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Resource Book for Teachers Resource Book for Examples of Cross Curriculum Links Page 2 - 4 Teachers Introductory Texts Page 5 - 9 Using Quotations Page 10 Additional Quotations Page 11 - 13 Using Cartoons and Posters Page 14 Bibliography Page 15 - 17 Additional Resources Page 19 - 25 Evaluation Page 18 ACTIVITIES Section 1: The Road to War Page 26 - 29 Section 2: Keeping the Sea Lanes Open. ... Page 30 - 33 Section 3: A Long Hard Road Page 34 - 37 Section 4: War in the Pacific Page 38 - 41 Section 5: The Home Front Page 42 - 45 Section 6: Under the Blue Beret Page 46 - 49 Section 1 Science in the New Zealand English in the New Zealand Curriculum Curriculum Achievement Objectives Achievement Objectives Oral Language, Listening Functions: Levels Making Sense of the Material World, Level 4 3 - 8 Students can Students should: 1 investigate and group common (Key words) listen, interact, recall, materials in terms of properties, e.g. food respond, understand, clarify, interpret, and food technology during the war years, discuss, compare, analyse and evaluate in response to war time quotations. soldiers' clothing, fuel; 2 investigate and explain how uses of Oral Language, Speaking Functions: Levels everyday materials are related to their 3 - 8 physical and simple chemical properties, Students should: e.g. fabrics and metals used for (Key words) speak confidently to recount protection; events; communicate information, ideas 3 investigate and describe ways of and opinions; debate ideas and opinions; producing permanent or temporary narrate, recite, read aloud, present, changes in some familiar materials, e.g. perform using a variety of texts e.g. war heating food, candle lighting, mixing two time stories and poetry. or more substances; Written Language, Reading Functions: 4 investigate the positive and negative Levels 3 - 8 effects of substances on people and on Students should: the environment, e.g. solvents and fuels, (Key words) select and read fluently and first aid, chemical weapons (Agent independently from a range of historical Orange), waste product removal. texts; discuss and analyse language, meanings and ideas from a range of Technology in the contemporary and historical texts relating New Zealand Curriculum to war and the United Nations. Achievement Objectives Written Language, Writing Functions: Levels 3 - 8 Strand C: Technology and Society, Students should: Level 5 (Key words) write to express personal Students can: responses; write to reflect on, interpret, 7 identify and consider different views explore a wide range of experiences, e.g. the lives of New Zealanders during WW2. and feelings of people in relation to some specific technological developments or Visual Language, Viewing: effects, such as cooking in a war zone Levels 3 - 8 with limited equipment, or making recipes Reading visual and dramatic texts, from a list of rations. including static and moving images 8 describe and identify the positive students should: and negative effects of some instances of (Key words) respond to, discuss, identify, technologies on people's lives and the interpret, analyse, compare and evaluate, environment, such as the development of e.g. poster propaganda. different fabrics for different purposes (tents, parachutes, uniforms). Visual Language, Presenting: Levels 3 - 8 Using static and moving images students should: (Key words) combine verbal and visual and dramatic features to communicate information, ideas and narrative, e.g. war time radio message. 2 Mathematics in the New The Education staff at Auckland Museum would like to acknowledge the advice and Zealand Curriculum planning contributed by members of the Achievement objectives Museum Advisory Board, a group of Problem Solving: Levels 3 - 8 teachers and advisers selected for their expertise in curricula development. Within a range of meaningful contexts, students should be able to: There may be other curriculum links you pose questions for mathematical u wish to pursue in order to gain maximum Resource Book for exploration; learning advantages for students visiting effectively plan mathematical Teachers u Scars on the Heart. The examples given exploration; Cross are sample indicators. Curriculum u devise and use problem solving strategies to explore situations links In developing units of work for teachers mathematically. and students to use, it is critical that the Contexts: writers at the Auckland Museum Resourcefulness in Adversity Education Department have feedback. An Food, e.g. ration books, coupons, evaluation form has been provided for this changing recipes, budgeting purpose. Please fill it in and post to: Material, e.g. arranging patterns to make best advantage of grain, nap etc. Education Department Petrol, e.g. shortest distance between two Auckland Museum places Private Bag 92018 AUCKLAND Statistics: Level 5 Collecting a variety of data including statistically based information and making graph presentations e.g. population, numbers of men and women who served overseas, casualties… Geometry: