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Teacher’s Guide The Battles of Third Ypres Featuring detailed studies of the Battles of Polygon Wood and First Passchendaele. www.abc.net.au/ww1-anzac/passchendaele Introduction Battles of Third Ypres is an iOS and Android app and part of a series about Australian involvement in World War One. The series is published by the ABC and the Department of Veterans’ Affairs, and is made freely available, worldwide. It is also accompanied by an accessible website: www.abc.net.au/ww1-anzac/passchendaele The resource is a rich collection of historical evidence, images, recollections, modern commentary and interactive graphic illustrations. Three dimensional battlefields convey the time and place of events, in particular the battles of Polygon Wood and First Passchendaele in the context of the wider offensive. The Battles of Third Ypres has been designed for use by Year 9/10 students studying World War I history, but can be adapted for use by other year levels. 2 Curriculum Links The Battles of Third Ypres resource addresses the following Australian Curriculum: History (Humanities and Social Sciences) requirements. Year 9: Depth Study – World War I (1914–1918) Historical Knowledge and Understanding Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history. This includes: • An overview of the causes of World War I and the reasons why men enlisted to fight in the war. (ACDSEH021) • The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign. (ACDSEH095) • The impact of World War I, with a particular emphasis on Australia including the changing role of women. (ACDSEH096) • The commemoration of World War I, including debates about the nature and significance of the Anzac legend. (ACDSEH097). Historical Skills • Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places. (ACHHS164) • Use historical terms and concepts. (ACHHS165) • Identify and select different kinds of questions about the past to inform historical inquiry. (ACHHS166) • Evaluate and enhance these questions. (ACHHS167) • Identify and locate relevant sources, using ICT and other methods. (ACHHS168) • Identify the origin, purpose and context of primary and secondary sources. (ACHHS169) • Process and synthesise information from a range of sources for use as evidence in an historical argument. (ACHHS170) • Evaluate the reliability and usefulness of primary and secondary sources. (ACHHS171) • Identify and analyse the perspectives of people from the past. (ACHHS172) • Identify and analyse different historical interpretations (including their own). (ACHHS173) • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced. (ACHHS174) • Select and use a range of communication forms (oral, graphic, written) and digital technologies. (ACHHS175). 3 The key elements of the program are as follows: Element Description This is the innovative element of the website. It tells the story in graphic documentary format, with the viewer’s perspective constantly being moved between the opposing forces and around the battlefield area. The key imagery of the story is a mixture of dioramas and animation, with a linking narration and extensive sound 3D Narration effects. This can be viewed as a continuous narrative, or it can be stopped and navigated in any order at any time. This is the best way to get an overview of the dayʼs events. There are separate time stops available during the story, and several of these stops have multiple events associated with them. Events may include: profiles (of characters mentioned), video (e.g. interviews or on features such as weapons), photographs from the time Explore Each Event and diary extracts that can be read or listened to. This is a great way to explore the stories of the battles and the experience of the soldiers in detail. 4 Element continued… Description continued… This is a short written summary, with accompanying illustrations on a 3D map, which explains the major Campaign Overview strategic aims of the campaign and some of the key events. It is a useful summary of the the Third Ypres Offensive and the place of the Anzacs within it. These include profiles of key participants from both Personnel sides, particularly military leaders and soldiers whose diary extracts are used in the resource. These are useful in helping students make sense of the Military Organisation terminology used to describe the way military forces Charts were organised (battalions, companies, platoons, etc.) This describes some of the key military weapons of Military Hardware both sides, and offers some useful information about the ultimate outcome of the events. Archival films from September and October 1917, photographed by Frank Hurley. Including Haig inspecting troops immediately before the start of the offensive, German prisoners aiding the Video and Audio wounded back from the front line, Anzac soldiers Interviews moving through Ypres. There are also audio transcripts of diaries taken from soldiers’ recollections at the time, which are used in the ‘Events’ segments. 