1918: Bertie
Bertie is determined to buy a pair of brogue shoes to welcome his brother Eddie home from World War I. As he scrambles to earn the final shilling, Bertie performs magic tricks, visits the repatriation hospital, and shares moments with returned soldiers. Amid grief, loss, and the announcement of Armistice, Bertie’s story explores resilience, generosity, and the quiet ways communities honour those who return, and those who don’t.
The 1910s were a decade of war, sacrifice, and profound social change, with the ANZAC legend born at Gallipoli and conscription debates dividing Australians. Amid grief from the Spanish flu, women stepped into new civic roles, First Nations soldiers served despite exclusion, and scientific advances like CSIRO and wireless communication began connecting the nation.
- 1921: Edith Cowan becomes the first woman elected to an Australian parliament (Western Australia).
- 1911: Margaret Fisher, wife of Prime Minister Andrew Fisher, leads the Australian delegation in support of British women’s suffrage in London.
- 1912: Aya-I-G, a First Nations man, receives Australia’s first gallantry medal for saving Constable W. F. Johns from drowning.
- 1913: Australia’s first navy is established with seven ships, enhancing national defence capabilities.
- 1914: The Australian Red Cross is formed, providing humanitarian aid during World War I.
- 1915: ANZAC troops land at Gallipoli in April and retreat in December, marking a defining moment in Australian military history. First female police officers are appointed in Victoria, South Australia, and New South Wales.
- 1916 & 1917: Two national plebiscites on conscription fail, revealing deep divisions in wartime Australia.
- 1917: CSIRO is founded, laying the groundwork for scientific research and innovation in Australia. The Trans-Australian Railway opens, connecting the east and west coasts and transforming travel and trade.
- 1918: The first direct wireless telegram using radio waves is transmitted from Britain to Australia, revolutionising communication.
- 1919: The Spanish flu pandemic reaches Australia, causing widespread illness and social disruption.
First Nations Focus:
First Nations Australians served in World War I despite exclusion from rights, recognition, and enlistment policies, with many enlisting unofficially and showing courage in the face of systemic discrimination. Aya-I-G’s 1912 gallantry medal illustrates civic contribution, while stories of families maintaining cultural traditions through kinship and resilience deepen understanding of service, injustice and continuity.
Provocation Questions
How do we honour those who serve, and what helps us carry their stories forward?
Clip 1: On Tick
Bertie is trying to pay off the last shilling owing on his present for his brother Eddie who is returning home after serving in the First World War. Mr Watson, the store owner, will not advance him a loan. Bertie goes to the repatriation hospital to bring his mother (a nurse) fresh goat's milk, and shares jokes with his friends Sid and Mr Bracey who are both returned soldiers.
Tuning In
As a class, discuss the following questions:
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What does Bertie’s gift show about his hopes and values?
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How did families welcome soldiers home after World War I?
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What does “on tick” mean, and what does it tell us about life in 1918?
Finding Out & Sorting Out
Create a class mind map about family life after the war. Include ideas like rationing, repatriation, and emotional recovery.
In pairs, create a venn diagram comparing Bertie’s community care with modern support for veterans.
Making Connection
Write a radio or podcast script exploring how children contributed to family wellbeing during wartime, especially reflect on the emotional significance of gift-giving in times of hardship.
Clip 2: Impact of War
Evelyn, Bertie's sister, receives news of the death of Freddie Miller. Bertie laments the death of his father and Freddie; both killed in the war. He tells Sid, a First Nations soldier, about his plan to buy his brother Eddie a present on his return from the war and they devise a plan to raise the money to purchase the gift.
Tuning In
As a clas, discuss the following:
- Notice the opening scene where Bertie says, “Everyone is afraid of the telegraph boy.” Why does Bertie say this?
- What was the role of the telegram during the war?
- How did telegrams change family life and bring news of soldiers?
Finding Out & Sorting Out
Investigate the experiences of First Nations soldiers during World War I. Focus on:
- Enlistment: What barriers did Indigenous Australians face when trying to join the army? Were there official restrictions?
