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ANZAC

In late-1914, over 41,000 Australians and New Zealanders left King George STUDY GUIDE Sound in Albany, Western Australia, WRITTEN BY DR DENIS MOOTZ bound for the Great War. One third never returned, and many who did bore the scars of their experience for the rest of their lives. These are some of their stories….

AS SEEN ON IN PARTNERSHIP WITH INTRODUCTION

The National Anzac Centre in Albany, Western Australia, overlooks the harbour from where nearly 40,000 ANZAC’s departed by convoy for the battlefields of the First World War. For many it would be their last glimpse of Australia.

The National Anzac Centre (NAC) is the only Australian museum dedicated to the story of the First World War. Since opening in late-2014 it has welcomed over 200,000 visitors and was voted ‘Australia’s #1 Museum’ by TripAdvisor users.

The NAC reveals the personal stories of the ANZACs using interactive technology, multimedia and historical artefacts developed by the Western Australian Museum.

The NAC has commissioned ANZAC STORIES, a series of documentary vignettes in which family members pay tribute to their loved ones who are among those featured at the NAC.

Last glimpse: The National Anzac Centre overlooks King George Sound from where the First World War convoys departed in late-1914. ANZAC STORIES covers an eclectic mix of wartime experiences, including those of a nursing sister, military commander and army chaplain. We follow their remarkable journeys from recruitment, to the battlefields, and life post-war.

The ANZAC STORIES series and Study Guide have been devised for primary and secondary students, to be used either as a stand-alone classroom activity or in conjunction with a visit to the National Anzac Centre. They are designed to support the Australian curriculum: History, particularly for years 5, 6, 9 and 10.

The “Explore More”, Extension” and “Further Reading” sections ask students to do further research and consider the themes of ANZAC STORIES more deeply and creatively.

The ANZAC STORIES Study Guide is proudly produced in partnership with The Australian, founded by Rupert Murdoch whose father Sir Keith was a distinguished WW1 correspondent.

Experience the legend: The personal stories of the ANZACs are revealed using multimedia technology developed by the Western Australian Museum. NATIONAL ANZAC CENTRE | ANZAC STORIES STUDY GUIDE 2 ANZAC STORIES IN THE CLASSROOM

6 x 4 minute documentary vignettes

ANZAC STORIES should be screened to students before completing the Classroom Activities and/ or in conjunction with a visit to the National Anzac Centre.

Students could work as individuals or in small groups to complete the Activities after viewing one or more of the vignettes. Some students may also complete the ‘Explore More’ options. There are also some suggested ‘Extension’ activities for older, more able, faster working or more interested students.

Teachers should plan for a plenary note-making/ summary activity. From the general conclusions drawn from discussion of their notes, students should write a report, short (1-3 paragraphs) or extended (30 - 40 lines), describing the experiences of the ANZACs in the First World War.

Students might highlight: Leaving Albany: interactive maps trace the passage of the first and second convoys. • Reasons for enlistment • Experiences in different wartime contexts; Gallipoli and elsewhere • The nature of ‘modern’ warfare • Impact of war on the individual and society • Post-First World War commemoration and remembrance

This could be done as an individual or group ‘assignment’, or as a teacher led ‘joint construction’.

Visit here to view the ANZAC STORIES vignettes: www.historychannel.com.au/anzac-stories

Remembrance: In 1930 Reverend White conducted Albany’s first dawn service at Mt. Clarence - overlooking King George Sound from where the troops departed. NATIONAL ANZAC CENTRE | ANZAC STORIES STUDY GUIDE 3 CLASSROOM ACTIVITIES

1. What were Archie’s reasons for enlisting? 2. Did Archie believe that he would return to Australia? 3. What was Archie’s reaction to training in Egypt? Implications? 4. When did Archie first feel ‘fear’? Implications? 5. Note where Archie served. Why was Archie promoted? 6. How did Archie ‘cope’ with the war? Result?

EXPLORE MORE

Read the extended Archie Barwick biography at: nationalanzaccentre.com.au/story/archie-barwick

Then complete the following activities: 1. Note details and the sequence of Archie’s experience of war. 2. What were Archie’s post-war experiences? Did he ‘cope’ in later life? ARCHIE BARWICK Sergeant, 1st Battalion, AIF* EXTENSION ACTIVITIES ‘White feather’ ELIZABETH BARWICK tells the remarkable story of her grandfather Archie. A Start here: farmer when he enlisted at the age of 24, Archie departed Albany on HMAT Afric www.awm.gov.au/learn/memorial-boxes/1/object-list/white-feather and served with distinction at Gallipoli and on the Western Front.

