Defence of the Realm Act

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Lesson Overview

Duration: 60 minutes
Class size: 25 students
Level: National 5 (S3) History
Curriculum Area: Scotland’s 20th Century History
Curriculum for Excellence Level: Experiences and Outcomes – SOC 3-04a (Historical Study: explore Scottish and British History in the 19th and 20th centuries, analysing causes and impacts of key events)

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Learning Intentions & Success Criteria

Starter Activity

WALT: We Are Learning To activate prior knowledge on wartime government powers and societal control.
Success Criteria:

• I can recall previous examples of government control during wartime.
• I can share ideas clearly in discussion or writing.

Main Input - The Defence of the Realm Act (DORA)

WALT: We Are Learning To understand the Defence of the Realm Act and its impact on British society during WWI.
Success Criteria:

• I can explain what DORA was and why it was introduced.
• I can identify specific restrictions and powers granted by DORA.
• I can analyse how DORA affected daily life and freedoms.

Plenary

WALT: We Are Learning To summarise key learning and reflect on the balance between security and liberty during conflict.
Success Criteria:

• I can summarise the main points about DORA.
• I can express an informed opinion about government powers in wartime.

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Curriculum for Excellence Links

• SOC 3-04a: Explore the causes, course, and consequences of significant historical events, situations, or developments in 19th and 20th-century Scotland and Britain.
• SOC 3-09a: Investigate how societal attitudes and values can shape historical events.

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Resources

• Dyslexia-friendly fact sheet on DORA (large font, bullet points, simple language, coloured headings)
• Whiteboard and marker / Interactive Whiteboard (IWB)
• Copies of case studies/scenarios illustrating DORA’s impact
• Lined paper or tablets/chromebooks (if available) for written tasks
• Sticky notes for plenary

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Lesson Plan

1. Starter Activity (10 mins)

Activity: “Government Control Brainstorm”

• WALT: Activate prior knowledge about wartime government restrictions or control from previous learning.
• Students work in pairs to quickly brainstorm examples of government action during wartime (e.g., rationing, censorship, conscription).
• Share ideas verbally or list on whiteboard.
• Teacher briefly links this to the concept of DORA as an extension of such controls.

Differentiation:

• Provide sentence starters for less confident writers.
• Use visual mind map for some learners to record ideas.

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2. Teacher Input and Discussion: Past Collectivities and Introduction to DORA (15 mins)

WALT: Understand the Defence of the Realm Act and its historical context.

• Short teacher input: Context of WWI, government concerns about security and morale.
• Explanation: What was the Defence of the Realm Act (DORA), its key powers — censorship, curfews, control over resources, restrictions on speech, and punishable offences.
• Show brief case studies/examples, e.g., pubs closing early, banning of certain foods, newspaper censorship, “shell crisis”, and fines for spreading rumours.
• Discuss the impact on daily life and freedom, encouraging students to think critically about government power in wartime.

Differentiation:

• Dyslexia-friendly handout with key points and visuals (icons, timeline).
• For learners with additional support needs, use short video clips or teacher narration summarising DORA.
• For advanced learners, include an analysis question: “How might civilians have reacted to these restrictions? Consider both positive and negative views.”

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3. Activity: Applying Understanding (20 mins)

Activity: Case Study Role Play and Scenario Analysis

• Students work in small groups (3-4) with different scenarios demonstrating DORA’s impact (e.g., a shopkeeper who breaks rationing laws, a newspaper editor censored, a soldier spreading rumours).
• Each group reads their scenario and discusses: How did DORA affect the individual? Was the government justified? What were the consequences?
• Groups prepare a brief role play or presentation summarising their thoughts.

WALT: Apply knowledge of DORA and evaluate its social effects.

Success Criteria:

• Demonstrate understanding of DORA through role play or explanation.
• Provide at least one argument regarding the fairness or necessity of the law.

Differentiation:

• Provide simplified scenarios or sentence templates for some groups.
• Allow the use of mind maps or graphic organisers.
• Encourage extension learners to include historical evidence or links to other wartime acts.

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4. Plenary (15 mins)

Activity: “Freedom vs Security” Reflection and Exit Ticket

• Students write on sticky notes their answers to: “Do you think the Defence of the Realm Act was necessary, or did it go too far? Explain your view.”
• Collect and quickly discuss a range of perspectives, tying back to the success criteria on balancing rights and security.
• Final summary on whiteboard by teacher highlighting key learning points.

WALT: Reflect on historical consequences and develop informed opinions.

Differentiation:

• Provide sentence starters: “I believe DORA was… because…”
• Option for oral reflection instead of written for those who need it.

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Assessment & Feedback

• Formative: Observation of group discussions and role-play presentations.
• Exit ticket sticky notes assessed for understanding and depth of reasoning.
• Verbal feedback on participation and comprehension.

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Extension Activities

• Research other wartime legislation such as the Military Service Act or rationing during WWII.
• Write a debate speech arguing for or against the introduction of DORA.
• Create a newspaper front page from 1914 responding to the new law.

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Reflection for Teachers

• Consider pairing stronger and weaker learners in group activities to foster peer support.
• Use dyslexia-friendly texts and colours consistently for inclusivity.
• Adapt video or audio versions of materials for learners who prefer listening.

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This plan embraces experiential and active learning aligned with Curriculum for Excellence, promoting historical thinking, analysis, communication, and empathy in students while ensuring accessibility and challenge for all.