Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, pages 151–9
The Treaty of Vers ailles
Es sa y t op ic
Revenge is not an effective tool in making peace but rather makes bitter enemies.
To what extent do you consider this to be an accurate assessment of the
consequences of the punitive clauses of the Treaty of Versailles?
Write an essay of five paragraphs answering the above question. First, break down the question into
a list of sub-questions you will need to cover. Here is a guide:
•
Was revenge a major factor in the drawing up of the Versailles treaty?
•
Did this feeling affect the clauses included in the treaty?
•
What were the ‘punitive clauses’ of the treaty, referred to in the topic?
•
How was the treaty designed to make a lasting peace?
•
How and why did the treaty make bitter enemies?
•
Who were these enemies, the cause of their enmity and what was the long-term outcome?
•
Overall, is the statement an accurate assessment of the treaty’s punitive clauses?
In your introduction you should give an overview of your main points; this introduces the reader
to your argument and reasons. Below is a sample introduction.
The deaths of nearly one million French soldiers and over a million men from the British
Empire during the Great War led their leaders to insist that the Treaty of Versailles
included harsh conditions to punish Germany. These clauses included humiliating
territorial losses and the demand for huge reparations. The peace would be kept by
ensuring that Germany was never again strong enough to go to war. As Germany was in
no position to resume fighting, the nation’s leaders were forced to accept the terms,
even though they felt it was not a ‘peace of right’ as had been promised. The new
German president Ebert said in 1919 that the terms ‘will provoke fresh hatred between
the nations’. Revenge did not prove to be an effective tool in making peace. The
reparations it demanded were not possible, the humiliating terms created hatred and, in
time, when cooler heads prevailed, and leaders realised how harsh they had been, they
then gave too much in the cause of appeasement.
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, pages 154–5
The Treaty of Vers ailles
Fill in the table below to make a dot-point summary of the main terms of the Treaty of Versailles.
Areas covered by the treaty
War guilt
What the treaty said
•
Germany was blamed for starting the
war.
•
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•
_____________________________
•
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Reparations
•
•
•
•
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Germany’s armed forces
•
•
•
•
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Demilitarised zone
•
•
•
•
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German territories and colonies
•
•
•
•
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League of Nations
•
•
•
•
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New countries
•
•
•
•
_____________________________
_____________________________
_____________________________
_____________________________
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, page 159
Housing in the 1920s
Look carefully at the plan of the war-service home in source 5.18 on page 159.
1
How many bedrooms are there?
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2
Comment on the position of the bathroom. What facilities are in the bathroom?
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3
Where is the toilet? What do you notice about the entry to this smallest room in the house?
Why do you think it is in this position?
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4
In which room would you have washed the dishes?
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5
What is the circle in the corner of the laundry?
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6
What is a larder?
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7
Which rooms have a chimney?
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8
List five differences between the war-service house and a house built today.
•
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•
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•
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•
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•
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
9
Supplementary worksheet
Write about two aspects of life in the war-service house that you would find difficult in
comparison to life in a modern house or flat.
•
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•
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10
Houses like this are today often called Californian bungalows and are in great demand. Look
in the real estate pages of a newspaper or magazine and find a similar home. Paste or copy the
advertisement below.
a
In which suburb is the house?
______________________________________________________________
b
Why do you think these houses are so popular today?
______________________________________________________________
______________________________________________________________
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
11
Supplementary worksheet
Imagine you are an architect working today. Look at the floorplan of the war-service home
and suggest any renovations that would be needed to make the house meet the requirements of
a busy family of four in the 21st century. Include the placement of major electrical appliances.
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, page 161
Spiritualism
Read the following text.
Spiritualism involves speaking to the dead,
often through a ‘medium’. The spirits of the
dead are thought to speak using the voice of
the living medium. It was believed that
another way to make contact was by using a
ouija board—on which the letters of the
alphabet would be arranged by the ‘spirits’ to
spell out messages.