Levels 3 - 4 Drawing and interpreting simple scale maps. Locating and using grid references. Section 3 lack of communication after the effects on communication war/ not sharing vital feelings posters propaganda indoctrination miscommunication and its lack of communication ramifications (timing) censorship memorabilia change isolation personal understanding a variety of points of family view; religion, politics, territory research Communication identity technology timeline CD Rom uniforms group conformity feelings people and people’s stories progression leadership hierarchy letters development charisma telegrams photographs machinery and invention personality e.g. radar, rockets radio style filming television 4 4 4 4 Resource Book for Introductory Texts The United States retreated into a policy Teachers of isolationism from world affairs and did New Zealanders went joyously to war in not join the League of Nations. The Introductory 1899 and again in 1914. The enormous European powers tried to keep Germany Texts casualties to New Zealand of 1914 - 1918 weak by economic and military sanctions stripped us of our innocence, and we carry imposed by the Treaty of Versailles and the scars of that experience still. We by a series of European defensive treaties went more grimly in 1939. In a sense we under the League of Nations. These remained involved in an acceptable level failed because when each crisis came of warfare as far as the New Zealand France and Britain recoiled from the public was concerned throughout the thought of another war. It was easier to 1950s and the 1960s in Korea, Malaya and appease than fight. This only encouraged Borneo. Each was a war in which we the rise of Adolf Hitler who was fought alongside British Commonwealth determined to make Germany, or the Third Forces, even in Korea which was Reich as he termed it, supreme in Europe. predominantly an American war. It was If this meant war then so be it. our government's decision to fight alongside the Americans in South Vietnam Keeping the Sea that made the New Zealand public openly question for the first time why we were Lanes Open fighting this war. It is a question that we The New Zealand Division of the Royal have been prepared to ask ever since; on Navy started the war with two six-inch gun the nuclear issue, ANZUS and on our cruisers, HMS Achilles and Leander, the involvement in peacekeeping operations. minesweeping trawler Wakakura and our Before we sent our infantry company to first ship Philomel which was a hulk tied Bosnia in 1994 we measured the likely against the Navy Wharf at Devonport in cost and accepted that casualties among Auckland. A number of small ships were our young men and women was part of hastily commandeered and used for port the cost we were prepared to pay to be a inspections or fitted as minesweepers. member of the UN and take our place in Four inch guns were fitted to protect our world affairs. This too is a sign of our merchant ships, and the Union Steam Ship growing maturity. Liner Monowai was requisitioned and fitted out as an armed merchant cruiser. The Road to War The New Zealand Division of the Royal Navy was renamed the Royal New Zealand Hitler's ambitions brought war to Europe in Navy in 1941. They saw service in every Section 1939, but the road to World War 2 was type of ship from battleships and aircraft hastened by the aggressive ambition of carriers to submarines and torpedo boats, Mussolini in Italy, Stalin in the Soviet and took part in notable actions and Union, and the military dominated operations in every theatre of war. The government of Imperial Japan in Asia. cruiser Achilles became famous as one of Each was prepared to fight to achieve its three cruisers which defeated the German national aims. By contrast the human and pocket battleship, the Admiral Graf Spee , economic costs of World War 1 had in the Battle of the River Plate off the exhausted the democracies of Europe and coast of South America. America. 5 Flying With the Royal Australian, New Zealand and Greek force Air Force commanded by Major-General Freyberg. Our task was to defend Maleme airfield at The Royal New Zealand Air Force was all costs — we failed. Despite defeating established in 1937. On the outbreak of every German attack, a New Zealand war we saw our role as the provision of Battalion commander lost his nerve and trained aircrew to serve with the Royal Air abandoned the airfield, allowing German Force. We were part of a Commonwealth gliders to land. The battle for Crete was contribution that allowed Britain to lost. Crete cost a total of 3818 expand its first-line combat squadron New Zealand casualties, including 671 dead. strength from 332 squadrons in September 1942 to 635 squadrons by the War in the Desert end of 1944. Indeed until the invasion of 1941–1943 Italy it was the only tangible British offensive in Europe. We were almost too After the evacuation of Crete, Freyberg efficient and by 1944 the supply of pilots had to rebuild his Division.
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