FRONTLINE SQUADRONS. Australian Military Aviation & World War II Teachers Resource Kit Stage 5 YEAR 9 10 HISTORY

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1 Australian Military Aviation & World War II Teachers Resource Kit Stage 5

2 Table of Contents 1.0 The Program Aims and Objectives Areas of the Syllabus Addressed Pre Visit Activities The Australian Theatres of War Timeline Impact of War on the Home Front Interview On Site Experience and Activities On the Day Facility Map Post Visit Activities Newspaper Front Page Minutes Interview Perspectives The Future of Historic Aircraft Training Comparison Recruitment Drive The Role of Women Additional Resources Introduction to 10 EFTS Pilot Training Location of Elementary Flying Training School Bases Map of the Pacific Theatre Map of the European Theatre Bibliography and Suggested Resources

3 1.0 The Program Frontline Squadrons is an Australian Military Aviation and World War II education program for Year 9 and 10 students. The Second World War had a major impact on the generation who fought and lived through it and fundamentally altered Australia s relationship with Britain and the United States. This program gives students the opportunity to explore the experiences of Australians on both the frontlines and the home front. Frontline Squadrons provides students with the opportunity to further develop their historical skills with an emphasis on analysis, use of sources, research, interpretation and communication. 1.1 Aims and Objectives The aims and objectives of the program are; To introduce Australia s Military Aviation involvement in World War II. To develop students understanding of the experiences of Australians as a result of their involvement in the war. To introduce the impact of the war on the Australian home front including the Women s Auxiliary Australian Air Force (WAAF) and the impact on the women s movement in Australia. To introduce students to a number of primary sources and engage them directly in interpreting these sources in relation to the physical evidence in situ. 3 3

4 1.2 Areas of the Syllabus Addressed Stage 5 Mandatory Course Australia and World War II Studies Objectives Acquire a knowledge and understanding of significant developments in Australia s social, political and cultural history Develop the skills required to undertake the process of historical inquiry Outcomes 5.2 assess the impact of international events and relationships on Australia s history 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia. 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.6 uses sources appropriately in an historical inquiry 5.7 explains different contexts, perspectives and interpretations of the past the skills to undertake the process of historical inquiry 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry Develop the skills required / necessary to communicate their understanding of history 5.9 uses historical terms and concepts in appropriate contexts understanding of history 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences 4 4

5 2.0 Pre Visit Activities The following activities are provided as suggestions for lesson activities to engage students with the concept and practice of Australian military aviation roles in World War II. It is recommended that for students to gain the most from their visit, they become familiar with these concepts. 2.1 The Australian Theatres of War Using the information provided in the Additional Information section of this kit and other historical sources, provide students with an outline of Australia's involvement in World War II especially the major theatres of War i.e. Home Front, Pacific Theatre and European Theatre. 2.2 Timeline Break students into groups with each group developing a PowerPoint presentation on one significant event and how it impacted on Australia s Military Aviation involvement leading up to and during WWII. These major historical events could include; Australia s Declaration of War on Germany Battle of Britain Bombing of Darwin Pearl Harbour Attack Rapidly changing technology resulting in the need for aircraft development Threat of Japanese invading Australia Information from each group s PowerPoint can then be collated into a timeline which links these events to developments in Australian Military Aviation. 2.3 Impact of War on the Home Front Individually or in groups, have students research the changes which occurred during WWII surrounding the impact of the war on the home front. Use primary sources such as newspaper articles and secondary sources like Impact areas could include: Women in the workforce while the men were away at war Threat of invasion Food and supply rationing Emotional impact of casualties and prisoners of war 5 5

6 2.4 Interview Interview a friend or relative who was involved in World War II and gain their perspective on how World War II: Forced an advancement in technology Changed the rights and freedoms of various groups including women The impact on Australian civilians 6 6

7 3.0 On Site Experience and Activities Upon arrival students and teachers will be greeted at the bus and escorted to the theatre where a short orientation movie will take place with students being enlisted into the RAAF and WAAAF and posted to No.10 Elementary Flying Training School. Their mission is to complete all activities on the activity worksheet. Students will then be divided into groups and introduced to the concept of Elementary Flying Training. Through activities and discussion, using primary sources, students will be able to analyse and present the differences in technology and between 1944 and the present. Students will then be moved through the facility where at each stop attention is drawn to specific features of an aircraft and how they were suited to carry out their primary role in the theatre of operation to which they were assigned. The operational theatres in World War II were: Training and No 10 EFTS Home front Tiger Moth Trainer Pacific Theatre Hudson Bomber European Theatre Spitfire MK XVI Fighter Interactive activities will be undertaken at each aircraft to explore the theatre and the Australian Aviation involvement in World War II. Students will be asked to think about the differences and difficulties in communication during the mid 1940 s through participation in a Morse Code activity. They will brainstorm and role play an armed reconnaissance flight briefing which focuses on the information they, as a young Australian pilot, would need in order to not only complete their mission but also maximise their chance of survival. 7 7

