Unit #4: The ANZAC Spirit

Overview

Lesson Title: The ANZAC Spirit: Formation of the ANZACs
Unit: NZ’s Role in WWI
Lesson: 4 of 19
Duration: 50 minutes
Class Size: 10 students
Year Level: Year 10
Curriculum Area:

• Learning Area: Social Sciences – The New Zealand Curriculum
• Year Level: Level 5
• Strand: Aotearoa New Zealand’s histories / Social Sciences
• Achievement Objective:
  “Students will understand how historical events have shaped the identities of people and groups in Aotearoa New Zealand.”

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Learning Intentions

By the end of the lesson, students will be able to:

• Describe how and why the ANZAC forces were formed.
• Understand the concept of the “ANZAC spirit” and how it has shaped New Zealand’s national identity.
• Reflect on how historical narratives contribute to collective memory and identity.

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Success Criteria

Students can:

• Identify key events and reasons behind the formation of the ANZACs
• Explain what the ANZAC spirit means to New Zealanders today
• Discuss how shared experiences in war contribute to group identity

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Key Concepts

• Whakapapa and Identity
• Collective Memory and Maumaharatanga
• Historical Significance
• Tuakiri (Identity)

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Lesson Flow (50 minutes)

⏱️ 0–5 min | Karakia & Connecting to Prior Learning

• Begin with a short karakia to set the tone and create a respectful learning environment.
• Quick recall activity: Students pair up and list 3 things they remember from Lesson 3 (e.g., causes of WWI from a NZ perspective).
• Share answers aloud; teacher captures key points on the board.

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⏱️ 5–15 min | Jigsaw Activity: Formation of the ANZACs

Objective: Unpack the context and process behind the formation of the ANZAC forces.

• Groups of 2–3 students, each given a different aspect to explore with a short 1-page source (prepared in advance):
  • Australian and New Zealand defence ties pre-WWI
  • Gallipoli campaign beginnings
  • Māori involvement and perspectives
  • Initial recruitment in New Zealand
• Students read and highlight 3 key pieces of information.
• Group discussion: Students summarise their section in plain language and jot the highlights on sticky notes.
• Sticky notes collected and arranged on a wall map/timeline to form a collaborative visual.

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⏱️ 15–30 min | Class Discussion: What is the ANZAC Spirit?

Warm-up prompt: "What does the ANZAC spirit mean to you?"
Students write a one-sentence response on a strip of paper and place it in the centre circle on the floor.

Teacher facilitates discussion, drawing on student contributions and guiding them toward key characteristics attributed to the ANZAC spirit:

• Camaraderie
• Courage and endurance
• Sacrifice for the greater good
• National pride and emerging identity

Link these ideas to the Aotearoa New Zealand histories curriculum big idea:

“History is about power and relationships, and helps us understand how people make decisions for collective or individual benefit.”

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⏱️ 30–40 min | Roleplay Circle: Young Soldiers’ Voices

Students form a circle and are randomly assigned one of 5 roles (e.g., young farmer, Māori volunteer, nurse, teacher, Australian cadet).
Each student receives a short character brief and must answer aloud:

"Why did I join the ANZACs, and how do I feel about it?"

Encourages empathetic understanding, identity exploration, and gives voice to diverse perspectives, including Māori.

Teacher scribes a few powerful student quotes to return to in reflection.

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⏱️ 40–47 min | Silent Reflection: Then and Now

Students complete a written reflection in learning journals:

1. What surprised me about the formation of the ANZACs?
2. How does the ANZAC story make me feel about being a New Zealander?
3. Can I think of a modern example of the ANZAC spirit today?

Encourage illustrations and symbols alongside words for diverse expression.

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⏱️ 47–50 min | Wrap-Up & Karakia Whakamutunga

• One or two students share reflections if comfortable.
• Preview tomorrow’s learning: “The Gallipoli Campaign – Beyond the Textbooks.”
• Finish with karakia whakamutunga and thank students for their engagement.

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Assessment for Learning (AfL)

✔ Observation of jigsaw sharing for engagement and understanding
✔ Participation in ANZAC spirit discussion
✔ Quality of roleplay insights
✔ Depth and clarity in journal reflections

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Differentiation Strategies

• Use of visuals and roleplay to support diverse learners.
• Provide scaffolded sentence starters for reflection.
• Māori learners can include kupu Māori in responses and draw on iwi/hapū perspectives.
• Extension: Students research their own whānau links to WWI and share next lesson.

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Resources Needed

• Jigsaw source sheets (5 topics / 2 copies each)
• Sticky notes and markers
• Timeline/map for wall activity
• Character role cards (laminated)
• Learning journals / lined paper for reflections
• Pens and coloured pencils
• Circle space setup

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Culturally Responsive Practice

• Begins and ends with karakia
• Uses tuakiri and maumaharatanga as guiding concepts
• Incorporates Māori perspectives and voices in the narrative of WWI
• Encourages whakawhanaungatanga (relationship-building) through group work and shared stories

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Teacher Reflection Prompt

After the lesson, consider:

How did students connect emotionally and intellectually to the concept of the ANZAC spirit?
What might I adapt next time to deepen their critical understanding?

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Next Lesson: Gallipoli Campaign – Beyond the Textbooks (Lesson 5 of 19)