5 Activity Description Curriculum School Level Application 1. Overview of the Students examine the Campaign History Secondary Battles of Third Overview and Battlefields to Geography Ypres appreciate the broader context of English the Battle of Ypres. 2. Key Events and A detailed review of the History Secondary Turning Points battlefield scenes and timelines to determine the chronology of the battles and their significance. 3. A Significant Students use their research skills History Secondary Individual to create a comprehensive dossier on Field Marshal Douglas Haig. 4. Military Tactics Students explore the strengths History Secondary and Weaponry and limitations of weapons, Technologies hardware and military strategies utilised during the Battles of Third Ypres. They are also asked to make a more in-depth study of the impact of poison gas on the human body when used as a weapon during wartime. 5. War Poetry and A whole-class analysis of Siegfried History Secondary Art Sassoon’s ‘On Passing the New English Menin Gate’ poem with a Art comparison to Will Longstaff’s 1927 painting Menin Gate at Midnight. 6. The Physical Mapping tasks using Google History Secondary Environment Maps, battlefield maps, dioramas, Geography videos and photos are used to Technologies address questions of continuity and change. 7. Perspectives and An exploration of the ways that History Secondary Experiences soldiers documented their Civics & experiences of war through Citizenship poetry and publications such as English The Wipers Times. 8. Commemoration A look at the function of History Secondary museums as a site for 6 commemoration through Civics & education. Students design a pop- Citizenship up museum to help other English students understand the objectives, logistics and outcomes of the Battles of Third Ypres. Curriculum Links How the resource and Teacher’s History Secondary Guide address Australian Curriculum: Historical knowledge and skills for Year 9/10 students. 7 Activity 1: Overview of the Battles of Polygon Wood (Part 1) and Passchendaele (Part 2) To find out about the battles of Polygon Wood and Passchendaele, you first need to know some overarching information about the Battles of Third Ypres campaign. Instructions Use the Campaign Overview, the Battlefield scenes and other materials from the resource to respond to the inquiry questions below. Use the side tab on the Battlefield scenes to find the exact time signatures for important events. 8 Inquiry Question Response (in your own words) Where to Find Information When did the Battles Campaign of Third Ypres begin Overview and end? What were the 1. Campaign names and dates of Overview the five battles that 2. made up The Battles of Third Ypres? 3. 4. 5. Who were the Allies Campaign in The Battles of Overview Third Ypres? Who were their opponents? What was Field Campaign Marshal Haig’s Overview original objective for the Battles of Third Ypres? How many 18:00 Australian casualties In detail: The were there in the Battle of First battle of Passchendaele Passchendaele? The Battlefield What does the term The Battlefield ‘zero hour’ mean? Passchendaele Zero Hour, In Extremis 05:25 SIDE TAB What were the 12.25–16.00 problems with Major 9 McDowell’s order to Hold the Line Captain Carr that the ‘At all costs’ 35th Battalion on the The Battlefield blue line must hold Passchendaele the line ‘at all costs.’ SIDE TAB Why did the First 17.58 Battle of Aftermath Passchendaele fail? The Battlefield Passchendaele SIDE TAB How many allied 05.10 casualties were In detail: The there in the Battle of Battle of Polygon Wood? Polygon Wood The Battlefield Polygon Wood SIDE TAB What is ‘friendly 05.15 fire’? German Infantry Amassing under friendly fire The Battlefield Polygon Wood SIDE TAB What were war 8.46 pigeons used for War Pigeons in during this battle? Action The Battlefield Polygon Wood SIDE TAB Was the Polygon 19:20 Wood campaign Success and considered to be Consolidation successful? What did The Battlefield the 15th Australian Polygon Wood Infantry Brigade see SIDE TAB as its successes? 10 Activity 2: Key Events and Turning Points This activity examines key moments in each battle that influenced the final outcome. It is followed by questions that look at larger concepts, such as change and continuity in
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