Anzacs and us

Learning intention

• Establishing prior learning.

Set up an Anzac Learning Centre with lots of library books, school journals, places to display photographs, memorabilia, and ideas for extension activities.

Starter activities

Find photos and pictures from magazines that show different activities. Make sure that some of the pictures show formal occasions and have elements such as Māori traditional clothing, church dignitaries, soldiers, etc. 

Divide the children into groups of three or four and give each group three photos; try to provide three different types, e.g., a celebration, a ceremony, and a commemoration. 

Discussion questions: 

• What is happening in the photo? 
• How do you know this? 

Get the groups to share their ideas and then to work together to classify all the photos into three groups. 

• Why do these photos belong together? 
• What are their similarities? 
• Why do photos from other groups not belong? 
• What assumptions can we make from looking at the clothing of the people? 
• Can we think of a word to describe each group? 

If the children come up with the word celebrations, write it on the whiteboard. Otherwise, introduce the words celebrations, ceremonies, and commemorations. 

Celebrations, ceremonies, and commemorations

In small groups discuss: What are celebrations, ceremonies and commemorations? 
Decide on definitions for each word, for example:

• Celebrations are usually associated with family, church, school, or community and are usually informal. 
• Ceremonies are associated with more formal occasions and often contain rituals of some kind, religious, national, community, or school. 
• Commemorations are for remembering public figures, governments, countries, laws, or official occasions. 

Divide a large piece of paper into three columns. Students work in small groups to brainstorm examples to fit into each column. Allow three to five minutes for students to complete the activity. Share ideas from their chart and allow the children to "piggyback" ideas. Classify and correlate ideas, and make a class Anzac chart. 

This chart will be kept and used throughout this unit, with children and teachers adding to it as new information is found. It will serve as a mini-resource with notes and information discovered throughout the unit. 

Discuss: Have we got our examples in the correct columns? Use highlighters to colour code any changes, e.g., all ceremonies red. 

• Do they overlap? Why? 
• What are the differences? 
• What do they have in common? 

Prior knowledge 

Ask the children why we have ANZAC Day and what they know about ANZACS. Record this as a class or have students complete it individually, writing what they know and what they want to know. Retain a copy of this to help with assessment at the end of the unit. 

Statements 

Read to the students a series of provocative statements and ask them to use their thumbs to show their reaction. Discuss using thumbs up to agree with a statement, thumbs down to show they disagree, and sideways if they are unsure. Asking the students to close their eyes will eliminate them from following others and allow for anonymity. 

Examples of statements could be: 

• War is fun.
• Without war, we can't have peace. 
• It is all right to be in a war as long as you win.
• The government makes the war, and the poor people are the ones to die.

Revisit these statements at the end of the unit. Ask the children if they have changed their minds. If so, why?

Statements 

Summarise for the students how World War I actually began. The countries involved, the battles fought. 

Read Gallipoli by Neil McKenzie. Read to the children several times over successive days. Discuss during and after reading what happened and why. Use the 5W's and an H to formulate questions, for example:

• When did this happen? 
• Who was involved in the fighting? 
• Why were so many soldiers killed? 
• Where did these events take place? 
• What problems did the New Zealanders' experience? What went wrong? 
• How do you think the young soldiers felt? 

Record on a class chart the important information:

• Who was fighting?
  Germany, the Austro-Hungarian Empire, and Turkey against the British Empire (which included Australia and New Zealand), France, and Russia.
• Why did they fight over this area of land? 
  Dardenelles, a narrow strait between the Mediterranean Sea and the Black Sea, that allowed access to Russia. 
• Date of the landing. 
  25 April 1915 
• What went wrong? 
  Landing on the wrong beach, strong sea currents, cliffs, and steep hills. 
• What does "digging in and making trenches" mean?
  The origin of the name diggers given to the Australian and New Zealand soldiers.
• What was the size of the battlefield?
  Two hundred acre dairy farm—two kilometres long by one kilometre wide. 
• Why was Bernard Freyberg's swim so important?
• What were the conditions like in the trenches?
  Periscopes, disease, rats, flies, etc. 
• What were the New Zealand casualties? 
  2721 men were killed; 4752 were wounded.

Students could write quiz questions based on the book to ask other groups. 

Learning intention

• Exploring maps and personal stories.

Maps 

On the world map, find New Zealand, Turkey, Germany, Russia, Australia, and England. Look at the distance between each country. Discuss how the young soldiers might have felt about being so far from home. Provide students with a map of the world to find and colour each country a different colour. 

On a map of Turkey, locate the Dardanelles, Constantinople (Istanbul), Gallipoli, the Mediterranean Sea, and the Black Sea. Give the students their own copy of the map and help them use mapping skills to locate each place. 

On a map of the Gallipoli Peninsula, locate and name ANZAC Cove, Suvla Bay, Chunuk Bair, and Quinn's post. 

Use the information to discuss with the students the silence and withdrawal.

Explain how the ANZAC soldiers deceived the Turks, practicing making no noise and no talking for weeks before the evacuation. Discuss the devices used to trick the enemy. Explain the contraptions they made to fire their weapons when there was no one left to shoot.

