Expanding Women's Roles

Curriculum Details

Subject: Year 11 Australian History
Unit: Women in War: Impact
Lesson: 3 of 15
Time: 45 minutes
Curriculum Reference: Australian Curriculum – Modern History (ACARA), Year 11 – Unit 1: Investigating Modern History – Depth Study: Australia at War (WWI & WWII)
Focus Area: The changing role of women in Australia during WWII.

---

Lesson Objectives

By the end of this lesson, students will be able to:

1. Analyse the expanded roles of women in WWII, including military service, industrial work, and auxiliary roles.
2. Evaluate the impact of government propaganda on women’s participation in the workforce.
3. Discuss how these changes contributed to broader social and economic shifts in post-war Australia.

---

Lesson Structure

1. Introduction & Engagement (10 minutes)

Hook: Display a wartime propaganda poster (e.g. “She’s in the army now”) on the board. Ask students:

• Who is this targeting?
• How does this image portray women?
• What emotions does the poster invoke?

Quick Discussion:

• Briefly introduce the topic: WWII led to over 200,000 Australian women taking on roles traditionally held by men.
• Explain that today’s lesson will focus on these roles and the impact of propaganda.

---

2. Exploring Women’s Expanded Roles (15 minutes)

Collaborative Activity: "Which War Job?"

• Divide the class into five groups. Assign each group a specific role women held during WWII:
  • Australian Women’s Army Service (AWAS)
  • Women’s Auxiliary Australian Air Force (WAAAF)
  • Australian Women’s Land Army (AWLA)
  • Factory & Munitions Workers
  • Nurses & Volunteer Roles

Each group receives a short, primary-source excerpt (e.g., diary entry, newspaper article) related to their role. Students:

1. Read the source.
2. Summarise their role’s duties.
3. Identify challenges these women faced.

Groups present a one-minute summary of their findings.

---

3. The Propaganda Effect (10 minutes)

Video Clip & Critical Thinking

• Show a 2-minute wartime propaganda film excerpt encouraging women to join the workforce.
• Guide a Think-Pair-Share discussion with prompts:
  • How does this film depict working women?
  • Is the message empowering or manipulative?
  • Why do you think the government invested in this type of messaging?

Compare with post-war government messaging, which discouraged women from staying in the workforce once men returned.

---

4. Reflection & Discussion (7 minutes)

Debate: Did WWII permanently change women's roles in Australia?

• Think-Pair-Share: Students take one minute to think, two minutes to discuss in pairs, and then contribute to a class discussion.
• Discuss the short-term vs. long-term changes in gender roles and societal expectations.

---

Assessment & Homework

Exit Ticket (Final Minute):

• Write down one surprising fact about women in WWII.
• Write one question they still have about today’s lesson.

Homework:

• Research a specific woman from WWII in Australia (e.g., Jessie Vasey or the Land Army workers) and write a 100-word journal entry from their perspective.

---

Resources & Materials

• Primary Sources: Diary entries, newspaper clippings, government propaganda posters
• Multimedia: Short clips from WWII propaganda films
• Printed Task Sheets for group work

---

Teacher Reflection & Extension Opportunities

• What worked well? Were students engaged with primary sources?
• What could be adjusted? Did students need more time for discussion?
• Extension Idea: Next lesson could explore post-war backlash and the fight for women’s rights in Australia.

---

Final Thought

This lesson takes students beyond textbook history, encouraging critical thinking, group collaboration, and engagement with authentic WWII materials. The use of visual propaganda, storytelling, and interactive activities ensures an immersive and memorable experience.