- Service: What roles did they perform during the war? Were they treated the same as non-Indigenous soldiers?
- After the War: How were they treated when they returned home? Did they receive equal benefits and recognition?
- Voices and Perspectives: Can you find letters, diaries, or oral histories that share their experiences?
- Legacy: How has their contribution been remembered or overlooked in Australian history?
As a class, discuss the following questions:
- Why did many First Nations Australians choose to enlist despite discrimination?
- How does this history connect to broader issues of equality and citizenship in Australia?
Making Connections
Talk about how war affected families and communities and write a short reflection: “How would I feel if my family received a telegram during wartime?”
Create a class brainstorm: What does fairness and recognition mean for soldiers then and now?
Clip 3: Armistice
Eddie speaks with Bertie about how lucky he is to survive the war with only a leg missing. Sid arrives to tell of the Armistice that signals the end of the war. The community celebrates the end of war with music, dancing and games, but not everyone can be happy at this time.
Tuning In
As a class, hold a discussion answering the following questions:
- What does Armistice mean to different people in the episode?
- How do we honour those who return, and those who don’t?
- What helps us carry stories of service and loss forward?
Finding Out & Sorting Out
Research the Armistice that ended World War I on 11 November 1918. Use books, trusted websites, or classroom resources to answer:
- What does the word armistice mean?
- When and where was the Armistice signed?
- Why was the Armistice important for soldiers and civilians?
- How did Australians mark the end of the war?
- What traditions or commemorations came from this event (For example, Remembrance Day)?
Choose one of these creative ways to organise and share what you’ve learned:
Option 1: Create a timeline showing the events leading up to the Armistice and what happened afterwards.
Option 2: Design a 1918 newspaper front page, headline and short article announcing the Armistice. Include quotes or imagined reactions from Australians at the time.
Option 3: Make a colourful mind map with the word Armistice in the centre and branches for meaning, date, significance and traditions.
Option 4: Write a short diary entry from the perspective of an Australian soldier or family member on the day the Armistice was announced.
Making Connections
Think about what you learned about the Armistice and connect it to your own life and the world today. Answer these questions in complete sentences:
- Past and Present: How is the Armistice remembered in Australia today? What traditions or events keep its memory alive?
- Personal Connection: Why do you think it is important for people your age to learn about the Armistice? How does it relate to ideas of peace and fairness?
- Global Connection: Can you think of a recent event or news story where countries worked together to stop fighting or make peace? How is this similar or different to the Armistice of 1918?
Australian Curriculum Links
Explore how war, remembrance, and civic identity shaped Australian communities during and after World War I.
|
Year |
Content Description |
Inquiry Sprint Link + Student Activity Prompts |
CCP Integration |
|
Year 3 |
AC9HS3K02 Significance of individuals, events, places and developments in the local community |
Tuning In: Pose questions about Bertie’s gift and Eddie’s return. Sort and record ideas about civic rituals and remembrance using pictorial timelines or concept maps. |
Explore civic rituals, ANZAC Day, and local commemorations |
|
Year 3 |
AC9HS3K01 Importance of Country/Place to First Nations Australians |
Finding Out: Investigate Sid’s story and First Nations service. Collect and interpret oral histories or visual sources. Share perspectives on cultural connection and civic contribution. |
Compare civic service and kinship care |
|
Year 4 |
AC9HS4K01 Role of individuals, events and groups in shaping communities |
Sorting Out: Identify and analyse Bertie’s acts of care. Use source evidence to draw conclusions about civic identity and community support. |
Explore civic resilience and shared memory |
|
Year 4 |
AC9HS4K02 Changes in daily life and perspectives over time |
Going Further: Compare grief and recovery across generations. Pose questions about remembrance and emotional resilience. Communicate findings through reflective writing or oral storytelling. |
Reflect on emotional and cultural continuity |
|
Year 5 |
AC9HS5K02 Causes and effects of change in Australian society |
Finding Out: Research Indigenous soldiers and post-war grief. Interpret historical sources and discuss perspectives on recognition and exclusion. |
Examine civic responsibility and recognition |
|
Year 5 |
AC9HS5K01 Significance of First Nations Australians’ experiences and contributions |
Making Connections: Pose questions about Sid’s legacy. Use evidence to develop interpretations of cultural resilience and civic pride. Communicate through podcasts or commemorative displays. |
Honour cultural resilience and historical exclusion |
|
Year 6 |
AC9HS6K02 Significance of migration and cultural diversity in Australia |
Making Connections: Investigate civic rituals and shared identity. Sort and record examples of cultural contribution. Communicate findings through annotated maps or visual timelines. |
Link remembrance to cultural inclusion and belonging |
|
Year 6 |
AC9HS6K01 Key historical events and developments shaping Australian society |
Going Further: Pose questions about Armistice and post-war recovery. Analyse sources and draw conclusions about war’s impact on civic values. Share interpretations through dramatic performance or visual storytelling. |
Explore war’s impact on civic values and community care |
Explore how war, loyalty, and remembrance shape character development, emotional resilience, and civic storytelling in 1910s Australia.
