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 indoctrination

timeline

progression progression development e.g. radar, rockets

machinery and invention

view; religion, politics, territory

understanding a variety of points of

technology

propaganda

isolation

feelings radio radio letters letters filming television telegrams posters photographs

censorship censorship

change Communication hierarchy hierarchy

memorabilia people and people’s stories

style style

charisma lack lack of communication leadership personality

war/ war/ not sharing vital feelings group conformity lack lack of communication after the

identity identity

family

uniforms

ramifications ramifications (timing)

research miscommunication and its

effects effects on communication

CD Rom personal

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. He also had to and aircrew outstripped Britain's ability to re-establish the New Zealand Prime provide aircraft. Hundreds of Minister Peter Fraser's trust in his ability to New Zealanders were diverted to the look after New Zealand's small national Fleet Air Arm or returned to man our army. This had been badly shaken in Squadrons in the Pacific. Greece and Crete. Of the 11,000 New Zealanders who served with the Air Force, 3,285 were killed. The During the North African Campaign very high loss rate is attributed to the fact General Rommel, “The Desert Fox”, was that New Zealand sent more air crew than the master of aggressive tactics using his ground staff. panzer tanks, motorised infantry, and anti- tank guns in combination. Rommel out- Greece and Crete 1941 thought every British commander except Montgomery. He was the master In March 1941 the New Zealanders found opportunist on the battlefield — if he saw a themselves in Greece as part of “W” Force chance he would take it, and exploit it to to assist the Greek armies fight against the full. The Germans were the the anticipated German invasion. This professionals, the British the amateurs. was the first time that the New Zealand German tactics were built on the initiative Division had been committed to of the junior commanders and on the operations. All of Europe except Greece close cooperation between infantry, had fallen. In hindsight this was a armour and anti-tank guns. hopeless military undertaking that should never have been contemplated. Both the Evacuated from Crete to Egypt, the New Australian and New Zealand government Zealanders were involved in the North were reluctant to see our forces African campaign from late 1941 to 1943. committed to an enterprise with the After a period of reorganisation and potential to be another ill-fated Gallipoli training, the Second New Zealand Campaign. The Greeks had driven back Expeditionary Force crossed into Libya Mussolini's Italian forces in Albania, but and took part in the Allied offensive to their ill-equipped army was no match for relieve the besieged port of Tobruk. the German Army, and “W” Force was Throughout 1942 the division was involved in holding the German and Italian invasion itself too weak and lacking air support to of Egypt. It played a key role in the make any difference. We were forced to decisive Allied victory at El Alamein and withdraw and evacuate our forces with New Zealand was seen to have made an heavy casualties. Of the 16,720 New important contribution to Egypt's defence. Zealanders who served in Greece, 291 The New Zealand forces took part in the were killed, 599 wounded, and 1614 taken pursuit of the retreating forces. In May prisoner. 1943 Freyberg took the surrender of the Italian First Army and the fighting in North The New Zealand Division landed on Crete Africa ended. with what they stood up in. We were 7700 of the 35,000 strong British, 6 Slogging up Italy Monastery Hill. Although it was not occupied by the Germans it was believed 1943–1945 to be so. Certainly every Allied soldier As the veteran division in the British below the heights was convinced it was Eighth Army we New Zealanders slogged defended. Freyberg asked that it be it up the Italian Peninsula from landing at bombed, which happened on the 15th the port of Taranto in October 1943 until February, killing many civilians who were Freyberg’s circus reached Trieste in May sheltering in it. However, Freyberg’s 1945. It was a very different war from the coordination between the bombing and Resource Book for African deserts, and we were now a very his Corps’ attack were faulty and the Teachers different division. Vehicles, tanks and German I Parachute Division had time to Introductory Bren carriers in the Division totalled over occupy the ruins. Two companies of the Texts 4500. It was now ideally equipped and 28th (Maori) Battalion were committed to balanced for desert warfare, but Italy did capture the Cassino railway station, while not offer the same opportunities for engineers bridged gaps along the railway armoured movement. Indeed the one line to allow the tank support to come thing that we needed most of all in Italy — forward. The Indians attacked Monastery infantrymen — were now reduced to two Hill. Both failed with heavy casualties, brigades, and in short supply. including 128 in the 28th (Maori) Battalion. Freyberg, again showed his limitations as The confidence of the New Zealanders in a corps commander; his strengths were the hoped for rapid advance up the at divisional level where he was dealing eastern Adriatic coast was heightened by with brigadiers that he knew, and he could their success in crossing the Sangro and stay in touch with the men he capturing Castelfrentano in late November commanded. 1943. Winter was approaching and the Division tried to gate crash into Orsogna It was a different New Zealand Division and failed. It was followed by three after Cassino. The “old hands” were further New Zealand attempts, each failing becoming weary (and wary) and the with heavy casualties. It had been a long reinforcements were not up to scratch. time since we had failed and it was hard The two Cassino battles were our Somme to take. It was also obvious that we had and Passchendaele of the Second World still much to learn in coordinating and War. While the casualties did not match communicating between our infantry and the terrible slaughter of the First World armour in this type of country. It was a War, it was enough to break the foretaste of things to come. reinforcement-starved veterans. Our veterans were rested with a return trip to The four battles for Monte Cassino took New Zealand for three months. Many did place between January and May 1944. not want to return to combat, and believed The heights of Monte Cassino blocked the that fit men in industry should take their road north to Rome through the Liri Valley place in combat. to the American General Mark Clark's Fifth United States Army. Rome was the goal, Some were involved with the so-called but giving urgency to the battle was the mutinies in New Zealand and refused to Allied forces, bottled up and threatened in come back. Others returned to the the Anzio beach head on the coast north Division. All experienced the debilitating of the Cassino bottleneck. In the first aftershock of combat when they got back Section battle American GIs were cut to pieces in to New Zealand. It was hard to face it repeated attempts to cross the Rapido again. Many could not. The heavy- River or “Bloody River” as they called it. handed reaction of our government and The next attempt was made by Freyberg’s military authorities attacked the symptom newly formed New Zealand Corps not the cause. Had they examined the consisting of the 4th Indian Division and experience of our furlough drafts in the the New Zealanders. This had been First World War, they would have found formed for the specific task of taking the same thing occurred. Few who Cassino. This second battle was fought returned to New Zealand were fit enough on 15–18 February 1944 and was preceded mentally or physically to return to the by the bombing of the 6th Century front. Those who did found it difficult. Benedictine Abbey that crowned

7 War in the Pacific The “Home” Front In April 1939 the Pacific Defence Those at home continued to go about their Conference attended by representatives daily lives — the normal work; shopping, from the United States, Great Britain and planning meals, raising families, and the Australia were held in Wellington to abnormal; coping with shortages and examine the Japanese threat to the Pacific. Its recommendations included man-powering, air raid precautions and the need for New Zealand to ensure the blackouts. Always present were thoughts protection of those islands that could of those who were absent — husbands, serve as potential bases for the Japanese fathers, brothers, children, relatives and in the South Pacific. On the outbreak of friends, and the fear of seeing their names war, HMS Leander sailed with a small in the growing casualty lists. Regular garrison for Fanning Island to protect the cable station. Keeping up with the news was a constant pre-occupation for those at home — the In November 1940, the 8th New Zealand radio, the daily and weekly newspapers Infantry Brigade consisting of 29 and 30 and newsreels at the cinema all provided a Battalions were sent as garrison to Fiji. Eventually a third battalion for the Brigade means of keeping track of loved ones. was raised from reinforcements and by The Weekly News published lists of combining smaller units. Our “Coconut casualties and those believed missing in Bombers” in Fiji, as they called action. The BBC brought news from the themselves, were bottom in priority for front into most homes; letters arrived, equipment, transport and weapons, and sometimes censored, and in Queen became a training pool for reinforcements Street, Auckland, one business kept for 2NZEF in the Middle East. They were passers-by up-to-date with the latest radio commanded by Freyberg's rejects; those news by chalking headlines on the officers and non-commissioned officers he pavement blackboard. had thought too old for wartime command. They were the ones who now showed their merit in the Tropics with In 1942 ration books were issued for untried men, and little obvious threat. It essentials such as tea, sugar, butter and seemed that everything was happening clothing. Meat rationing was introduced everywhere else but in the South Pacific, later. Special rations were allowed for although visiting Japanese provided the making food parcels for sending overseas. occasional scare. And in summer, extra sugar was allowed for jam-making and preserving fruit. War- The war in the Pacific began with the time cookery books helped housewives to Japanese surprise attack on the Pacific plan meals and included recipes that didn't Fleet at the United States Naval Base at require sugar, eggs or cream. Some Pearl Harbour in Honolulu on 7 December experimented with new recipes for 1941. This attack brought the previously neutral United States into the War against cooking offal, which was not subject to Japan. New Zealand, the United Kingdom rationing. and the Commonwealth declared war against Japan. It became a world war Women sewed garments with buttons to when in turn Germany and Italy declared replace elastic, and the rationing of war on the United States on 11 December clothes and wool meant that more time 1942. was spent altering hand-down and recycled clothing. But this was not new, In August 1942 a counter offensive against New Zealand, like most of the world, had the Japanese forces in the Pacific was just come out of a depression and at this launched in Guadalcanal in the Solomon time making do was still a familiar part of Islands. New Zealand troops were actively involved. An infantry division (3 life. Division) was raised for service in the South Pacific and sent to New Caledonia in November 1942. The RNZAF and the RNZN also made a substantial contribution to the three year campaign.

8 Under the Blue Beret During the Second World War, the Allied nations decided they had to work together to ensure that there would never be another world war. This had been the aim of the League of Nations in the 1920s and 1930s but without the support of the United States this organisation did not Resource Book for have the authority nor the will to achieve Teachers that aim. At San Francisco on 26th June Introductory 1945 even before the Second World War Texts had ended the 51 countries on the Allied side signed the Charter of the United Nations. The United Nations became a legal international body on 24 October 1945.

As we had been with the League of Nations, New Zealand became a keen supporter of the United Nations. In 1945 our Prime Minister Peter Fraser was whole-heartedly behind the UN, and it was his hope that it would support small countries in the international arena when larger countries were using their power to get their own way.

Among the many additional roles and responsibilities that the UN has taken on, its key aim is still to work for a peaceful solution to disputes between countries and within countries. If a situation or crisis arises this may be investigated by the Security Council which is always in session, and it can recommend imposing sanctions or the implementation of peacekeeping action.

Section

9 Using Quotations Ask: u Do any of these quotations seem to Quotations provide considerable power in belong together? (Students sort and communicating the feelings of people group quotations.) who have experienced major joys or u Why have you put these quotations disasters. It is this connection with together? (Students to write a label people that carries opportunities for for each group.) students to gain a deeper understanding u Could some of these quotations belong of the events of the past. For teachers, to more than one group? (Rearrange quotations are an invaluable resource. groups accordingly.) u Which quotation impresses you the Setting the Scene most? Why?