The 1920s saw a rise in the popularity of
spiritualism. It offered a way for the families
of the huge numbers of men killed in World
War I to attempt to contact their dead loved
ones—the ‘spirit soldiers’. The possibility of
speaking to sons and husbands was so
tempting that many people were prepared to
believe in the power of mediums and to pay
to hear their loved ones’ voices again.
Many famous people became passionate
believers in spiritualism and devoted their
lives to promoting it around the world. One of
the most famous advocates of spiritualism
was Sir Arthur Conan Doyle, the author and
creator of Sherlock Holmes. He had lost a son
in World War I and believed he had made
contact with him through mediums. Conan
Doyle travelled the world speaking about
1
spiritualism. He visited Melbourne and was
involved in a big demonstration of the power
of the spirit world. Conan Doyle believed in all
aspects of the spirit world and even published
a book outlining why he believed in fairies.
So great was the popularity of spiritualism
that it featured in many books, films and
plays of the 1920s. Many detective novels, a
style of writing that also became popular in
the 1920s, featured spiritualism as a central
part of the plot or had characters devoted to
its cause. The ability to contact the dead was
not always taken seriously but to those
devastated by the loss of their loved ones, it
provided both comfort and hope.
William Longstaff’s painting The Menin
Gate at Midnight (source 5.22 on page 161)
shows the ‘spirit soldiers’ rising from their
graves. If you look closely, you will see that
what at first appear to be silver stalks are
actually a host of ghostly helmeted diggers,
rifles in hand, moving silently across the fields
to the Menin Road.
Why was spiritualism so popular in the 1920s?
________________________________________________________________
________________________________________________________________
2
Explain two ways that it supposedly enabled people to make contact with the dead.
________________________________________________________________
________________________________________________________________
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3
Suggest reasons why women were generally more interested in spiritualism than men.
________________________________________________________________
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
4
Supplementary worksheet
Give reasons why a resident of Melbourne would have joined the crowd that packed Festival
Hall to hear Sir Arthur Conan Doyle speak.
________________________________________________________________
________________________________________________________________
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5
How might spiritualism have helped people overcome their grief at the loss of a loved one in
World War I?
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6
Not all so-called mediums were sincere and genuine in their dealings with grieving people.
What harm might these people have done?
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7
Why do you think that Longstaff’s painting (source 5.22) was so popular?
________________________________________________________________
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8
In what other ways might people have kept the memory of their loved ones alive?
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9
Write 10 questions that a father may have wanted to ask his departed soldier son through a
medium.
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•
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•
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•
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•
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•
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•
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•
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•
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•
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Permission has been granted for this page to be photocopied within the purchasing institution.
© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
10
Supplementary worksheet
Draw a poster advertising Conan Doyle’s visit and ‘demonstration’ of spiritualism.
Permission has been granted for this page to be photocopied within the purchasing institution.
© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, page 170
‘Where Shall We Go?’
Read the middle column of ‘Where Shall We Go?’, source 5.32 on page 170.
1
Why do you think motor touring was popular in the 1920s?
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2
Why was it possible to go touring in the winter time?
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3
What were the drawbacks of winter touring a ‘few years ago’?
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4
List the features of the ‘modern’ car that made winter a good time for touring?
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5
Who should people contact for advice before going on a winter tour?
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Read the article ‘Wearing Well: Prince’s Highway: Federal, Too’ (left column, source 5.32).
6
What are the problems with these roads?
______________________________________________________________
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Permission has been granted for this page to be photocopied within the purchasing institution.
© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
7
Supplementary worksheet
What is the Federal Highway called today?
______________________________________________________________
8
How does heavy rain affect the condition of these roads?
______________________________________________________________
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9
What are the areas over the border that the motorist must watch out for?
______________________________________________________________
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10
What does a motoring page like this tell you about motor travel in the 1920s?
______________________________________________________________
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12
List some of the ways a motorist would have had to prepare for a day trip in the 1920s. (Clue:
you could not depend on finding a service station.)
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Read ‘This Week’s Hint’ (bottom, middle column). It implies that people often had to fix their own
cars.
13
Why would long trips interstate need extra preparation?