|
Year |
Content Description |
Inquiry Sprint Link + Student Activity Prompts |
Thematic Integration |
|
Year 3 |
AC9E3LE01 Respond to literary texts by sharing personal connections and reflections |
Tuning In: Share a personal response to Bertie’s gift idea. Write a short reflection: “What would I give someone returning from war?” |
Family Civic Identity |
|
Year 3 |
AC9E3LY06 Create imaginative texts with characters and settings |
Going Further: Write a short story or comic strip imagining Bertie’s magic show. Use descriptive language to show emotion and setting. |
Courage Friendship |
|
Year 4 |
AC9E4LE01 Analyse characters’ feelings, motivations and actions |
Finding Out: Compare Bertie’s grief with Evelyn’s. Use a character map to track emotions and decisions. |
Grief Family |
|
Year 4 |
AC9E4LY06 Create persuasive and reflective texts |
Making Connections: Write a persuasive letter to Mr Watson asking him to give Bertie credit “on tick.” Use emotive and civic language. |
Civic Identity Courage |
|
Year 5 |
AC9E5LE01 Analyse how historical and cultural contexts shape characters and events |
Sorting Out: Explore Sid’s story as an Aboriginal soldier. Write a journal entry from Sid’s perspective about the Armistice. |
War Civic Identity |
|
Year 5 |
AC9E5LY06 Create multimodal texts using narrative and informative elements |
Going Further: Create a podcast or digital slideshow about Bertie’s community care. Include narration, images, and music. |
Family Civic Identity |
|
Year 6 |
AC9E6LE01 Respond to texts shaped by historical and cultural contexts |
Making Connections: Reflect on the meaning of Armistice. Write a commemorative poem or speech for a school assembly. |
War Grief Civic Identity |
|
Year 6 |
AC9E6LY06 Create texts that integrate ideas and perspectives |
Taking Action: Design a class anthology of remembrance stories. Include student-written pieces inspired by Bertie’s episode. |
Memory Courage Community |
Country/Place: Compare Bertie’s community care and hospital visits with First Nations relationships to Country, kinship, and healing practices, especially in times of grief and recovery.
Culture: Explore storytelling, remembrance, and civic pride across communities, including the contributions of Indigenous soldiers like Sid and the cultural significance of service.
People: Highlight the role of Elders, returned servicemen, and community leaders in shaping values, resilience, and civic responsibility, especially in the face of exclusion and loss.
Asia and its Diversity: Use WWI-era migration and enlistment patterns to explore cultural contribution and diversity, including the experiences of Asian and Indigenous soldiers.
Achievements and Contributions: Celebrate the roles of migrant and First Nations families in shaping civic life, wartime service, and remembrance traditions.
Asia/Australia Connections: Reflect on how storytelling, memorials, and civic rituals foster belonging, intergenerational memory, and shared identity across cultures.
Additional Resources
Episode Stills
Sid and Bertie talking with Mr Watson
The telegram boy waiting for Sid and Laurie
Bertie in Mr Watson's shop
Bertie taking the news badly
Celebrating Armistice
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