Select a quotation from the list provided. Ask students to write a generalisation Enlarge the print on a photocopier or use a about a group of quotations, describing word processor. Include the name of the human endeavour and the impact of war person responsible. Respond to the on people’s lives. quotation by answering as many of the following questions as possible: u Where might this person be? Research u When might the incident have Select several quotations from the lists occurred? given, which you think have a powerful u What might have happened prior to the impact. incident? Ask: What might happen next? u u Why are quotations so powerful? u What were the feelings of the people concerned? Which parts of the text List students’ responses. Research indicate these feelings? further quotations from people who have participated in war. Check out family Ask students to record their thoughts by memorabilia, computer programmes, picture, cartoon, narrative or drama. newspapers, books and videos. Make a wall display of quotations which you think Illustrations have a powerful message. Write your Select a quotation which describes a own quotation about conflict. visual picture. Illustrate the quotation as you imagine it. Display your picture Differences of Opinion together with the quotation. Find a series of quotations which refer to a particular incident e.g. the bombing of Grouping, Labelling and Hiroshima. Sort them into groups Inferring according to the opinions of the writers. Read to find out more information about Collect a number of quotations from the incident. Write your own opinion of people who remember WWII. These the event and give reasons why you feel could include examples given in this this way. Set up a display which resource, examples found in students’ highlights the differing opinions of various own reading, and thoughts or impressions people. Invite others to add their recorded during interviews with WWII opinions. You may wish to set up a class veterans. debate on the topic.

10 Resource Book for “My father had been wounded in Gallipoli scalding spray. Water levels raced from Teachers and invalided home, but volunteered to high to low in the gauge glasses, the return to France where he won the MM boilers primed, turbo fans “hunted”, the Additional and Bar. He was a quiet and gentle man steam pressure danced from high to low. Quotations and there was very little war talk in our We swung on valves, nursed our pumps, family. At the same time when World and watched salty feed water upset all the War II broke out he indicated to me that laws of steady steaming. With when I turned 21, the official age for communication lines dead and in semi- overseas service, he expected me to do darkness we did our best to give steam. my duty. As I moved through school all Slow ahead! Two sprayers on each the talk was of Hurricanes and Spitfires, boiler, one on each, two, three on each, and at 17½ the age for RNZAF and so on, hour after hour, steam roaring acceptance I requested my parents to sign through leaking glands and blow-down my enlistment papers. They refused but valves open. All day we flogged those did sign when I turned 18. I was also boilers. Nightfall saw us safe in harbour, influenced by a cousin a year ahead of me battered, torn, but not beaten.” at school, who with three inseparable — Stoker, RNZN, No 3 Boiler Room, mates, had joined up and in 1942 three HMNZS Leander were serving in the Desert Air Force, all being killed within a short space of time. “My mother tells me that as a small child The fourth crashed and was killed in 1944. in Southland there were often power cuts One of my class mates was also keen and during which we would sit around the fire was subsequently killed flying Seafires.” in the dark, candles flickering, whilst my — Lloyd Noble, RNZAF, 102 Squadron RAF father would tell us about his time in the war. How powerful that must have been, “The supply fans roared to the demand for that sense of return, a man’s closeness to higher pressure as the engine throttles his family, mindful of his stretcher-bearing were eased open for full speed. Stop! time in Cassino, where rats fed on bodies Full astern! Full ahead! Stokers whipped floating in the stench and rubble of the off oil sprayers, on sprayers; the ship bombed out town, with Germans holed up heeled. Our boilers pulsated and roared. in the house next door… When my father Furnace flames spat out with every salvo. walked across the lawn at Cassino Dull thuds around us. Bombs? No. cemetery to look at the New Zealand Enemy shells exploding in the sea more graves which lie below the monastery hill likely. Loud speakers told us that our he was overwhelmed by memory, grief force had run into a Japanese cruiser and and unease at having lived another forty destroyer squadron. The ship quivered as years.” the salvoes thundered. A crash — sudden — Susan Wilson, Cassino Revisited darkness — the ship lurching and heeling Section (Looking back from today, a daughter over — an almost incredible silence. The wonders.) water tenders flashed their emergency lights, the chief of the watch wrenched his “I met the battalion trudging slowly out to fan throttle closed, the leading stoker its billets after daylight, and thought I had slammed to a stop his oil-fuel pump as the not seen men so exhausted since needle of the steam pressure gauge Flanders. Every man was plastered with started to creep up. No safety valve wet mud up to his neck and their faces lifted. An electrical repair party eventually were grey.” gave some power and lights. Bilge water crept across the floor plates. Minutes — Howard Kippenberger, Infantry Brigadier, seemed like hours. Steam and water cut (Stalemate at Orsogna, Italy) through gland packings showering us with

11 “The facilities were all under canvas. The my point. It did not prevent him from winter was bitterly cold. It rained most of congratulating me on the fighting qualities the time and we were literally bogged of my men. down. We never got out of our gumboots ‘They fight well.’ he said. for four months and as the army moved ‘Yes, they fight well,’ I replied, ‘but your north so did we.” tanks are too powerful for us.’ — Muriel Jackson, ARRC, (Charge Sister at ‘But you also have tanks.’ the 1st New Zealand Casualty Clearing ‘Yes, but not here, as you can see.’ Station in Italy) ‘Perhaps my men are superior to yours.’ ‘You know that is not correct.’” “The two drivers made each three-ton truck their home. Bits and pieces were — James Hargest, Farewell Campo 12 (War hung and fixed here and there with the in the desert) skill of a high country sheep farmer adding “just a bit more” to an already over- “THIS IS A MESSAGE FROM THE MEN OF burdened packhorse. Between the two THE ECHELONS drivers in the cab rose something like a We have refused to go back to camp. But little cupboard in the bathroom. It had a do you know why? We are not cowards shelf, and there they kept brush, comb, or shirkers. Our forgotten records will mirror, toilet gear and any opened prove that. foodstuffs — a half finished tin of jam or We are fighters. We have fought for your margarine, the current packet of NAAFI biscuits and so on. Bolted under the rights. Now we are fighting for ours. tailboard was a large metal box… You supported us then. Support us now. completely filled with reserved tinned We left here as youths. Now we are men, food. Then slung along the sides under some of us are nearing middle age, yet we the edge of the tray were other lockers are denied the privileges of men. with more food. In the gap between the Four years of soldiering is enough. Now cab and the tray, by the spare wheel, give us our civil rights. While we faced rested a five gallon water container, death and the hard rigours of warfare, our complete with tap. Every driver had a fellow New Zealanders have taken our comfortable mattress… or a folding camp places in industry. bed. About the most useful part of the Let us have our turn to guard the home lorry was the exhaust manifold. A tin of front. M and V (meat and vegetables) was placed on this and presto! — after a cuple The single Grade 1 men should go now of miles breakfast was hot and ready. and do their share. We are capable of Men also whipped up hot meals and taking their places as they are fit to take brewed tea in no time on primuses or ours. We are carpenters, engineers, petrol fires. Every lorry carried an draughtsmen and labourers. emergency supply of petrol. Drivers They can be fighters with a little training. washed their shirts in petrol; water was Perhaps your son or daughter is among scarce.” the ranks of essential workers. — Jim Henderson, RMT (New Zealand Then remember we too, are women's transport and signallers continued to play sons and brothers. We are together again an essential role in the mobile warfare after a long separation. Shall we be made stretching kilometre upon kilometre over to go back, to forfeit our ambitions, hopes the desert sands.) and perhaps our lives for a regime that has shown no appreciation for our past “There was a little stir among the Germans services? and another officer appeared. It was Why — we are losing our rights as Rommel. He sent for me. I bowed to volunteers. We are not asking this for him. He stood looking at me coldly. ourselves alone. Through an interpreter he expressed his We are demanding the freedom and the displeasure that I had not saluted him. I rights for which we fought for all our replied that I intended no discourtesy, but comrades and fellow veterans. I was in the habit of saluting only my We need public support and approval — seniors in my own or allied armies. I was YOUR support — YOUR approval.” in the wrong of course, but had to stick to — Issued when 1st Echelon failed to return 12 “There was a great relief at the news of “I was down on an instructor’s course in the atom bomb, because we thought we southern Italy when I heard the news it were in for a year or two of fighting out was Victory in Europe Day and we had a here and the Japs weren’t renowned for pretty fierce celebration that night. After throwing the towel in. I think the atom VE Day my company commander asked bomb saved more Japs than it killed.” would I like train to be an officer in J Force. But I had no hesitation in getting — Heath Simcox, RNZN the first available trip back to New Zealand. I’d had enough. Four years was “Looking up the river, we could see what enough… had been the city of Hiroshima For about Resource Book for When I got back the elder boy took to me three square kilometres nearly every Teachers because he was four, but Barry wasn’t building had been pulverised into piles of very fussed on me. He wasn’t used to Additional rubble. The river was full of floating having a father. It took time and I couldn’t Quotations bodies and temporary medical stations on rush things. I came back to my old job for the city’s outskirts were crowded with six months and then I went into business people waiting in queues, many of them on my own account. I thought I’d taken a burnt and bleeding with long strips of skin few chances so another wouldn’t matter.” hanging from their swollen naked bodies. There was no hysteria or panic, only the — Doug Milburn, 26 Battalion (A husband quiet desperation of the first-aid teams returns.) working on the injured and the shocked, dazed stares of the onlookers. For the “The (Fijian) scouts of the Nadroga platoon first time I feel pity and sorrow for the in one apparently deserted bivouac area… Japanese.” saw a Jap propped up in a shelter feebly moving his hand. They cautiously went — Edward Sawyer, British prisoner of war, up to him and found him a living skeleton. Hiroshima Four days before his comrades had left him to die. His shoulder and thigh was a “Well VE and VJ Day didn’t mean a thing to crawling mass of maggots. He had not me. It was just like any other ordinary eaten for days but had contrived to make a day. Everyone was down the town, most bamboo pipe to catch rainwater so had of them dancing around but I had my two kept alive. Lying on one of our stretchers little boys and I had to be looking to them. and surrounded by a crowd of our men, he Of course I was pleased that it was over was a pitiable object, his beady eyes and knew that Doug would be coming going from face to face looking for the home soon. death he expected… There was great excitement when Doug Through the crowd a sturdily built Nadroga came home. I was supposed to be on the youngster elbowed his way and looked main station and there were allocated down on the Jap. Suddenly he whipped zones to wait. Anyway the morning came out a cigarette, lit it, stuck it between the and we were to go down all prepared and Jap's lips and said softly in English, ‘You all dressed up and everything. I used to poor beggar.’” knit a terrific lot and the children all had new things. My lift didn’t arrive and it — Lieutenant Colonel F W Voelcker, DSO, ended up such a schemozzle to get down MC, 3rd Battalion, Fiji Infantry Regiment Stuart Street to the station. It was just packed. Doug’s father was so proud of A Medical Team in Vietnam the two boys and he wanted to hold Barry, “No time for lunch, but just plodded on the youngest, to show Doug when he through the afternoon with burns, came off the train. But I ended up on the wounds, a boy with a shattered hand and south end of the station and they couldn’t many wounds from a grenade. In the last Section find me. Doug got off the train and came three days I have amputated two arms and tearing down the platform looking for me three legs.” and eventually got to me. — Peter Eccles-Smith, Letters from a I became very ill at this time and it took Vietnam Hospital me about a year to get over it. It would come to five o’clock and time to get the “You don’t talk about the war. I don’t think tea and I wasn’t well, and with two kids anybody does. I think it was such a sad and everything it used to get a wee bit time and it was six years out of people’s the better of Doug. He’d help me during lives. Those that went away didn’t lead the day a bit, but at five o’clock he was the lives of young people and they came away down to have a beer with the boys.” back old men.” — Lillian Milburn (A wife waits.) — Patrica Connew, Clerk, Navy Office, Wellington