Discuss with the students: 

• Why did the Anzacs have to withdraw? 
• Why did the Anzacs admire the Turks? 
• What made the Turks fight with such determination? 
• Why were the Turks so committed to defending Anzac Cove? 
• Why did the soldiers practise silence? 
• How did they manage to withdraw without the Turkish army knowing? 
• Why do you think people called this ingenuity "number 8 wire" mentality? 
• Why did people think it was bad luck to be the third person to light their cigarette from the same match? Explain about the snipers and how the men in the trenches said that while the first person was lighting their cigarette, the sniper would get ready to shoot. For the second person, he would aim, and for the third person, he would fire, thus shooting that person.

Discuss what information should be added to the class ANZAC chart. The teacher records the information based on the class discussion. Add information to the original chart: silence, withdrawal, and the use of ingenuity. 

Personal stories 

Read to the students the story of "Simpson and his donkey". See also other sites about this story: John Simpson Kirkpatrick Not only a hero. 

Discuss: 

• Does it matter whether Simpson was an Australian or New Zealander? 
• Why has this story become so important in our remembering Gallipoli? 

Learning intention

• Why do we have Anzac ceremonies, and what do they involve? 

Explain to students that before Gallipoli, New Zealanders saw themselves as part of Britain. They talked of Britain as being home. They went to war as separate units, e.g., Auckland, Wellington, Canterbury, or Otago Boys. British officers were in charge of the New Zealanders. After Gallipoli and the Gallipoli Campaign, New Zealanders and Australians tended to see themselves as no longer British but New Zealanders and Australians. Then discuss with the students why they think this happened. Why do some historians call this the birthplace of our nation?

Students could prepare and deliver an Anzac ceremony at school, inviting their parents and other classes to attend. 

Read Should we forget? by Jim Rolfe to students. 

Add information to a class Anzac chart, such as: 

• What is the origin of the name Anzac, and how did it begin? (Sergeant K.M. Little made an ink stamp with the initials.) 
• Why do we still have Anzac Day?
• Why New Zealanders went to war?
• What happens at an Anzac Day service?
• What is the RSA, and why is the poppy important?
• What happened to the people who were at home during the war?

Play Bugle calls. Explain what each tune means and why they are played at Anzac Day ceremonies. 

"The Last Post" was played at the end of the day and was for those who had fallen during the day, a departure for the fallen warrior. On ANZAC Day, Reveille or Rouse breaks the silence that follows the playing of "The Last Post", symbolising the awakening of the dead in the next and better world.

Ask who has been to an Anzac day dawn service. What were their feelings and experiences? Have them share their experiences with the class. 

Discuss the importance of the poppy. The poppy is for sacrifice. Record ideas and information on the Anzac chart. 

Use "The Diary of the ANZAC's Campaign in Gallipoli" from the Kiwi and Digger's Unit produced by The Waiouru Army Museum, or use the Diary - Anzacs and us (see Materials that come with this resource). Read the book, recording new information on the class chart. Discuss what was happening back at home. Why do you think this book has included what was happening back in New Zealand? 

Does this information help you understand what life was like in 1914? Why, why not? Look at what he wrote in his diary.

"... and the sights we saw, I will never forget. I couldn't describe them, and again, if I could, I wouldn't dare ..." 

What do you think made him write this comment? How did it make him feel? Examine Stats - Anzacs and us (see Materials that come with this resource) at the end of the book and record these on the class chart. 

Harry and the Anzac Poppy  

Read to the students Harry and the Anzac Poppy by John Lockyer. 
Discuss: 

• What was the family secret? 
• Where was the western front? 
• What were the eggs that the plane might drop? 
• Which were sayings made up in the war eg. walking wounded, marching orders, single file. What do they mean? 
• What were the hardships described? 
• What do you notice about the illustrations? 
• Why do you think the illustrator used this technique? 
• What is the significance of the poppy? 
• How do you think Harry felt at the end of the story? 

Teacher model: 

• Keyhole - Anzacs and us (see Materials that come with this resource), response to the story 
• A fact file based on the important events from the story 

The Bantam and the Soldier 

Read The Bantam and the Soldier by Jennifer Beck. Discuss the cover and the pictures. Read to the students the author's and illustrator's comments about their own families' experiences. 

Following the reading, ask the students: 

• Why was it called the Great War? 
• Why was the bantam alone? 
• Why did the other soldiers tease Arthur? 
• What made Arthur call his bantam Bertha? 
• What is a lucky mascot? Why do you think Bertha became their mascot? 
• What did Bertha give the soldiers? 
• How do you know that she gave them this? 
• Where did Arthur leave Bertha? 

Teacher model a story map. Students complete a story map for the story. 

Choose one of the characters from the story, for example, the bantam. Brainstorm with the students the 'life of the bantam'. What might its story be? The teacher models diary writing.

Exploring similarities and differences  

Discuss with the students what the similarities and differences are between the stories. Students, working in pairs, select two of the stories and complete a Venn diagram.

Share with other groups in a sharing circle. 

