Synopsis
Boy Soldiers is the story of 14-year-old Will Barnes, who is a conscientious objector in Melbourne, just before the outbreak of World War 1. Will refuses to register for compulsory military training because he is opposed to all forms of violence, including war. As a consequence, he is sentenced to three months compulsory training at Fort Queenscliff. Will’s parents remain loyally supportive of him. Will is subjected to abuse and humiliation by a sergeant who has a particular loathing for conscientious objectors. However, he develops a friendship with Ned another detainee and they look after one another during a number of incidents in the camp. Just before Will is released war is officially declared. He returns home and is visited by Ned who is dressed in army uniform. Will respects Ned’s decision to enlist and they part as friends, respecting one another’s right to differing views.

Aim
To consider what is involved in standing up for your beliefs by examining the problems 14 year-old Will Barnes faces in being a conscientious objector during World War 1.

Suggested Teaching Approach

Preparation:
It is suggested that teachers should preview the entire program. If students are going to be viewing the tape episodically, teachers should note places and times where it would be convenient to stop the tape.

Before Viewing:
Discuss what is meant by the term, ‘beliefs’, with students providing examples of their beliefs and explaining why they think they hold these particular beliefs. Consider the connection between ‘beliefs’ and ‘values’. Also discuss what is meant by being ‘a conscientious objector’ and consider what values might
prompt someone to become a conscientious objector.

Viewing Focus:
Ask students to focus their viewing on how and why Will maintained his commitment to being a conscientious objector.

Viewing:
Students can either watch the entire program in one sitting or alternatively watch it episodically over a number of days.

Inquiry Process:
The students participate in a five-stage process of ethical inquiry and discussion.

Stage 1: Identify and clarify the issues
Class
Why was young Will Barnes in trouble with the authorities? Discuss.

Stage 2: Discussion and justification of initial responses
Class:

Discuss:
• Why is Will Barnes treated this way? Is this treatment fair? Give reasons which include a consideration of his treatment by the judge, by his commanding officer and by his drill sergeant.
• Why does Will react to people and events the way he does? Is Will’s reaction entirely justified?
• What other alternatives, if any, are available to Will which will not conflict with his deeply held convictions?
• Who supports Will and why?
• Is it possible for Will to be treated any other way? How do you think Will should be treated and why?

Stage 3: Reflection and creative exploration
Students undertake further investigation and reflection about the issues raised in the video through a range of activities selected from those below.

Suggested Activities
The complexity of the following tasks increases from Level A to Level C, however, it is not
necessary to work progressively through them. Teachers can select activities best suited to the abilities and requirements of their class or individual students.

LEVEL A

Class/small groups:
A1 Examine the photo below. (This could be made into an OHT or a blackline master.)
• How does the propaganda poster try to encourage men to enlist? Consider:

• the way in which the central figure on the poster is drawn
• the significance of the emblems in the two circles at the top of the picture
• the message conveyed by the words on the poster
• the way in which the words and the drawings reinforce each other

• In what way is Will’s expression and posture a contrast to the propaganda poster behind him?
• Why do you think the filmmaker took this particular shot of Will against the background of the propaganda poster?

A2 In the video, Ned Crocker tries to help his friend, Will Barnes, when Will is being punished by the drill sergeant on the beach. Devise a role play where a student speaks out in support of a friend who might be being ridiculed or embarrassed by others.

Groups:
B1. Work in groups to design a survey to gauge young people’s attitudes to being conscripted for military service. Conduct your research and report your findings.

B2. Ned Crocker and Will Barnes become good friends despite the differences in their views. Discuss whether it is possible to have a good friendship with someone who has a different outlook on life from yours. Despite differences, do you still share some values with a friend, such as the importance of trust in a relationship? Consider your relationships with some of your friends who could remain nameless, and simply be referred to as X or Y during your discussions.

LEVEL C

Individual/group:
C1. Research why conscription was reintroduced into Australia in 1965 and how it operated. Discuss whether you think this was a fair system or not.

C2. Try to find someone who was conscripted or called up at this time and interview them about how they felt and what they did.
C3. Conduct some tape-recorded interviews with older members of your family and friends to discuss their attitude to conscientious objectors and to Australia’s involvement in recent wars such as Vietnam.

C4. Research the issues involved in the referendum about conscription held in Australia in 1916, and then present either an oral or written report about the key issues that were involved.

Stage 4: Consultation and re-evaluation
As a class, students could debate the topic “The individual has the right to be a conscientious objector”. Students could also discuss what they think are the
responsibilities of the individual to his or her country.

Stage 5: Action planning
Students could develop some guidelines that they would like to see applied if they were conscientious objectors. Students could also undertake some research and create a poster, ‘Having Your Say the Responsible Way’, showing legally acceptable means of expressing criticism of existing social practices and laws.