13 Using Cartoons and Posters Time Shifts Cartoons and posters are important tools Select a cartoon or poster from WWII. for getting a message across, by using Rewrite the message. Transfer the new pictures and an economy of words. A message to a different time e.g. the war small selection of WWII posters and in Bosnia. Redesign the cartoon or cartoons have been reproduced in this poster to meet the new situation. Set up booklet but students should find many a display comparing the old and the new more examples in books, magazines and graphics. newspapers. Compare some modern political cartoons Interpretation with those from WWII. You will find a good selection in the newspapers. Select a cartoon or poster which appeals Discuss with a friend. to you. Discuss it with a friend. Ask: Ask: u What are some of the main messages u Who are the people? How do you from each period of time? know? u How have people’s attitudes changed? u What is the message? u Of the messages used in WWII, which u What symbols have been used? What do you consider wouldn't work today? allusions are made? Why? u What part of the war is being referred to? Make two displays comparing modern u How effective is the cartoon or poster? cartoons and old cartoons. Summarise Give reasons for your answer. each display with a statement about people's attitudes and values. Select a wartime situation from your research, and decide on an important Symbols message you wish to convey. Devise your own cartoon or poster. Show it to In posters, cartoons and badges, symbols other students and see if they understand are often used to represent justice, evil, your message. Remember, cartoons power, ridicule, patriotism and the like. only work if other people can get the Typical symbols include swords, lions, message. eagles, clenched hands, chains… Designing an Effective Collect examples of posters, cartoons and badges which use symbols. Discuss the Poster meaning of the symbol. Group examples Enlarge and display a selection of which convey the same or similar wartime posters. Discuss the attributes messages. Make a wall display. of each one. Ask: u What sort of language has been used? u Who do you think the poster was designed for? u How effective are the graphics? u What is your opinion of the choice of images?

Select one that you like best and say why. Design your own wartime poster. Be selective with your choice of words, images, layout and colour. If you have access to a computer, use it.

14 Resource Book for Bibliography CLAYTON, Major G.J. The New Zealand army: A History from the Teachers Prepared by Suzanne Hardy, Curriculum 1840s to the 1990s. Bibliography and Information Service, National Library, Christchurch, NZ: Public Relations NZ Auckland. Army, 1990. Non-fiction CORNER, Margaret BAKER, J.V.T. The Home Front: Life in New Zealand The New Zealand People at War: War Economy . During World War II. Wellington, NZ: Historical Publications Wellington, New Zealand: Department of Branch, Dept. of Internal Affairs, 1965. Education, 1982.

BARBER, Laurence H. CRAWFORD, John Freyberg: Churchill’s Salamander. New Zealand’s Pacific Frontline: Auckland, NZ: Century Hutchinson, Guadalcanal 1989. Solomon Islands Campaign 1942–1945. Wellington, NZ: New Zealand Defence BEAGLEHOLE, Ann Forces, 1992. Facing the Past: Looking Back at Refugee Childhood in New Zealand, FILER, David 1940s–1960s. Wellington, NZ: Allen & Unwin, 1990. Home and Away: Images of New Zealanders in World War II. BEVAN, Denys Auckland, NZ: David Bateman, 1990. United States Forces in New Zealand 1942– 45. FREYBERG, Paul Alexandra, NZ: MacPherson, 1992. Bernard Freyberg, VC: A Soldier of Two Nations. BIOLETTI, Harry London: Hodder & Stoughton, 1991. The Yanks Are Coming: The American Invasion of New Zealand, 1942–1944. GARDINER, Wira Auckland, NZ: Century Hutchinson, Te Mura o Te Ahi: The Story of the Maori 1989. Battalion. BLYTHE, John Auckland, NZ: Reed Books, 1992. Soldiering On: A Soldier’s War in North Africa and Italy. GLOVER, Rupert Glanville London: Hutchinson, 1989. New Zealand in Vietnam: A Study of the Section Use of Force in International Law. BOON, Kevin Palmerston North, NZ: Dunmore Press, Bernard Freyberg. 1986. Petone, NZ: Nelson Price Milburn, 1993. S1–S4 GRANT, David Out in the Cold: Pacifists and BOON, Kevin Conscientious Objectors in New Zealand Charles Upham. During World War II. Wellington, NZ: Kotuku Publishing, 1994. S1–S4 Auckland, NZ: Reed Methuen Publishers, 1986. CARROLL, Raymond The Future of The United Nations. HAMILTON, Ian New York: Franklin Watts, 1985. Till Human Voices Wake Us. Auckland, NZ: Auckland University 15 HAYMAN, Eva POLLARD, Michael By the Moon and the Stars. United Nations. (Organizations that help Auckland, NZ: Random Century, 1992. the world series). London: Exley Publications, 1993. HENDERSON, Jim Gunner Inglorious 24563 Jim Henderson. PRENDERGAST, Philip Auckland, NZ: Hodder & Stoughton, Te Pakanga = War. 1984. Auckland, N.Z: New House, 1994.

HORN, Alex SANDERS, Owen Wings Over the Pacific: The RNZAF in the Incident at Featherston . Pacific Air War. Auckland, NZ: Heinemann Education, Auckland, NZ: Random Century, 1992. 1990.

JACOBS, William Jay SKWARKO, Krystyna Search for Peace: The Story of The United The Invited: The Story of 733 Polish Nations. Children Who Grew Up in New Zealand. New York: Charles Scribner’s Sons, 1994. Wellington, NZ: Millward Press, 1974.

JOHNSON, Edward SMITH, Colin United Nations — Peacekeeper? The Killing Zone: New Zealand Infantry in London: Wayland Publishers, 1995. Vietnam: 1967 to 1971. Wellington, NZ: AQU, 1994. (Video-recording) Land Girls. TAYLOR, Capt. R.J. TVNZ 1983 25 mins. Kiwis in the Desert: The North African Campaign 1940–1943. MARTIN, Tony Wellington, NZ: New Zealand Defence New Zealand Images of War. Force, 1992. Palmerston North, NZ: Dunmore Press, 1990. THAKUR, Ramesh The United Nations at Fifty: Retrospect and (Videorecording) Prospect. Maori Battalion Returns. Dunedin, NZ: University of Otago Press, NZ Film Unit 1946 10 mins. 1995.

MULGAN, John (Video-recording) Report on Experience. War Years Auckland, NZ: Blackwood & Janet Paul New Zealand Film Unit 1983 90 mins. Ltd, 1947. WEBB, Raymond NELSON, Claire Loftus The Path to Nationhood: New Zealand’s Long Time Passing: New Zealand Search for Security: 1945–1985. Memories of the Vietnam War. Auckland, NZ: MacMillan NZ, 1987. Wellington, NZ: National Radio, 1990. WOOD, F.L.W. New Zealand in the Vietnam War The New Zealand People at War; Political Produced by the New Zealand Reading and External Affairs. Room, Canterbury Public Library, 1990. Wellington, NZ: War History Branch, Department of Internal Affairs, 1958. New Zealand Remembers the End of World War II. WOODS, Harold and Geraldine Wellington, NZ: New Zealand The United Nations . Remembers, 1945–1995, 1995. New York: Franklin Watts, 1985.

New Zealanders at War. (Video-recording) Wellington, NZ: Correspondence School The Years Back: Making Do. (NZ) 1990 Bulletin 7. New Zealand Film Unit, 1972 29 mins.

PHILLIPS, Jock (Video-recording) Brief Encounter; American Forces and the The Years Back: The New Decade. New Zealand People 1942–1945: New Zealand Film Unit, 1972 An Illustrated Essay. 28mins. Wellington, NZ: Historical Branch, Department of Internal Affairs, 1992. (Video-recording) The Years Back: The Women’s War. New Zealand Film Unit, 1972 33 mins. 16 Fiction Computer Software DAVIN, Dan MICROSOFT — Close Combat The Salamander and the Fire: Collected War (Windows 95) Stories. In this game you will be fighting in a Oxford: Oxford University Press, 1986. campaign which took place in Normandy between June 6 and July 18, 1944. Close DAVIN, Dan Combat is an intriguing mix of historically Short Stories from the Second World War. Oxford: Oxford University Press, 1983. accurate weapons and terrain, realistic Resource Book for combat psychology, and opportunities to change history through superior skill and Teachers GEE, Maurice The Champion leadership. The handbook gives a detailed Bibliography Auckland, NZ: Puffin, 1989. S3–F2 history of the Normandy campaign and an overview of World War II. JOSEPH, M.K. I’ll Soldier No More. Auckland, NZ: Victor Gollancz, 1958. Education Kit LASENBY, Jack ORDINARY PEOPLE New Zealand The Mangrove Summer. Remembers the Second World War Auckland, NZ: Oxford University Press, Produced for the Department of Internal 1988. S3–F2 Affairs by Defence Partners with assistance from the New Zealand Ministry LOCKYER, John of Defence, the New Zealand National Harry and the Anzac Poppy. Archives, The United Nations Association Auckland, NZ: Reed Publishing, 1997. of New Zealand, the Public Advisory Committee on Disarmament and Arms © 1996 National Library of New Zealand Control, The Dominion and The Evening Post. 1995 Books available at the Auckland Museum Shop This resource for secondary and PUGSLEY, Christopher intermediate schools uses newsreels, Scars on the Heart. newspapers and personal accounts to David Bateman 1996 show how the Second World War touched the lives of New Zealanders. The SMITH, Paul resource also highlights New Zealand's New Zealand at War: World War II, The involvement in setting up the United New Zealand Perspective. Nations and its ongoing commitment to Hodder Moa Beckett 1995 peacekeeping. PRESTON, Gaylene, FYFE, Judith War stories our mothers never told us. Penguin Books 1995

MORRIS, Keith and Nona Franklin Remembers: The War Years 1939– 1945. Franklin Historical Society, 1992

Section STOWERS, Richard Forest Rangers. Richard Stowers 1996

OLDHAM, Peter Lieutenant Stephen Polkinghorn. The New Zealand Military Historical Society Inc., 1984

STONE, Harold The Jayforce Experience. Harold Stone 1994

17 Evaluation Please photocopy this page, fill in the details and return to the Education Department — Scars on the Heart Evaluation, Auckland Museum, Private Bag 92018, AUCKLAND.