Archie described his war experiences in 16 pocket-sized diaries that offer a FURTHER READING compelling narrative, penned by a natural storyteller with a distinctly Australian Read the four-part ‘Great War’ series from The Australian at: voice. www.theaustralian.com.au/the-great-war * Rank upon departure from Albany in late-1914 Part 1: The Road to Gallipoli Part 2: The Western Front Part 3: The Darkest Days Part 4: End Game and Aftermath

NATIONAL ANZAC CENTRE | ANZAC STORIES STUDY GUIDE 4 CLASSROOM ACTIVITIES

1. Why did Padre Walter Dexter volunteer for service in the First World War? 2. What impression do you get of Padre Dexter? Choose some words to describe him. 3. Why was CEW Bean ‘suspicious’ of Padre Dexter? 4. Note where Padre Dexter served in the First World War. 5. Why did Padre Dexter receive medals? 6. What ‘drove’ Padre Dexter? Result?

EXPLORE MORE

Read the extended Walter Dexter biography at: nationalanzaccentre.com.au/story/walter-ernest-dexter

Then complete the following activities: 1. What was the ACF? What did it do? WALTER DEXTER 2. What did Padre Dexter mean by the expression, a ’mechanised war’? Chaplain, 5th Battalion, AIF Implications?

JAMES DEXTER tells the story of his grandfather Walter who fought in the Boer EXTENSION ACTIVITIES War and later became one of the longest-serving and most highly decorated chaplains in the AIF. ‘Charles Bean’ Start here: Walter was responsible for mapping the cemeteries on Gallipoli before the www.awm.gov.au/about/organisation/history/charles-bean ANZACS were evacuated in December 1915.

‘Non-combatants in the First World War’ Start here: http://menwhosaidno.org/context/context_ncc.html

FURTHER READING

Read the four-part ‘Great War’ series from The Australian at: www.theaustralian.com.au/the-great-war

NATIONAL ANZAC CENTRE | ANZAC STORIES STUDY GUIDE 5 CLASSROOM ACTIVITIES

1. What were Monash’s characteristics? Choose some words to describe him? 2. What ‘horrified’ Monash at Gallipoli? Implications? 3. Why was the Somme “like Gallipoli all over”? Result? 4. Note the importance of the battle of Le Hamel. 5. What was Monash’s ‘genius’? 6. In what sense did Monash “shorten the war”?

EXPLORE MORE

Read the extended John Monash biography at: nationalanzaccentre.com.au/story/john-monash

Then complete the following activities: 1. In what ways did the battle at Le Hamel change the war? 2. Note details of Monash’s post-war efforts to ensure the commemoration of (SIR) JOHN MONASH the sacrifices of the First World War. Colonel, 4th Infantry Brigade, AIF* EXTENSION ACTIVITIES MICHAEL BENNETT tells the story of his great grand-father, John Monash, who was born in 1865 to Prussian-Jewish parents in Melbourne. He worked as a civil The ‘100 Days’ engineer before the outbreak of war and was appointed commander of the Second Start here: Convoy that departed Albany in December 1914. https://encyclopedia.1914-1918-online.net/article/hundred_days_offensive

th Monash commanded the 4 Infantry Brigade at Gallipoli and in 1916 was given ‘Anti-semitism in Australia’ command of the 3rd Australian Division. In 1918 John Monash was promoted to Start here: Lieutenant General and Commander of the Australian Corps. His military reputation https://www.sbs.com.au/news/push-to-promote-australia-s-greatest-citizen- reached new heights with the success of the Battle of Le Hamel followed by a soldier-to-highest-army-rank succession of victories that culminated in the breaking of the Hindenburg Line and Armistice. FURTHER READING In August 1918 John Monash was knighted in the field by King George V. Read the four-part ‘Great War’ series from The Australian at:

* Rank upon departure from Albany in late-1914 www.theaustralian.com.au/the-great-war

NATIONAL ANZAC CENTRE | ANZAC STORIES STUDY GUIDE 6 CLASSROOM ACTIVITIES

1. What were Olive’s reasons for enlisting? 2. What were Olive’s personal characteristics? Choose some words to describe her. 3. Note conditions on Lemnos for nurses and casualties? 4. What range of care did Olive and others provide? 5. Why was writing ‘letters home’ so important for Olive? 6. Note details of Olive’s experiences on the Western Front.

EXPLORE MORE

Read the extended Olive Haynes biography at: nationalanzaccentre.com.au/story/olive-lilian-creswell-haynes

Then complete the following activities: 1. What affected soldiers’ health other than wounds? OLIVE HAYNES 2. Note details of Olive’s post-war ‘career’. Sister, Australian Army Nursing Service EXTENSION ACTIVITIES MARNIE WATTS shares the inspiring story of her grandmother who enlisted as a nurse in August 1914 at the age of 26. ‘Nurses in the First World War’ Start here: Olive Haynes was posted to Lemnos Island where she treated the wounded https://www.awm.gov.au/visit/exhibitions/nurses/ww1 diggers from Gallipoli. She later served on the Western Front where she was confronted with shocking mass casualties from the bitter trench warfare. ‘Lemnos’ Start here: http://lemnosgallipolicc.blogspot.com/p/anzac-history-on-lemnos.html