War on the Home Front

How were New Zealand children’s daily lives impacted by World War Two?
How did women and children help the war effort?
Why couldn’t people just go to the shop to buy sugar?

 


 

Suitable for Y4-8   |   Cost: $2 per student   |    Maximum 4 classes per day

New Zealand Curriculum Alignment
Key Competencies – Thinking; Using language, symbols, and text; Relating to others
Learning Areas – Social Sciences: L.2, L.3, L.4, L.5   |   Mathematics and Statistics: L.2, L.3, L.4   |   English:   L.2, L.3, L.4


 

In this session students will consider what it would have been like to live through World War Two and how the lives of those left on the home front changed.

Students will experience what it was like to undergo air-raid drills, fund-raising efforts, exposure to prolific propaganda and rationing as a child in New Zealand. They will learn about the new role of women in the workforce and the important role they played in the war effort, particularly in the Women’s Royal New Zealand Naval Service and try their hand at some of the jobs filled by women during wartime.  They will investigate the ways in which the New Zealand home front was protected from attack during World War Two.  Students will consider the way in which the home front experience influenced New Zealand society following the war’s end.
In the course of the session students will be put in the position of having to shop using ration books, pennies and shillings and grocery times from the time.

 

NZ Curriculum Alignment:

  • Social Sciences: Understand that:
    • L.2 – People have social, cultural, and economic roles, rights, and responsibilities; People makes choices to meet their needs and wants; Time and change affect people’s lives; People make a significant contributions to New Zealand’s society
    • L.3 – Groups make and implement rules and laws; People make decisions about access to and use of resources
    • L.4 – Events have causes and effects; Producers and consumers exercise their rights and meet their responsibilities; Formal and informal groups make decisions that impact on communities; People participate individually and collectively in response to community challenges
    • L.5 – Economic decisions impact on people, communities, and nations; People’s management of resources impacts on environmental and social sustainability; Ideas and actions of people in the past have had a significant impact on people’s lives
  • Mathematics and Statistics:
    • L.2 – Number strategies; Number knowledge
    • L.3 – Number strategies; Number knowledge
    • L.4 – Number strategies; Number knowledge
  • English:
    • L.2 – Listening, Speaking and Viewing: Purposes and audiences
    • L.3 – Listening, Speaking and Viewing: Purposes and audiences
    • L.4 – Listening, Speaking and Viewing: Purposes and audiences

Achievement Objectives:

Students will demonstrate knowledge and understandings of:

  • how the lives of those left on the home front changed in World War Two
  • the Women’s Royal New Zealand Naval Service and their important work as code crackers
  • how New Zealand home front was protected from attack during World War Two
  • how the fractions of pennies and shillings work
  • how rationing goods worked and the rationale behind it
  • how propaganda was used in New Zealand
  • the ways in which the home front experience influenced New Zealand society following the war’s end

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