School: ______

Class level: ______

Date of Use:______

On a scale of 1–5, to what extent do you believe the curriculum objectives were met in this education kit? Extremely satisfied 1 2 3 4 5 Not at all satisfied

Comments: ______

On a scale of 1–5, how do you rate the range of learning activities and opportunities suggested in the education kit? Extremely valuable 1 2 3 4 5 Not very valuable

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Were you satisfied that the exhibition Scars on the Heart offered your students a unique learning opportunity, in that the experiences offered would be difficult to provide in a normal classroom environment? Extremely satisfied 1 2 3 4 5 Not at all satisfied

Comments: ______

On a scale of 1–5 how satisfied were you with the Museum Interpreter's manner with your class? Extremely satisfied 1 2 3 4 5 Not at all satisfied

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1818 Resource Book for Teachers

Section

Resource Book for Teachers

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Resource Book for Teachers

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Resource Book for Teachers

Section Social Studies in the New Zealand Curriculum Revised Draft

Time, Continuity and Social Organisation and Change Processes Education Kit Level 4: Achievement Objective Level 3: Achievement Objective The Road Students will: Students will: to War u describe and compare the stories of u describe and compare different ways selected agreements, including the that groups choose or appoint people Treaty of Waitangi, that established to leadership positions and give sound special relationships between people reasons for these differences. or between people and authorities. Level 4: Achievement Objectives Level 5: Achievement Objectives Students will: Students will: u collect, interpret and present u identify significant groups and leaders information about how people respond who gained positions of relative power to crises, how groups organise and and influence over others and describe plan to cope with emergencies, and their value systems, development and how the rights and responsibilities of impacts; women, men and children change in u investigate and report on how past times of challenge; events and agreements, including the u identify and describe how individuals, Treaty of Waitangi, have influenced groups and organisations in their relationships within and between community address challenges within communities and nations. and beyond New Zealand.

Level 6: Achievement Objective Level 6: Achievement Objectives Students will: Students will: u identify and describe examples of u outline and compare different systems evolutionary and revolutionary change, of government, analyse their impact on including examples of different ways the lives of individuals and groups, and people respond to change and show discuss how people exercise their their opposition or support. rights and responsibilities to bring about change; Level 7: Achievement Objectives u analyse tensions and conflicts that can Students will: arise within and between groups and u analyse the development of a nations, considering the impacts of significant period of political, social, or conflict and outlining possible ways of technological concern, showing how resolving them. the development changed, and was changed by, creative leaders and History thinkers; Form 5, Theme 4 u collect and interpret information from a u International Relations, Origins of range of available primary sources to World War II 1919–1941 Section explain the changes and development aspects of life for a group of people Form 6, Theme D over an extended period. u Imperialism, Indigenous Peoples and the Emergence of New Nations, The Level 8: Achievement Objective Growth of New Zealand Identity Students will: 1890–1980 u compare changes during a selected period of time in Great Britain and another country in terms of who made the decisions, how people influenced change, and the stability of the country. Starter Activity Further information to share: In the 1930s the Labour Government had Information to share: worked hard through the League of On 1 September 1939 Germany invaded Nations to achieve world disarmament. Poland. In New Zealand Michael Savage’s Some Cabinet ministers had gone to Labour Government proclaimed a state of prison during WWI be cause of their Emergency to prepare us for war. On 3 opposition to conscription. War was September at 9.30pm. New Zealand against everything the Labour Government Standard Time we declared war on had worked for, yet with the threat that Education Kit Germany, together with the United Hitler’s Germany presented, there was no The Road Kingdom, France, India, Australia and other choice. In the League of Nations, Canada. Our weak and ill-equipped to War William Jordan the New Zealand territorial forces were mobilised and the representative, had argued for coastal defences manned. The two international action even to the use of cruisers of the New Zealand division of the combined force to halt aggression such Royal Navy went to sea. HMS Achilles as Mussolini’s invasion of Abyssinia. In sailed for America and the HMS Leander this forum New Zealand took a very took our few regular infantry soldiers to independent policy to that of the guard the important cable station at appeasement practised by Britain and Fanning Island in the Pacific. France.

Read this extract aloud and invite students On the outbreak of war Savage was to illustrate the key points with diagrams, already a sick man, and his Deputy Peter symbols or sketches. Ask students to Fraser carried the burden of being Prime share the information as they interpreted Minister: it was a leadership role he would it, in pairs. Hand out copies of the extract fulfil through-out the war. Savage’s to affirm accuracy. Pose the following statement of willingness to follow Britain, questions for research. was tempered by the knowledge of Ask: 60,000 New Zealand casualties in WWI, u Why were our territorial forces weak and the determination to ensure that and ill-equipped? New Zealand’s national interests were u What was the attitude of the leaders in never forgotten. New Zealand at the beginning of the war? u Why was the war in Europe considered such a threat to New Zealand?

Section Research Posters Information to share: Collect a range of posters which persuade The faces of the dictators are obvious; people to work for the war. There are Adolf Hitler of Nazi Germany, Benito some examples printed in the Resource Mussolini of Fascist Italy, and Hideki Tojo, Book for Teachers included in this War Minister and Prime Minister of Japan Education Kit. Display copies of the from 1940 to 1944. There is also Josef posters on the war and underneath invite Stalin of the Soviet Union; although he students to write their interpretations of fought with the allies, and his country bore the brunt of the fighting in Europe, and the messages the posters convey. suffered the heaviest casualties. Two equally strong democratic leaders dictated Design your own war poster. Select a success or defeat in WWII. Winston date and a conflict. Make your poster Churchill, Prime Minister of Great Britain reflect the attitudes of the times. from 1940 had the resolve to fight on alone after the fall of France, at a time that Choice Stalin was in league with Hitler over the invasion of Poland. Churchill personified Ask: the resolve of the British peoples and the u Why do men and women choose to go countries of the British Empire, at a time to war? when members of his cabinet urged him Collect posters, speeches and quotations to negotiate peace terms. Franklin which explain the reasons for many Roosevelt, President of the United States, people's involvement in war. If possible supported Great Britain beyond interview a war veteran and find out what reasonable bounds of neutrality. made that person decide to go to war. Find out which countries liaised in WWII Ask: and what they were fighting for. Mark u Why did some men and women these countries on a map of the world. choose not to go to war? Record the date that war broke out and Find out about the conscientious what triggered it. Research the Treaty of objectors. What happened to them? Versailles which was drawn up at the end Ask students to write individual of WWI, and find out the attitudes and statements about their views of going to opinions of the people in the countries war, fighting for their rights, and fighting concerned. to protect their families. Leadership Power Select one of the following leaders; Peter Fraser, Winston Churchill, Adolf Hitler, Hold a class discussion about the Benito Mussolini, Franklin Roosevelt, following leaders; Churchill, Hitler, Hideki Tojo or Josef Stalin. Work Mussolini, Roosevelt, Tojo and Stalin. individually or in a group to research their rise to power. Ask: u What power did each of these leaders Activities: have? u State at least one important date and u How did they acquire it? event in the leader’s life, and explain u What do you understand by the terms what impact this person made on democracy and dictatorship? WWII. Compare some of the characteristics of Make a time line listing important dates u WWII leaders with contemporary leaders. and events in the life of the leader Use the newspapers and gather material selected. Illustrate with cartoons or for files on current world leaders. pictures. Display and be prepared to answer questions about your research. Ask: u Collect a range of quotations of this u What do you think are some of the person. Decide what these quotations characteristics of successful tell you about his personality. Write a leadership? Write a list of at least ten personality outline and share it with attributes. (Assessment) others. u Write an original radio script or play that describes an important event in the life of your selected leader. Rehearse the script with other students and present it. Research me to be so lucky. She was distraught and very fearful for my safety. Find out what these words or phrases The mail coach driver tooted the horn. mean: ‘Get on the bloody bus and go, lad,’ said the final solution Dad. ‘Mum will recover.’” ghetto holocaust — Shorty Lovegrove, New Zealand gas chambers Divisional Cavalry Gestapo ethnic cleansing “I joined the Territorial Forces in May 1939 Education Kit Treblinka when it became obvious that war was The Road inevitable. I was given a medical at to War What is their connection? Write a Rutland Street Drill Hall, was accepted and summary paragraph about your research. was asked to do a fortnight’s pre-training Set up a classroom display of books, at Narrow Neck camp. I did so and was pictures and information about this topic. posted to 1st Heavy Group, New Zealand Coastal Artillery for weekend camps. Our Quotations drills were on 6 inch and 12 pounder guns at North Head.” “In simplest terms the question of who or what caused the Second World War can — Fred Mosley, 13th Battery, 1st Heavy be answered in two words: Adolf Hitler.” Group, New Zealand Artillery, North Head — Eric Hobsbawm, Age of Extremes Egypt “Thursday 25 April 1940 … Anzac Day. Have read and re-read of the Anzacs “I have nothing to offer but blood, toil, but never thought that one day I would be tears and sweat.” one myself. Let’s hope I and everyone — Winston Churchill, House of Commons else measures up to their standard." speech, 13 May 1940 — C. J. Moss, 27 (Machine Gun) Battalion “There is only one right in the world and “I was arrested several times. The first that right is one’s own strength.” occasion was outside Parliament Buildings — Adolf Hitler, Fuhrer of Germany the day after war was declared… (in 1933–1945 Mount Crawford Prison). One of the most interesting jobs that I struck was “I need several thousand dead to be able cleaning up the Massey Memorial… to take my place at the peace table.” Twenty years before… I wrote a letter to a — Mussolini in justifying Italy’s intervention member of the small and at that time very in the Second World War Pacifist Labour Party congratulating them as a returned soldier on the very good “We must be the greatest arsenal of stand they had made in the House against democracy.” the militaristic policy of the Reform Party (then led by Massey). Peter Fraser read — Franklin Roosevelt, President of the my letter with approval to the House… but United States 1933–1945 now here I was Peter Fraser’s prisoner and polishing up the fine marble of his “A military man without poetry is a savage, predecessor's grave.” not a samurai.” — Ormond Burton, Methodist Minister and Section — Kanzo Uchimura Pacifist, 2nd Lieutenant Auckland Regiment in WW1 “…Both with gratitude for the past, and with confidence in the future, we range Freyberg, VC “I was at once struck not ourselves beside Britain. Where she only by his personality and by his obvious goes, we go. Where she stands, we experience and confidence, but stand…” particularly by the supreme importance — Michael Savage in a radio broadcast to which he clearly attached to the proper New Zealand, 5 September 1939 treatment of the troops and the necessity of proper and timely administrative “Leaving home finally was a dreadful measures to ensure their welfare and experience. Dad was OK but Mum and safety.” the girls were very upset. Mum had a — Peter Fraser brother in the 1914–1918 war, and although he returned, she did not expect Technology in the New Zealand Curriculum

Education Kit Technological Knowledge Technology and Society Sea and Air and Understanding Level 6: Achievement Objective Level 3: Achievement Objective Within a range of technological areas and Within a range of technological areas and contexts, students should: contexts, students should: 8 examine and compare the factors that 4 identify and compare the ways have influenced, and may affect in the particular technological developments are future, the development and impact of communicated and promoted to specific some major technological innovations. groups, such as information on packaging. Level 7: Achievement Objective Level 4: Achievement Objective Within a range of technological areas and Within a range of technological areas and contexts, students should: contexts, students should: 8 investigate and debate the perceived 3 compare how different groups of social and economic impacts of some people carry out technological activities. specific examples of technological development. Level 5: Achievement Objective Level 8: Achievement Objective Within a range of technological areas and contexts, students should: Within a range of technological areas and 4 compare strategies for the contexts, students should: communication of different types of 8 analyse and critically evaluate the social technological innovation. and economic impacts of some significant technological developments in a variety of Level 6: Achievement Objective settings, debating viewpoints, and exploring options for the future. Within a range of technological areas and contexts, students should: 1 identify and discuss in detail the relationship between the use and operation of a range of technologies.

