The Spanish Flu in Australia

Curriculum Details

Subject: History
Year Level: Year 10
Australian Curriculum Reference:
ACDSEH106 – The effects of World War I, with a particular emphasis on the Spanish flu pandemic and its impact on Australian society.

Lesson Objectives

By the end of this 55-minute lesson, students will be able to:

1. Explain how the Spanish flu entered and spread through Australia after World War I.
2. Analyse the social, economic, and political impacts of the Spanish flu on Australian communities.
3. Compare Australia’s response to the Spanish flu with modern health crises, such as COVID-19.
4. Evaluate primary and secondary sources to understand differing perspectives at the time.

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Lesson Outline (55 minutes total)

1. Introduction & Engagement (10 mins)

Hook:

• Display a newspaper front page from 1919 with headlines about the Spanish flu in Australia.
• Ask: “If you read this headline today, how would you react? What do you think life was like in Australia at this time?”
• Quick Think-Pair-Share (2 mins): Students discuss with a partner and then share responses.

Mini Lecture:

• Brief background on the aftermath of World War I: returning soldiers, economic challenges, and the introduction of a new, deadly influenza strain.
• Discuss the arrival of the Spanish flu in Australia via returning soldiers in 1919.
• Explain how the government responded, including quarantine measures, public health campaigns, and border closures between states.

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2. Group Investigation (15 mins)

Activity: "Historical Detectives – Examining the Crisis"

• Split the class into five groups, each receiving a different type of historical source:
  • Group 1: Government health posters from 1919 urging mask use and isolation.
  • Group 2: Official telegrams between states debating border closures.
  • Group 3: Diary entries or letters from Australian families affected.
  • Group 4: Newspaper articles reporting on flu deaths and public panic.
  • Group 5: A comparison with COVID-19 responses in 2020.

Task:

• In their groups, students analyse their source(s) and answer:

  1. What does this source tell us about people’s experiences during the Spanish flu?
  2. How does the response compare to modern pandemics?
  3. What emotions or reactions do you think Australians had at the time?

• Groups share their findings in a brief class discussion (5 mins).

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3. Simulation Activity – Quarantine Debate (15 mins)

Scenario:
It is 1919, and the influenza epidemic has begun spreading across Australia. The federal government must decide whether to enforce strict quarantine measures or allow freedom of movement to support the economy.

Roles:

• Divide the class into four perspectives:
  1. Doctors & Health Officials: Advocate for strict lockdowns and mask-wearing.
  2. Business Owners: Argue that extreme measures will ruin the economy and jobs.
  3. Returning Soldiers & Families: Highlight frustrations with quarantine and the impact on mental health.
  4. State Governments: Debate whether state borders should remain open or closed.

Task:

• Each group has 5 minutes to develop key arguments based on evidence from earlier in the lesson.
• A representative from each group presents their case.
• Open floor discussion where students challenge and debate each other’s perspectives.

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4. Reflection & Exit Ticket (10 mins)

Class Reflection:

• Facilitate a guided discussion:
  • What were the biggest challenges Australia faced during the Spanish flu?
  • What surprised you most about how Australians reacted?
  • How differently (or similarly) do we handle pandemics today?

Exit Ticket (Written Response on Paper or Digital Submission):

• Students complete a short response:
  • One thing I learned today that changed my perspective on history is…
  • One lesson from the Spanish flu that is still relevant today is…

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Assessment (Formative & Summative Options)

• Formative: Observation of discussions, participation in group work, and engagement in the debate.
• Summative: Students could complete a homework task comparing the Spanish flu in Australia with a modern pandemic through a short written response or creative presentation (e.g., news article, timeline, or diary entry).

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Teacher Notes & Differentiation

• For advanced students: Encourage deeper analysis of government policies and compare state responses to the pandemic in Australia.
• For students needing support: Provide scaffolded worksheets with sentence starters and key vocabulary (e.g., “quarantine,” “public health,” “epidemic”).
• Engagement tip: Consider playing an audio recording of a 1919 newspaper article being read to immerse students in the historical atmosphere.

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Final Thought

This lesson not only aligns with Australian curriculum standards but also encourages students to think critically about historical events and their modern parallels. Through interactive activities and discussions, students will develop a deeper appreciation for the impact of the Spanish flu on Australian society.