O.R.ADefence of the
Realm ActAugust 1914
Task Two – D.O.R.A True or False?
For each of the following restrictions, decide whether you think they were a genuine restriction put in place as a result of D.O.R.A.
Forbidden to give bread to
horses
People must ride a bike at
all times
Windows had to be blacked
out
Forbidden to fly kites
Women had to wear trousers
Forbidden to made toys
Forbidden to buy alcoholic
drinks for someone
else
Women had to work in ‘munitions factories
Forbidden to write a letter in invisible
ink
Forbidden to kill bees
Men in coal mining had
to leave their work
Beer was to be ‘watered
down’ in pubs
Forbidden to take
photographs of soldiers
Railways were put
under military law
Women had to put white
feathers on men not in
uniform
Newspapers were
censored
Forbidden to buy
binoculars without
permission
People had to sing ‘God Save
the King’ before dinner
Illegal for workers in
war industries to
strike
Forbidden to learn German
Forbidden to buy whisky in
a train station
Forbidden to ring church
bells
Task three - Memory Task
You have one minute to write down as many of the TRUE laws as you can from memory.
How many did you remember?1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Task four - Justification
Pick the three laws which you think would have affected people on the Home Front the most, and explain why, giving reasons for your opinions.
Optional task five - Charades
• Class split into two teams and one person from each team takes it in turns to act out one of the laws, while the rest of the team guess.
Today we will…
• Identify the ways in which peoples’ lives were changed during World War One.
• Identify some of the ways in which people’s lives were restricted on the Home front.
• Understand why these restrictions were put in place.
• Assess how effective these restrictions were and how they affected everyday lives on the Home Front.
Success Criteria…
• I will be able to describe some of the changes on the Home Front.
• I will be able to describe some of the restrictions put in place.
• I will be able to identify the reasons why these restrictions were used.
• I will be able to justify the importance of various restrictions.