Section Starter Activity Communication Quotation to share: Information to share: “After a stint on the minesweeper I got a “The authorities wanted a radio on Pitcairn posting to motor torpedo boats. My first and I was asked to go and set up a new boat was MTB266 under a New Zealander, station… Norman Broad from Dunedin. We would My job was to set up the radio station and lie up in Turkish waters and operate by act as coast watcher to report on any night against the German supply ships. enemy shipping, especially Q-ships which Education Kit One night we were operating near the had operated in the area in the First World Sea and Air island of Rhodes and we ran into a War. German convoy. I was down below in my On Pitcairn I had to rig up a power supply wireless office and I knew the attack was from the four-cylinder petrol motor to my going on. The next thing I heard an house and I put up an antenna between almighty explosion immediately over my two coconut trees. That worked very head, a shell had gone right through our successfully. I was also asked to set up a cockpit. It killed the skipper instantly, the meteorological office and send daily coxswain was in a pretty bad way. I was weather reports. In four years I kept in busy trying to push a morphine ampoule daily contact with ZLW Wellington on into the coxswain to relieve his pain Tinakori Hill and with Suva.” because he was screaming in agony, but — Nelson Dyett, from Ordinary People, an he died shortly afterwards. At this stage Education Kit covering New Zealand's the boat was out of control heading for involvement in WWII. Rhodes but they managed to get the auxiliary steering rigged up and turned the As a group, brainstorm the topic, boat back towards Turkey. Something Communication in WWII. Make a chart like that didn’t happen very often you (mind map) showing different know, war’s a lot of boring episodes with communication systems used during not much action in between.” WWII. An example chart is printed in the — Alan Cozens, RNZN Resource Book for Teachers included in this education kit. On a map of the world locate the place where this action took place. List the Work in small groups. Select one of the technological equipment mentioned. communication systems used in WWII, Find pictures, photographs or illustrations e.g. radio. Compare the system with the of some of this equipment if possible. systems we use today. Investigate fully Find out how it was used. by comparing the materials used, the mechanisms and their uses. For each As a class, brainstorm the technological system determine the advantages and equipment available during WWII. Group disadvantages and make a list. Consider the information to facilitate thinking and to time, censorship, place and initiate study questions for further circumstances. Share with other groups. research. Examples of headings; transport, food containers and packaging, Ask: communication systems, clothing, u How would today’s communication medicine… Select one of these headings systems have affected aspects of for group study. Compare the list of WWII? Section equipment used in WWII with today’s u What is the importance of developing equivalent products. Explain the accurate, reliable and fast differences in technology. communication systems? (Assessment) Collect books, pictures, film and family u What developments do you predict in memorabilia to build up a class reference communication systems of the future? area for aspects of technology used in (Assessment) WWII. Outcomes Comparisons: Air Force List a range of ships or planes used in Information to share: WWII. Collect pictures and make a wall The Royal New Zealand Air Force was display. Beside each ship or plane note established in 1937. On the outbreak of their capabilities. war we saw our role as the provision of Ask: trained aircrew to serve with the RAF. A u How did the air and sea technology New Zealand quota was agreed under the developed in WWII affect the Empire Air Training Scheme which would strategies of the war? (Consider trade see New Zealand train 880 pilots a year, routes, key production sites and and in addition send 520 pilots, 546 distances between war zones.) observers and 936 air gunners to Canada where they would complete their training. Interview When this was agreed the threat to New Zealand was seen as requiring coastal Group or individual research: surveillance and reconnaissance against Make inquiries within your community, surface raiders. In New Zealand there with your own family and friends, and find was instructional and maintenance staff out if there are any survivors of the only, plus three bomber reconnaissance New Zealand Navy or Air Force from WWII squadrons which formed our home living in the neighbourhood. Either defence. Everything was aimed at getting arrange an interview or write a letter to ask manpower to Britain and by 1941 we had about their memories and experiences exceeded our quota targets, providing during service in WWII. If possible tape 1480 fully trained and 850 partly trained the person you interview. pilots per year. We were almost too Compare their thoughts and memories efficient and by 1944 the supply of pilots with the quotations listed on the back and aircrew outstripped Britain’s ability to cover. provide aircraft. Hundreds of New Zealanders were diverted to the Fleet Air Arm or Comparisons: Navy returned to man our squadrons in the Pacific. Information to share: We started the war as the New Zealand Compare our air power during the war Division of the Royal Navy with the two with our air power today. If possible modern six-inch gun cruisers HMS arrange a visit to the Royal New Zealand Achilles and Leander, the mine sweeping Air Force at Whenuapai. You will need to trawler Wakakura and our first ship book your visit. Philomel which is now a hulk tied against the Navy Wharf at Devonport in Auckland. Design A number of small ships were hastily commandeered and used for port Collect examples of advertisements and inspections or fitted as minesweepers. product packaging used in WWII and a Four inch guns were fitted to protect our selective range of advertising and merchant ships, and the Union Steam Ship marketing used today. Make a wall Liner Monowai was requisitioned and display comparing the styles. Look at the fitted out as an armed merchant cruiser. ways the typography has changed. Both cruisers were released to the Ask: Admiralty for operations. The Leander u How has the writing changed? first took a garrison to Fanning Island, and u What has caused these changes? Achilles commanded by Captain W E Parry Organise a survey. Question family took up war station patrolling the South members of different age groups about Atlantic off South America searching for their training to write. Why was legible German transport ships and surface handwriting considered so important in raiders. the past? Which written messages are considered important today? Compare the Royal New Zealand Navy and Merchant Navy during the war and as it is today. If possible visit the Royal New Zealand Navy at Devonport. You will need to book your visit. Quotations “I landed very heavily indeed. Fortunately I landed in a rice paddy field. Most of the “The gun crews worked like galley slaves, problem was with these army idiots who loving it all, with no time to think of were thumping me around with rifle butts. anything but the job. The whole of the I learned they hated us because we were Turret from top to bottom thought that the the invaders and they hadn’t been invaded action lasted about twenty minutes. The for a thousand years or more. One of our rammer numbers were very tired towards pilots was shot down on the same day as the end, but they did not appear to notice we were and was beheaded. that till it was all over… Men lost all count The aircrew got the rough end of the stick. Education Kit of time.” Sea and Air We were in solitary cells not much bigger — Turret Officer, HMSAchilles than our red telephone boxes, and were fed once a day. The door was opened by “When the alarm rattlers sounded in the a guard. He rolled a ball of rice and soya Achilles, a signalman with a flag under his bean on the floor and he put a little tin of arm ran aft shouting, ‘Make way for the water there — and that was your lot.” Digger flag!’ and proceeded to hoist a — Ian Darby, RNZNVR, Observer, Fleet Air New Zealand ensign to the mainmast head Arm to the accompaniment of loud cheers from the four-inch gun crews. For the “In May I was posted to No. 21 first time a New Zealand cruiser was about Operational Training Unit, RAF Moreton-in- to engage the enemy.” the Marsh, Gloustershire. Our first task — S D Waters, Royal New Zealand Navy was to be crewed up and training began in earnest in Vickers Wellingtons flying “I was nineteen when war broke out and almost every day and most nights on was at home at my parent’s place. An cross-country navigation exercises, older brother was on HMS Achilles in the bombing on the range… and plenty of Battle of the River Plate in September ground lectures. Added to this was an 1939. He was severely wounded and was assortment of exercises such as escape in the Falkland Islands hospital for a procedures, parachute drills, dinghy drill number of weeks before he was able to and so on. I was introduced to ‘Gee’ the come home. I had a younger brother who secret navigation aid which by reference was also in the Navy and then my other to radar pulses one could plot the aircraft’s brothers slowly and surely joined up; one position on a map grid. The training was in the air force and three in the army. My intensive and I believe thorough.” eldest brother was not fit to go away but — Lloyd Noble, RNZAF, 102 Squadron RAF he served in the army throughout the war. It was a great worry to us all really, not “Crews had to contend with mid air knowing what it was all about and what collisions, falling bombs from other was going to happen. I had a fiance who aircraft, problems arising from went off in the First Echelon and he was unserviceability, shocking weather killed. After my brother in the navy was including ice, unreliable forecast winds, wounded we got this terrible telegram. Path Finder Force marking aircraft late on Each day you’d see the postman come target, bad target marking, faulty landings down the road and you'd think, ‘Oh, by tired pilots and so on. Another hazard, another telegram today.’ But fortunately apart from night fighters in the bomber we didn’t get another one. They were Section stream, was the presence of enemy distressing days, very distressing.” fighters in the landing circuit. Aircraft — Patricia Connew, Clerk, Navy Office, attacked in this situation rarely had Wellington survivors. These caused real problems early in the war when tired and less “He gave the order to ram. At the same vigilant crews were picked off.” time he thought he’d better let the engine — Lloyd Noble, RNZAF, 102 Squadron, RAF room know what was going on. So he shouted down the voice pipe, ‘Stand by to ram.’ When the voice came back from the engine room, ‘What the hell do you mean when you ram?’ he replied, ‘I don't know. I’ve never done it before.’” — David Graham describing the actions of Lieutenant-Commander Gordon Bridson RNZNVR commanding MNNZS Kiwi Social Studies in the New Zealand Curriculum Revised Draft

Greece and Crete 1941 Time, Continuity and War in the Desert 1941–1943 Education Kit Slogging up Italy 1943–1945 Change A Long Social Organisation and Level 5: Achievement Objectives Hard Road Processes Students will: u identify significant groups and leaders Level 3: Achievement Objective who gained positions of relative power Students will: and influence over others and describe u explain why new groups are formed their value systems, development and and present, in a variety of ways, impacts; information about how different groups u investigate and report on how past organise themselves and make events and agreements, including the decisions to meet different situations. Treaty of Waitangi, have influenced Level 4: Achievement Objectives relationships within and between communities and nations. Students will: u collect, interpret and present information about how people respond History to crises, how groups organise and Form 5: Theme 2 plan to cope with emergencies, and u Race Relations, New Zealand: Maori how the rights and responsibilities of and Pakeha 1912–1980 women, men and children change in times of challenge; Form 6: Theme D u identify and describe how individuals, u Imperialism, Indigenous Peoples and groups and organisations in their the Emergence of New Nations, The community address challenges within Growth of New Zealand Identity and beyond New Zealand. 1890–1980 Level 6: Achievement Objective Students will: u analyse tensions and conflicts that can arise within and between groups and nations, considering the impacts of conflict and outlining possible ways of resolving them.

