The ANZAC Spirit

Curriculum Reference

Australian Curriculum: Version 9.0
History (Year 10) – Humanities and Social Sciences (HASS)

• AC9HH10S01: Analyse the causes, events, and effects of significant historical developments and/or cultural achievements that reflect Australian participation in international movements or conflicts (e.g., World War I and World War II).
• AC9HH10S05: Analyse the perspectives and experiences of people in Australia's history, including the impacts of war and conflict.

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Lesson Overview

This 30-minute lesson will focus on the ANZAC experience during World War I, highlighting its cultural and historical significance. Students will explore the challenges faced by Australian soldiers at Gallipoli and evaluate how the concept of the "ANZAC Spirit" was formed and continues to shape Australian identity.

The lesson uses interactive elements, storytelling, and group work to engage students in understanding this key historical event from a uniquely Australian perspective.

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Learning Objectives

By the end of this lesson, students will:

1. Understand the experiences of Australian soldiers at Gallipoli and the development of the "ANZAC Spirit."
2. Analyse the significance of Gallipoli in shaping Australian national identity.
3. empathise with the perspectives of individuals involved in the conflict through an immersive classroom activity.

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Resources Required

1. Copies of primary sources (excerpts from soldiers’ diaries, letters, or speeches such as those by Simpson or CEW Bean).
2. A map of Gallipoli or an interactive digital map.
3. Mini whiteboards or large sticky notes for group activities.
4. Signs printed with "Homefront," "Frontlines," and "Reflect," for use in classroom zones.

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Lesson Plan

1. Introduction (5 minutes)

Objective: Set the context for World War I and the ANZAC involvement.

1. Briefly explain the role of Australia in World War I, specifically focusing on the Gallipoli Campaign (1915).
   • Use the classroom map to show where Gallipoli is located and explain the logistical difficulties.
   • Explain that nearly 60,000 Australians fought at Gallipoli, with more than 8,000 dying during the campaign.
2. Ask students: "What do you think ‘ANZAC Spirit’ means? Why might it be important to Australians today?" Record brief responses on the board.

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2. Group Activity: Three Perspectives (15 minutes)

Objective: Students will explore experiences of individuals during the Gallipoli campaign and reflect on their significance.

1. Set Up (3 minutes):

   • Set up three zones of the room:
     • Homefront: Explore Australian letters written by families.
     • Frontlines: Read diary extracts and letters written by soldiers.
     • Reflect: Examine the myths and lasting impact of the "ANZAC Spirit."
   • Divide the class into three equal groups and assign each one a zone to begin.

2. Activity (8 minutes):

   • In their zones, students will examine one primary source and discuss guided questions:
     • What does this tell us about the thoughts or feelings of the person involved?
     • How do you think this experience may have connected to creating the idea of "ANZAC Spirit"?
   • Students will record one key insight from their group and write it on a sticky note or mini whiteboard.

3. Rotation (4 minutes):

   • Groups rotate so that they experience all three zones. If time is short, summarise the last two groups’ insights for the entire class.

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3. Closing Reflection: ‘What Would You Do?’ (5 minutes)

Objective: Consolidate understanding of the "ANZAC Spirit" and its relevance today.

1. Pose this key reflection prompt to students:

   • “Imagine you were an Australian soldier at Gallipoli. What do you think would have kept you going through such challenging conditions?”

2. Facilitate a brief discussion, drawing connections to modern acts of bravery, mateship, and sacrifice. Encourage students to think about how the ANZAC legacy influences Australian culture and values today.

3. Conclude by summarising the key ideas:

   • The hardships faced by Australian soldiers at Gallipoli.
   • How these hardships created the "ANZAC Spirit" of bravery, mateship, and resilience.

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Extension Ideas:

• Encourage students to interview a local veteran or family member about how ANZAC Day is commemorated in their family or community.
• Students can write a letter or journal entry from the perspective of an ANZAC soldier as homework.

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Assessment

• Informal: Evaluate group insights recorded in the activity zones.
• Observational: Gauge student participation and engagement in activities and discussions.

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Teaching Tips:

1. Use storytelling to vividly narrate experiences from Gallipoli (e.g., Simpson and his donkey).
2. Offer opportunities for individual reflection for quieter students who may be hesitant to engage in group discussions.
3. Explicitly link the ANZAC spirit to contemporary Australian identity, creating a real-world connection that resonates with students.

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Feedback Question (Optional for Teachers)

What part of this lesson had the greatest impact on your students? Would you recommend any adjustments for future iterations?