Look at a picture(s) of a war memorial. What is it? Do we have one in ____? Where? Why do we have a memorial? Who made these memorials? What is the reason for having the memorials? What is written on a memorial? Are there other places that remember people who were in wars? For example, the Roll of Honour at clubs, etc. 

Arrange a visit to the local war memorial and the RSA. Interview people about the war. Invite local war veterans from World War II to talk to the students. 

Close reading / Shared reading 

In 1934, M. Kemal Ataturk, the Turkish leader, wrote this tribute to the Anzacs killed at Gallipoli: 

Those heroes who shed their blood and lost their lives ... You are now lying in the soil of a friendly country. Therefore, rest in peace. There is no difference between the Johnnies and the Mehmets to us. Where they lie side by side now, here in this country of ours ... You mothers', who sent their sons from faraway countries, wipe away the tears. Your sons are now lying in our bosom and are in peace after having lost their lives on this land. They have become our sons as well. 

How do you think this made the mothers of the fallen feel? New Zealanders who visit Turkey, especially Anzac Cove, are made to feel very welcome. Even though they were enemies in the war, why do you think this is so now? 

World War I songs 

Listen to songs from World War 1 - Anzacs and us (see Materials that come with this resource). Compare the sentiments. Why are some songs cheerful? Do they make going to war sound exciting? Why? Look at other anti-war songs. What are their writers saying? Why do you think the songs are different? What were the reasons behind writing these songs. 

Play Eric Bogle's anti-war song, And the Band Played Waltzing Matilda. Listen to it several times. 

Shared reading 

Use a copy of the words of And the Band Played Waltzing Matilda to help the children focus on the words. Read the song and discuss each verse. What is the author telling us in each verse? For example, what concepts is the author exploring? 

• Where did he sail? 
• Why was he sent there? 
• What happened in Suvla Bay? 
• Who were the people involved? 
• How long did he say he managed to stay alive? 
• What had happened to him? 
• When did it happen? 
• Why were the Johnny Turks fighting? 
• Why did the writer use Waltzing Matilda as part of his song? 

Read the following poem: 

• For the Fallen by Laurence Binyon

Read each verse and discuss the meaning. 

• Why is England compared to a mother? 
• What is the poet asking us to do? 
• Why do you think this poem is used in Anzac Day services? 

Give the children copies of the poem. These can be placed in their reading or poetry book and illustrated. Discuss and find the meanings of weary, condemn, mourn, desolation, sorrow, mingle, comrades, immortal spheres, straight of limb, and so on.

In Flanders Fields by John McCrae 

Read the poem and discuss what the message is. Ask students what pictures or images they see in their minds when they listen to the poem. How does it make them feel? Give the children copies of the poem. These can be placed in their reading or poetry book and illustrated. Examine the language used in the poem.

Look at the unusual words and discuss quarrel, foe, break, faith, amid, and so on.

Revisit the questions used in the thumbs up/thumbs down activity. Repeat the questions. Ask the students at the end of the unit if they have changed their minds about any of their earlier statements. If so, why? Do they think it is important to remember and commemorate Anzac Day? Why? Why not? 

Assessment task  

Write a diary for a soldier at Gallipoli. Imagine you are a soldier at Gallipoli. 

• Decide on your age, where you are from, what made you enlist, and what you did before the war. 
• How did you feel when you sailed away?
• Begin with day one: the landing. 
• Describe the shelling, the shooting, the reactions of others around you, and digging the trenches.
• Describe your first impressions of Gallipoli. 
• Describe your daily routine. What is your life like? 
• How do you feel about he war? How do you feel about your family at home? 
• How do you feel about life in the trenches and the Turks?

Brainstorm and share your ideas with a partner.

Write a draft diary about a week in your daily life. 

Read and share your work with a friend. Edit, proofread, and publish.

See Materials that come with this resource for assessment opportunities:  

• Poetic writing assessment – Anzacs and us (.doc) 
• Diary writing assessment – Anzacs and us (.doc) 
• True false assessment activity – Anzacs and us (.doc) 
• Assessment activity – Anzacs and us (.doc) 

Students may complete assessment tasks individually, with a partner or in small groups.  

Digital  

• Anzac Day: Introduction on Nga korero a ipurangi o Aotearoa New Zealand History. 
• Anzac Quiz: A quiz on ANZAC day.

Print 

• McKenzie N. Longman P. New Zealand Warrior series.
• Rolfe J. Should we forget?
• Lockyer J. Harry and the Anzac Poppy Reed 
• Beck J. The Bantam and the Soldier 
• Army Museum Waiouru Kiwis and Diggers: A Year to Remember 
• Contains tapes, photos teacher resource and student activities, as well as two books: Should we forget?, by Jim Rolfe, and A Diary of the Anzacs Campaign in Gallipoli. 

Additional activities

• Design a periscope that could be used by the soldiers in the trenches. Make and test out your periscope. Compare the different periscopes and modify and streamline designs. Write instructions to make a periscope. 
• Make Anzac biscuits. Try different Anzac biscuit recipes from the past and compare them with today. Discuss the differences in technology, packaging, ovens, and so on. How would the lack of technology have affected biscuits and food? What was Bully Beef? Why was it such an important part of the soldier's diet?