Section Starter Activity Diary Entry On a map of Europe, the Mediterranean, Read the following quotation: and North Africa (Outline map in Resource “I scrambled off the truck ran fifty yards Book for Teachers included in this and down flat on my face. Then the Education Kit) mark in the following places scream of bombs and I thought my time where the New Zealand army fought in had come. Then the bombs landed and WWII. exploded. One, two, three, four!!… Had a look. The nearest bomb to me was about Greece: Larisa, Thermopylae, Piraeus, twenty yards away. Fortunately they Education Kit Athens (New Zealand army retreat from were small bombs. A big one would have A Long advancing German army. Evacuation, 25 shaken me badly or got me. Dived into a Hard Road April 1941 to Crete) ditch as the planes started machine gunning. Two tins of petrol on the back Crete: Retimo, Heraklion, Maleme, of our truck have been holed and one Galatos, Sphakia (Evacuation, 27 August bullet cut the electric wires to the 1941 to Alexandria) headlights. A lump of shrapnel made some great rents in our tent. Blast the North Africa: Tobruk (Libya), El Alamein Hun!!” (Egypt), Minqar Qaim (Egypt), Takrouna — C J Moss, 27 (Machine Gun) Battalion, (Tunisia) (German and Italian forces withdrawal from Greece withdraw after the battle of Alamein. By February 1943, Libya was in Allied hands.) Write a diary or log entries and describe what might have happened following this Italy: Orsogna, Cassino, Florence, Trieste Italy: incident during the next 24 hours. Include (The Italian Government surrendered but details about looking for survivors, the German army established a number of repairing the damage, the next meal and defences. German forces finally travel difficulties. What do you think were surrendered on 2 May 1945.) the worst difficulties the New Zealand contingent faced as they withdrew from Activities: Greece? u Select one or more key battles to research. Find out what happened. Make a time line or sequence picture strip to record the events of the battle. Was the campaign successful or not? Why? Why not? Share your research with others. u Collect resources for further study e.g. books, tapes, records, newspaper or magazine articles. Set up a reference centre for others to use. Leadership If you were a commander of one of the New Zealand forces during WWII, what qualities of leadership do you think it Section would be important to have? Use the following list as a start, then add to it. Rate the attributes of a good military commander in order of importance. Justify your choices. ability to plan calm temperament a brave disposition knowledge of tactics ability to communicate well good discipline Identify some of the leaders involved with the New Zealand forces e.g. Montgomery, Freyberg. What qualities did they have? Quotations Prisoners of War Select a quotation from the back cover Information to share: that appeals to you. Illustrate it and if “The morning dawned cold, the Jerry possible describe a before and after paratroopers came up in groups along the sequence of events. road. We watched carefully to see what happened to other people and out of the Maori Battalion drains, from ditches, culverts etc., odd groups of our own people stood up and Information to share: put up their hands. So on the 27th of The 28th Maori Battalion remained the April which was a Sunday we had the only volunteer unit in 2 NZEF for the ignominious business of being captured.” duration of the war. The battalion built a reputation for courage and bravery in — Ted Everton, 1 New Zealand General Greece, Crete and North Africa. By 1943 Hospital the battalion was tired and desperately in need of reinforcements. Italy was to see Ted Everton was taken prisoner in Greece it suffer heavy casualties, particularly at in April 1941 and like many New Orsogna and again in the Cassino battles. Zealanders captured in Greece and Crete was a prisoner of war for four years until Two companies of the 28th Maori released by Patton’s Army on 24/25 April Battalion (240 men) were committed to 1945. The number of New Zealanders capture the Cassino railway station, while taken prisoner during WWII was far engineers bridged gaps along the railway greater than experienced in WWI. This line to allow the tank support to come was due to the initial losses on Greece through. However the German 1 and Crete, and the mobile nature of the Parachute Division (reputedly the best war in the desert where large numbers of Division in the German Army) had time to New Zealanders were captured in 1941 occupy the ruins before the attack. The and 1942. It was often months before Maori Battalion were struck badly on the their families knew whether they were minefields and progress towards the alive or dead. They lived with the guilt of station rail yards was slow. The enemy having been taken prisoner, and with the overlooked them from every quarter and it restrictions and frustrations of prison life. was only a matter of time before the They saw and experienced the worst and Germans launched a counter-attack. Only best of human behaviour, and that 66 men reached safety when they finally experience stayed with them for the rest withdrew. of their lives.

Find out about other campaigns in which Ask: the Maori Battalion played a leading role. u What were the feelings of the See if any people in your community were prisoners? (Make a list of the in the Maori Battalion. Collect pictures feelings.) and memorabilia. Make a wall display. u Why did they feel like this? u How do prisoners cope with isolation, Ask: deprivation and restrictions? (Read u Who were the Maori leaders? The Diary of Anne Frank.) u Who received honours? u What might be the aftermath of being a u Why do you think the Maori Battalion prisoner of war? (…on the person who were effective? (Leadership? was a prisoner? …on the family of the Fighting traditions?) prisoner?) u What effects did the losses suffered by the Maori Battalion have on the Maori community? Quotations contained. They had confidence in themselves, such as New Zealanders “My first time in action and I was so busy rarely have, knowing themselves as the looking after my gun I didn’t even think of best the world could bring against them, being hit. Some bullets came pretty close like a football team in a more deadly but our fire was so searching the Germans game, coherent, practical, successful. kept well down… Looking back to our first action. Vivid memories — chiefly — John Mulgan,Report on Experience excitement and a sense of being trapped although when we opened fire I felt no “Rommel had chosen his time well. He Education Kit fear at all.” came in under a rising sun which must A Long have shown up our positions clearly, while Hard Road — C J Moss, 27 (Machine Gun) Battalion our gunners were compelled to shoot into the glare. He brought his tanks up within “I was too tired to be worried by anything 2500 yards and then forming them into a when Pat told us that the ship had sailed crescent shape, opened fire… One by without us. I merely sank to the ground one our trucks were struck and set on fire, and fell asleep ‘all standing’. But with the a load of land mines blew up, causing a dawn came a move and we scattered for minor earthquake, and then a truck full of cover to hole up for the day. ‘So this was shells. The enemy placed the fire of his the last stage of our big retreat!’ Instead heavier guns down on our small gun line of being well on the way back to Egypt, at the rear of the main camp, while his we were still in Greece, sans truck, sans tanks concentrated their lighter shells on grub, sans equipment, sans almost the transport. The machine guns sprayed everything except hope. For days and the camp. In all my experience of war I nights past, we had been on the move, have never seen such a concentration of almost one jump ahead of Jerry, fire.” constantly machine gunned and bombed from the air, and we had come through — James Hargest,Farewell Campo 12 unscathed to wreck our equipment, climb aboard a ship, and call it a day in Greece. “With the 20th rushed Charles Upham. And now it had gone without us!” Those who saw him at the start noticed the huge load of grenades he carried, — E Saunders, 6 Field Regiment, NZ some said in a sandbag, but certainly in a Artillary (Saunders and party were stuffed haversack around his shoulders… rescued at Porto Rafti.) They watched him with his bag of grenades, tossing them at every target he “Well the attack came early one morning saw, regardless of the risk of wounding after the dive-bombers and fighters had a himself from the explosion of his own pretty continuous go, to silence any bombs. It was throw… throw…rush in… ground opposition. Then came the huge another truck — throw…rush.” silvery gliders carrying troops, and dozens of planes literally dropping parachutes in — Kenneth Sandford, Mark of the Lion their hundreds - both troops and stores. Some of them landed barely 150 yards “From our worm’s eye view of the Cassino from us. This with the planes circling battle, it appeared there was never a barely more than 200 feet above our chance of victory. The Texans had been heads. You can imagine the roar of the murdered at Sant’ Angelo; the Maoris engines intermingled with the crackle of failed miserably to capture the railway Section machine guns and rifles as the battle station; the 6th Brigade did not get far into started.” the town. The rains came at the wrong time, turning the battlefield into a — Vincent Salmon, 19 Battalion (Defence quagmire. This plus the saturation of Crete) bombing which reduced Cassino to rubble, made it almost impassable to men “They were mature men, these New on foot, let alone tanks. The enemy Zealanders in the desert, quiet and shrewd positions were manned by possibly the and sceptical. They had none of the tired elite of the German Army — The First patience of the Englishmen, nor that Parachute Division… All these things automatic discipline that never questions added up to the disaster that eventuated.” orders to see if they make sense. Moving in a body detached from their homeland, — C W Hollis, 21 Battalion they remained quiet and aloof and self- Social Studies in the New Zealand Curriculum Revised Draft

Social Organisation and Time, Continuity and Education Kit Processes Change War in Level 3: Achievement Objective the Pacific Level 3: Achievement Objective Students will: Students will: u explain why new groups are formed u identify and depict features of significant places, e.g. Hiroshima, that and present, in a variety of ways, have changed over time, explaining the information about how different groups significance of the places and reporting organise themselves and make an investigation of the reasons for decisions to meet different situations. these changes. Level 4: Achievement Objectives Level 5: Achievement Objectives Students will: Students will: u collect, interpret and present u identify significant groups and leaders information about how people respond who gained positions of relative power to crises, how groups organise and and influence over others and describe plan to cope with emergencies, and their value systems, development and how the rights and responsibilities of impacts; women, men and children change in u investigate and report on how past events and agreements, including the times of challenge; Treaty of Waitangi, have influenced u identify and describe how individuals, relationships within and between groups and organisations in their communities and nations. community address challenges within and beyond New Zealand. History Level 6: Achievement Objective Form 5: Internally assessed component Students will: u an historical issue, personality or event u analyse tensions and conflicts that can Form 6: Theme D arise within and between groups and Imperialism, Indigenous Peoples and the nations, considering the impacts of Emergence of New Nations, The Growth conflict and outlining possible ways of of New Zealand Identity 1890–1980 resolving them.