8 3.1 On the Day Times Tour times can be negotiated to suit your school s requirements. Please enquire when booking. Duration and Facilities It is recommended that teachers allow a minimum of two (2) hours for this experience. There are shaded picnic areas with tables and chairs if you wish to have morning tea or lunch on site. No hot food is available on site however the gift shop sells hot and cold drinks, potato chips, chocolates and confectionary. The Museum operates a gift shop which stocks a wide variety of aviation and historical memorabilia, including books, DVD, clothing, toys, stationary and postcards. On Arrival Tour Guides will meet you at the bus in front of the Giftshop entrance for the commencement of the experience. Once students have alighted from the bus (or have arrived by other means) they will be provided with an introduction to the site and will need to participate in a brief activity focusing on the rules associated with their visit to the. Buses There is ample bus and coach parking in the main parking lot which is within 50 metres of the main entrance building. Personal Clothing and Equipment The buildings are air conditioned in summer but the hangars are not heated in winter so clothing should be appropriate to the weather forecast. Closed shoes must be worn. All students will need to bring a pen and clipboard or a laptop with the activity sheet loaded onto it, to enable worksheet activities to be completed. Important! The is a unique site and students will be instructed to stay behind rope barricades and not touch the aircraft. Our risk management documentation is available for download at. We would appreciate it if for every ten students there is one adult (not including the Guide). 8 8

9 3.2 Facility Map 9 9

10 4.0 Post Visit Activities Following are suggested activities which will deepen the student s knowledge and understanding of Australia s involvement in World War II. 4.1 Newspaper Front Page Construct a front page for a broadsheet newspaper like the Sydney Morning Herald. The date for your newspaper is D Day (June 6, 1944). Your front page should include: A headline A photo A main story on the role of Spitfires in D-Day Interviews with people involved Examine some old newspapers and try to recreate the style of the time Minutes Interview Write a story for the TV program 60 minutes which includes interviews with at least two of the following identities from the RAAF. Interview information will need to be sourced using research skills on sites such as and Group Captain Reginald H. Davis Commanding Officer 1 Squadron Wing Commander Frank N. Wright Commanding Officer 8 Squadron Flt Lt John C. Ramshaw 1 Squadron Hudson Bomber Pilot Flt Officer Donald A. Dowie 1 Squadron First Australian POW of Japanese Flt Lt O.N. Diamond DFC 1 Squadron Hudson Pilot who sank the first Japanese ship of WWII Flt Sgt Leonard Waters Australia s first and only Aboriginal Fighter Pilot during WWII 4.3 Perspectives You are a 20 year old pilot and have the choice to fly a Tiger Moth, Spitfire or Hudson into combat. Prepare a presentation on which aircraft you would choose and why

11 4.4 The Future of Historic Aircraft The aircraft have all completed their military careers. However since 2000 the Museum has been flying them for the enjoyment and education of visitors. Controversy surrounds the risk of flying such rare and valuable assets. Some people believe they should remain on the ground. Write a paper or host a debate arguing both sides and make a recommendation as to which opinion you believe is right. 4.5 Training Comparison A new threat of war is currently emerging in the Middle East and Korea. The EFTS was an important mechanism for training airmen in Australia. Now that we no longer have that system in place, research the strategies that the RAAF has for training pilots. Do you think that the RAAF would be able to train enough pilots to defend Australia today? Why/why not? Evaluate whether we have learned from the past in this regard. 4.6 Recruitment Drive Create a TV or Web based advertising campaign for 10 EFTS in 1944, based on the current style of Airforce recruitment. 4.7 The Role of Women Write an essay on the Women s Auxiliary Australian Air Force (WAAAF) and the impact it had on the changing role of women as a result of World War II

12 5.0 Additional Resources 5.1 Introduction to 10 EFTS Temora has a rich and noteworthy aviation history having been home to the No. 10 Elementary Flying Training School (10 EFTS) set up by the Royal Australian Air Force (RAAF) in May No 10 EFTS was the largest and longest lived of the flying schools established under the Empire Air Training Scheme during World War Two (WWII). Throughout WWII more than 10,000 personnel were involved at the school with upwards of 2,400 pilots being trained. At its peak the unit contained a total of 97 de Havilland Tiger Moth aircraft. Four satellite airfields were set up around the Temora district to cope with the demand to train RAAF pilots. No 10 EFTS ceased operation on 12 March 1946 making it the last WWII flying school to close. 5.2 Pilot Training The Empire Air Training scheme was a program implemented during the Second World War to train aircrew from the nations of the Commonwealth for service with Britain's Royal Air Force. Realising it did not have the resources to maintain the RAF at an adequate strength to confront Germany, the United Kingdom proposed in September 1939 that 50 elementary flying schools be established in Australia, Canada and New Zealand. The graduates of these schools would then receive advanced training in Canada and proceed to Britain for service with the RAF. A conference was held at Ottawa, Canada in October 1939 to discuss the proposal. After several weeks of bargaining, an agreement was signed on 17 December Australia undertook to provide 28,000 aircrew over three years, which represented 36% of the total number of aircrew proposed to be trained under the scheme. Under Article XV of the agreement it was proposed that each country's aircrew would serve in distinct national squadrons once they arrived in Britain. The first basic flying course started on 29 April 1940, when training began simultaneously in all participating countries and the first contingent of Australian airmen embarked for Canada on 14 November The agreement was renewed for an additional two years in March 1943 although the RAF already had a large surplus of aircrew. Throughout 1944 Australia's contribution to the scheme was wound back at Britain's instigation, and it effectively ended in October 1944 although it was not formally suspended until 31 March By this time, over 37,000 Australian airmen had been trained as part of the Empire Air Training Scheme. Despite Article XV, the bulk of these aircrew served not with the designated Australian squadrons, but with RAF squadrons

13 5.3 Location of Empire Air Training Scheme Bases 13 13

14 5.4 Map of the Pacific Theatre 14 14

15 5.5 Map of the European Theatre 15 15

16 5.6 Bibliography and suggested resources Printed Publications Wings over Temora by Ron Maslin (available from the Museum Giftshop) Internet Resources Australia s War Australian War Memorial Australians At War National Library of Australia Australian Air Force Text messaging vs. Morse Code