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14
Consider the title of this motoring page: ‘Where Shall We Go?’. What does it tell you about
people’s attitudes to motoring in the 1920s?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
15
Supplementary worksheet
Look at the design of the ‘Where Shall We Go?’ heading. What are the illustrations of?
______________________________________________________________
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16
Design a heading for a motoring page for a 1920s newspaper.
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, page 171
The Morris car
The Herald, 1 July 1927
1
Why was the Morris considered a superior car to buy?
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2
Why would its British origins have been a major selling point in the 1920s?
________________________________________________________________
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3
What evidence is there to indicate whether the Morris is a cheap or an expensive car?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
4
Supplementary worksheet
The illustration shows two couples going for a drive. Comment on the seating arrangement.
________________________________________________________________
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5
How suitable do you think the Morris was for the Australian environment?
________________________________________________________________
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6
How is the car in the advertisement different from cars of today?
________________________________________________________________
________________________________________________________________
________________________________________________________________
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________________________________________________________________
Permission has been granted for this page to be photocopied within the purchasing institution.
© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, page 173
1920s fashions
Hats, hair, brassieres and robes … a selection of fashion advertisements, September 1927
The Herald, 15 September 1927
Permission has been granted for this page to be photocopied within the purchasing institution.
© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Look at the advertisements for women’s fashions. In 1928 the average weekly wage for women was
£2/13/9. While there were increased job opportunities for young women in shops and secretarial
work, it should be remembered that few married women went out to work in the 1920s.
1
Comment on the prices of the new fashions.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2
Looking back over pictures of women before World War I (see pages 73–4, 85 & 90),
describe the major changes in women’s outfits.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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3
Using the advertisements as a guide, design a spring fashion outfit for Melbourne Cup Day in
1927.
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© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
Supplementary worksheet
Name: __________________ Class: _______ Date: __________
Supplementary worksheet: Chapter 5, pages 173–4
All that jazz
1
Look at the advertisements for women’s clothes again. Imagine you are a fashion writer for a
women’s magazine. Write an article about fashion trends for the modern women. Illustrate
your article with appropriate pictures.
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Permission has been granted for this page to be photocopied within the purchasing institution.
© H Calvert, J Herbst and R Smith 2006, Macmillan Education Australia Pty Ltd
Chapter 5 Hopes and dreams
2
Supplementary worksheet
Imagine you are Edith in a magazine called Women’s World and write answers to the
following questions about ‘modern life’.
Women’s World: Edith’s advice
Edith answers readers’ questions about modern life
Dear Edith
My daughter is 21 years old and has been very carefully bought up. However, of late, she
has been asking to go out dancing and, without my permission, has cut all her lovely long
hair. I know that some of her friends are wearing rouge and even lipstick and they seem
to move with a very fast set! Please help me. I am very worried that her reputation will
be ruined and no nice young man will want to marry her.
Signed A Desperate Mother
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Dear Edith
I have come from the country to take up a position as an account clerk at a bank in the
city. I have been shocked to see the brazen young girls walking down the streets, some
without hats or gloves, their skirts indecently short and their faces plastered with
makeup. There seem to be no standards here. I have tried to find a suitable place to meet
young women but the dance clubs I have attended are loud and full of the most
distressing sights. I know my poor mother would not want me to mix with these flighty
young things. I would like some advice on where to meet a decent girl that I would be
proud to introduce to my mother back home. I seem to be out of step with modern life.
Please tell me what can I do?
Signed An Upright Young Man
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Chapter 5 Hopes and dreams
Supplementary worksheet
Dear Edith
My mother is trying to ruin my life! I am 21 years old but my mother treats me like a
child. We fight and argue all the time. The atmosphere at home is most upsetting. My
mother is so old-fashioned. I am not allowed to go out dancing and, even though all my
friends wear makeup, I have to scrub my face clean if I am found with even a hint of
rouge on my cheeks. How will I ever get a husband? Please advise me how to make my
mother see that I need to live a modern life. I mean it is 1927 after all!
Signed A Modern Miss
P.S. I am booked in for my perm at Gvatters next week and mummy does not know and
will not approve.
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Permission has been granted for this page to be photocopied within the purchasing institution.
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