Section Starter Activity Quotations Make a time line showing the following Read the quotations on the back cover. important dates and events which Select five which illustrate different points happened during the war in the Pacific. of view about the war. Write some key Research to find further information, dates words to summarise each writer’s and events to add to your time line. feelings. 7 December 1941:Japanese attack on Write some of your own feelings about Pearl Harbour conflict. Would there be any Education Kit 15 February 1942:Fall of Singapore circumstances when you might be War in 27 October 1943:New Zealand assault on compelled to kill a person? What kinds of the Paci c Mono Island living things would you kill without concern? 30 January 1944:Landing on Nissan island 6 August 1945:Bombing of Hiroshima Research 15 August 1945:Surrender of Japan Information to share: Display the time line and be prepared to The Green Islands Group consisted of a answer questions about it. (Assessment) small circular coral atoll made up of three islands, the largest one was Nissan Island Mapping with two small islands Barahun and Sirot. It was wanted as an airfield and motor On a map of the Pacific mark in the main torpedo boat base for the attack on areas of conflict during WWII. How near Rabaul. The New Zealand operation was did the Japanese army get to New a superb piece of coordination and Zealand? planning involving ships and resources that had to be gathered together from the Graph hundreds of kilometres from where they Information to share: were spread throughout the Pacific.

With the entry of Japan into the war New Find out where the Green Island Group are Zealand turned itself into an armed camp. on a map of the Pacific. Locate Mono Improvisation was the order of the day. Island and Vella Lavella. These are all Some 13,250 were men in training, and a islands within the Solomon Islands Group, further 4,600 were manning the coastal and they were places where the New defences. The Territorials were mobilised Zealand Expeditionary Force fought. and by January 1942 there were 39,350 men in camps throughout New Zealand. Make inquiries in your family and By March our manpower resources were community to find out if anyone served in at full stretch with 67,264 men of the the Solomon Islands during WWII. Ask services in camp in New Zealand, and them to describe the conditions they were 100,000 members of the Home Guard. At fighting under. Gather books, pictures the same time we had 61,368 overseas. and quotations which give further information about the war in this area of Make a graph comparing the numbers of the Pacific. men of the services in camp in New Zealand, the numbers in the Home Guard, Section Write a list of the difficulties and hardships and the numbers serving overseas. Find endured by the soldiers fighting in these out what the total population of islands. What might they have missed New Zealand was at the beginning of WWII. from home? Compare the number of men working to defend our country with the total population.

Find out why the soldiers stationed in the Middle East were not allowed to return home to defend New Zealand after the fall of Singapore. Debate overcrowding was incredible. Our treatment varied according to the men Information to share: who were in charge of the camp. The At 8.15am on 6 August 1945 the B-29 first commandant made the conditions as Bomber Enola Gay commanded by good as… He was replaced by a second Colonel Paul Tibbets opened her bomb- man who instituted something of a reign bay doors and dropped a single bomb of terror… we had occasional foodless suspended by parachute on Hiroshima. days. They were always given as Fifty-one seconds later, at a height of 600 punishment though we seldom knew the metres Little Boy, which was the code cause.” name for the atomic bomb, exploded Leila Bridgeman, Tjideng Camp after the above central Hiroshima. fall of Singapore and capture by the The aiming point or “ground zero” was just Japanese south of the army headquarters, at the Ask: northern tip of the island containing u What might be the feelings of the Hiroshima’s airport. It was a densely built- prisoners? Why? List the possible up area with mixed residential, feelings. commercial, military, and small industrial u How do prisoners cope with prison buildings. Hiroshima had escaped the conditions do you think? mass bombing raids suffered by other u Why do you think the Japanese treated Japanese cities. Its citizens had become their prisoners like this? used to small numbers of enemy planes in u What might be the aftermath of being a the skies overhead and because of this prisoner of war? (…on the person? tended to ignore air-raid precautions. …on their family?) Most factory workers were already at work, while school children were in the Impact of War open clearing firebreaks against the feared firestorms of the massed bombing raids. Information to share: These were the immediate casualties in When our coast-watchers arrived in the the blast of the bomb which blew down outer islands of the Gilbert and Ellice buildings, and set off innumerable fires Islands they found the young women still fanned by the violent “fire-wind” caused by went around topless, but this changed the intense heat. Practically every once these strange palagi men arrived. building in the city was damaged and the And the change was permanent. The war wooden Japanese residential buildings brought a knowledge of the outside world were totally destroyed. The death toll to the Pacific that was irreversible. Motor was equally severe; 70,000–80,000 cars, planes, shipping, radio people were instantly killed and the same communications, chewing gum, Coca number injured. This death toll would rise Cola, ice cream, the movies and money. with deaths from radiation sickness to All the trappings of civilisation that would 130,000. change their lives forever. Self- sufficiency was replaced by a permanent Debate the issues of the atomic bomb. dependence that for many islands Do you think the atomic bomb should continues to the present day. This is one have been used? Find quotations to of the lasting legacies of the Pacific war. support your views. List the advantages and disadvantages for Prisoner of War the Pacific Islanders, of contact with the outside world. Write a summary Quotation to share: statement giving your views of the impact “This camp consisted of a portion of a of war on the Pacific Islanders. suburb, an area not half a mile square, which was enclosed by two high barbed wire fences covered with native matting so we could not see out. We lived in the houses in the area… To begin with only about 2000 women and children were interned here. At first conditions were good, but gradually numbers were increased until we were about 11,000 people in this very small area and the Quotations MC, 3rd Battalion, Fiji Infantry Regiment “All told 52 dead Japs were counted in the “Increasingly as time went on, we had area and on the beach below, in addition alarms and spent many nights manning to which were eight killed by the section our mosquito infested trenches. On one of 16 platoon. Souvenir hunters promptly such occasion (it happened to be 7 seized rifles, hilt-encrusted swords three December) one of the civilians called out feet long worn by the officers, and rising from his house that he’d just heard on the sun flags taken from the insides of wireless that the Japs had bombed Pearl helmets and from the khaki clad bodies Education Kit Harbour. We told him not to be silly, but where they were worn under the uniform next to the skin.” War in when we got back to camp we found it the Pacific was true enough. We were still woefully — Oliver Gillespie, Pacific Kiwis short of arms but soon proper web equipment, Bren guns and mortars began “There were snapshots, too, that the to arrive. Very shortly another brigade Nipponese had left; of a wife in her kimono, of the kiddies at the seaside, of joined us from New Zealand. We ceased family groups, and scenes at the fair with to be the B-Force and became the Third bunting, ferris wheels and all the fun of Division 2 NZEF. In my unit I got a further the roundabout. Which reminded one 400 men and instead of being the Reserve that apparently in their complex Battalion we now became the 34th. personalities some form of love does -— Lieutenant Colonel F W Voelcker, DSO, leaven their bestial traits.” MC, 34 Battalion — Oliver Gillespie, Pacific Kiwis

“As far as the eye could see, the skies “They are a cheerful, hard-working, laconic, were red with the fires and glare of well-nigh anonymous lot of men, but burning buildings, oil-dumps, and American bomber pilots agree that there is shipping; guns rumbled and shells absolutely no escort giving them a feeling of confidence like the Warhawk-flying crumpled back of the town.” New Zealanders.” — Leslie Crago,Red Sky over Singapore — New York Times

“I very soon realised that this kind of “When we heard about the nuclear bomb fighting was nothing like that for which we we didn’t realise its potential. But looking had trained; nor was it found in the books. back in hindsight, if they hadn’t done that For a start you had to fight in thick jungle. there would have been millions more The huge trees created an artificial twilight casualties because the Japanese would even on a sunny day and, with visibility have fought to death and there would restricted by this darkness and the have been millions more people killed.” undergrowth too, at the most ten yards, — Ngaire Darby operations resembled night fighting… The jungle blanketed sound and amazing “I thought Hiroshima terrible. You just situations would develop suddenly with hoped that it would be the finish and machine guns firing at ten or fifteen yards’ might stop all the wars. But it doesn’t range. There was practically no aimed seem to have.” Section shooting because there was very little to — Mollie Whiting aim at. The hand grenade, Bren and Tommy guns were ideal but the rifle and “This was our first time to see motor cars. bayonet comparatively useless… A sort of At first we were afraid of them because glorified ‘blind man’s buff’ for rather high we had never seen anything move at such stakes.” speed. We didn’t walk along the roads. But after a while we became used to them — Lieutenant Colonel F W Voelcker, DSO, and it wasn’t long before we were riding in Social Studies in the New Zealand Curriculum Revised Draft

Time, Continuity and Level 4: Achievement Objectives Education Kit Change Students will: u collect, interpret and present The Home Level 6: Achievement Objectives information about how people respond Front Students will: to crises, how groups organise and u identify and describe examples of plan to cope with emergencies, and evolutionary and revolutionary change, how the rights and responsibilities of including examples of different ways women, men and children change in people respond to change and show times of challenge; their opposition or support; identify and describe how individuals, u research and report on the people, u groups and organisations in their strategies and achievements associated with important movements community address challenges within that have contributed to human well- and beyond New Zealand. being and individual rights. Level 7: Achievement Objectives Resources and Economic Students will: Activities analyse the development of a u Level 3: Achievement Objective significant period of political, social, or technological concern, showing how Students will: the development changed, and was u investigate and compare different changed by, creative leaders and means of exchange by people in other thinkers; times or places. u collect and interpret information from a Level 4: Achievement Objectives range of available primary sources to explain the changes and development Students will: aspects of life for a group of people u explain different forms of work — self over an extended period. employment, part time work, full time Level 8: Achievement Objectives work, voluntary work, sheltered work, trainee work — and show how these Students will: u investigate and interpret a range of combine and contribute to economic perspectives on a major period of activity. change in New Zealand, deciding how Level 5: Achievement Objective conflict was resolved and evaluating Students will: the effectiveness of resolution; u compare changes during a selected u investigate and summarise the factors period of time in Great Britain and that determine how people and another country in terms of who made organisations make choices about the decisions, how people influenced using scarce resources and explain change, and the stability of the country. how attitudes change over time. Section Social Organisation and History Processes Form 5, Theme 6 Level 3: Achievement Objective u Social Change; Women’s Impact on New Zealand Society: Health Students will: u explain why new groups are formed 1915–1985 and present in a variety of ways, Form 6, Theme A information about how different groups u Industrial and Social Change; Women, organise themselves and make Family and Work in New Zealand decisions to meet different situations. 1880–1960 Starter Activity Americans in New Zealand Collect a range of books, photographs, Find out about the role of the American pictures and memorabilia which illustrate soldiers stationed in New Zealand during women’s role in WWII. Investigate the WWII, and the effects they had on the family histories and collect personal civilian population. stories. (It might be possible to obtain a copy of War Stories our mothers never Make a list of the advantages and told us, a film by Gaylene Preston, disadvantages of having the American produced in association with the New Education Kit soldiers in New Zealand. Then add any Zealand Film Commission and New interesting factors which you consider are The Home Zealand on Air. Distributed by Footprint neither advantages or disadvantages e.g. Front Films Ltd.) nearly 1400 New Zealand women married US servicemen. Read through your lists, Group the pictures and label the groups, e.g. women doing men’s work, women then write a summary statement. coping without men, fundraising for the war, rationing. The Home Guard

Write a summary statement about what Information to share: Many people wanted to play a more active you consider the role of women during WWII to be. Continue with your research role in defending New Zealand and to check your statement and to add to it. volunteer home guard units sprang up throughout the country. In August 1940, Rationing the Home Guard gained recognition by the War Cabinet as a semi-military Display a copy of the poster Yes, organisation which would provide pickets, Complete Victory if you eat less Bread. patrols and sentries and would cooperate (Refer to Resource Book for Teachers.) with the army if the need arose. By May You may have a copy of another war 1941, Home Guard membership had poster which demonstrates rationing during WWII. reached 100,000 and soon after they transferred to army control. They were Ask: defined as part time infantry soldiers who u What does this poster mean? u How many slices of bread equates to were to take on the static defence of key four pounds? posts and vulnerable localities and, in the u Why was rationing introduced during event of attack, were to impose loss and WWII? delay to the enemy. u What other forms of rationing were By late 1943 the immediate threat of there? Japan had receded and the Home Guard u How do you think the people felt about put into reserve. They had operated for the war time rationing and restrictions? nearly three years and a total of 123,242 men had served. Their presence was Make a list of war time rationing and reassuring and important for public morale describe some of the consequences of and provided an opportunity for many to these restrictions. Find out about make a contribution to the war effort. recycling e.g. no. 8 wire for knitting Section needles. Ask grandparents or great Ask: grandparents for ideas. Design your own u What was the role played by the Home poster to encourage war time rationing or Guard? recycling. u How was New Zealand defended against possible invasion? Find examples of creative recycling u What is your opinion of the way practised today e.g. a hat woven from New Zealand was defended? Give plastic bags. Display examples. Design reasons for your answer. a poster encouraging people to recycle products today. Women and Families Enemy Aliens at Home Information to share: Read through the quotations on the back When war broke out 3400 people resident cover. Select those which describe the in New Zealand were classified as enemy lives of people waiting at home during aliens. Of these approximately 180 men WWII. were interned on Somes Island in the Activities: middle of Wellington Harbour. They were • Interview a woman who can remember a mixture of nationalities. Some were WWII and record their recollections. recent arrivals to New Zealand, but others Ask about rationing, loneliness, like the Italians from Island Bay, had lived correspondence, food parcels and here for some time. Wives and children friendships. were left to fend for themselves and they • Write a diary entry. Describe a day in were all hurt to be classified as enemy the life of a family in New Zealand aliens by their adopted country. during WWII. Select which family member you wish to represent e.g. In the two years preceding the war New grandparent, mother, child. Zealand had received approximately 1000 (Assessment) immigrants — mostly Jewish refugees from Hitler’s Europe. As German nationals, many were classified as enemy aliens. A few, because of their communist sympathies were interned on Somes Island and initially shared quarters with other Germans some of whom were Nazis. For the refugees it was ironic to be classified as enemy aliens, and they argued for a separate classification as refugee aliens which would more accurately reflect their status. Ask: • What does this information tell you about New Zealanders’ attitudes towards outsiders during WWII? Find quotations on the back cover to support your statements. • Why were the refugees from Europe sent to Somes Island do you think?

Make a picture sequence story illustrating some of the main ideas in the story above and highlighting the feelings of the people concerned. Quotations “My grandparents lived with us. I remember the world map on the wall “When my father went into the Home above the settee; Grandpa referred to it Guard at Wellsford, where the main job daily as he listened to the war news. He was erecting pine tree road blocks against had pins that he moved from place to the Japanese, my mother and I looked after the farm and milked the cows. I place as armies advanced or retreated… I remember how we struggled to carry a can still remember the surprise I got after can full of cream to the road each morning the war when hearing the familiar sound and how we dragged every stick of wood of Big Ben on the radio, followed by ‘This Education Kit home along the road and then chopped it is the BBC. Here is the World News.’ As up for the fire to cook meals.” The Home long as I could remember, Grandpa had daily tuned into the war news.” Front — Lauris Edmond, Women in Wartime — Lauris Edmond, Women in Wartime “I couldn’t ride a horse when I arrived in Hawke’s Bay, but I soon learnt. The “Rationing came early and was quite station had no power, no phone, and no severe. If you went to a friend for lunch car, and it was my job to ride four miles to the mail corner and four miles back, up you took your own butter and egg. Meat and down two hills on a winding road. and butter were rationed to small amounts Besides shepherding we mended fences for each person because Britain needed all and floodgates, fed wood (firewood) to the food we could send. Here in safe our boss at the circular saw, and killed New Zealand you didn’t mind going short, mutton for dog tucker when necessary.” and if you wanted to take a cake for a — Lauris Edmond, Women in Wartime birthday you saved enough butter coupons until you had enough.” “One of the greatest post-war problems — Lauris Edmond, Women in Wartime everywhere, will be the attitude of women towards giving up well paid jobs and “We didn’t know why they were taken. returning to what many thousands of them consider household drudgery.” We were told later they were enemy aliens but they were not members of the Fascist — Daisy Basham M.B.E., Aunt Daisy Party, they were naturalised New Zealanders.” “Air raid practises added a touch of excitement to life. We had to evacuate — Maria Lamacchia the school (Papatoetoe) and return home in groups with a teacher, across country “We had trouble with suspicious and avoiding the main road. We neighbours who thought that we Germans practised ducking under hedges to take must be spies. We lived only 100 yards cover.” from the beach. Some very ‘patriotic’ — Lauris Edmond, Women in Wartime people would ring the police saying we were sending messages to German “If a sliver of light shone out through one submarines and other accusations of this of the windows of the houses at night kind.” time, there would be a heavy rap on the door and an EPS warden … would be — Paul Oestriecher wondering why you had this light shining and you were ordered instantly to prevent “…then war started. Though people were it shining through. So inside the windows nice and friendly to start with, suddenly of the house facing the sea we had some of them dropped us… we were Section impenetrable, black, tarry paper hanging enemy aliens. We were not Jewish down.” refugees any more.” — David Burdan, Gollans Valley, Eastbourne — Margot Phillips “This little island is no longer in the safety zone, but right in the danger zone… and we have found it difficult to convince people that the enemy is right at our back door.” — Hon. R. Semple, Minister of National Service, at launching of Auckland’s Home Guard Social Studies in the New Zealand Curriculum Revised Draft

Social Organisation and Time, Continuity and Education Kit Processes Change Under the Blue Beret Level 3: Achievement Objective Level 4: Achievement Objective Students will: Students will: u explain why new groups are formed u outline and compare different systems and present, in a variety of ways, of government, analyse their impact information about how different groups on the lives of individuals and groups, organise themselves and make and discuss how people exercise their decisions to meet different situations. rights and responsibilities to bring Level 4: Achievement Objectives about change. Students will: Level 5: Achievement Objective u collect, interpret and present Students will: information about how people respond u investigate, consider and present to crises, how groups organise and through various media, different plan to cope with emergencies, and concepts of franchise and how the rights and responsibilities of representation in community, local women, men and children change in and national democratic institutions in times of challenge; New Zealand and other countries. u identify and describe how individuals, Level 6: Achievement Objective groups and organisations in their community address challenges within Students will: and beyond New Zealand. u identify significant groups and leaders who gained positions of relative power Level 5: Achievement Objective and influence over others and describe Students will: their value systems, development and u examine and evaluate the processes impacts. through which laws are developed, changed and enforced at local and History national level. Level 6: Achievement Objective Form 5: Theme 4 u International Relations, New Zealand’s Students will: Search for Security 1945–1985 u analyse tensions and conflicts that can arise within and between groups and Form 6: Theme B nations, considering the impacts of u Nationalism, International Relations and conflict and outlining possible ways of the Search for Security, resolving them. — the search for security in the nuclear Section Level 7: Achievement Objective age, 1945–present. Students will: — small power conflict since 1945 u explore the concepts of human and civil rights and evaluate ways in which they are expressed and supported in national and international law and agreements. Starter Activity The Korean War Information to share: Information to share: At San Francisco on 26 June 1945 even North Korea’s invasion of South Korea on before the second world war had ended, 24 June 1950 led to the decision by the the 51 countries of the Allied side signed United Nation’s Security Council to drive the North Korean Peoples’ Army back over the Charter of the United Nations. The the 38 th parallel by force if they did not United Nations became a legal withdraw voluntarily. international body on 24 October 1945. The Korean War involved all six frigates in Education Kit As we had been with the League of Under the eight completed tours of the New Zealand Nations, New Zealand became a keen Navy; some 1350 personnel. By the time Blue Beret supporter of the United Nations. In 1945 the cease fire talks were agreed New our Prime Minister Peter Fraser was Zealand ships had steamed 339,584 miles wholeheartedly behind the United Nations, and fired 71,625 rounds of ammunition. and it was his hope that it would support One seaman was killed during Rotoiti’s small countries in the international arena first tour during a raiding party ashore, and when larger countries were using their naval personnel were awarded seven power to get their own way. Distinguished Service Crosses, two Distinguished Service Medals, and one Member of the British Empire. The United Nations has been successful in ensuring no more world wars, but despite Ask: What was the reason for the conflict intervention there have been ongoing u between North and South Korea? conflicts between and within nations since u Why did the United Nations support WWII. Many varied peacekeeping South Korea? operations have been carried out by the United Nations to assist countries resolve Consider other national conflicts where their differences. “Peacekeeping” is in fact the United Nations have become involved, an operation of war demanding all the e.g. Bosnia. wartime skills of military personnel, and Ask: something more. u Why did war break out in Yugoslavia? u Who were the main protagonists? Activities: u What has become the outcome? u Find out about the role of the United u What was New Zealand’s role in Nations. What is written in the UN Bosnia? Charter? Display information for u Do you agree or disagree with the others to read. continuing involvement of the UN in u List some of the major conflicts national conflicts? Give reasons for between or within nations since the your views. end of WWII.

Mapping On a map of the world mark these places where New Zealand has been involved in Section the United Nations and multi-national peace keeping operations:

Afganistan, Angola, Bosnia, Cambodia, Cyprus, Egypt, Haiti, Iran, Israel, Jordan, Kashmir, Kurdistan, Kuwait, Lebanon, Mozambique, Namibia, Rhodesia, Sinai, Somalia, Syria, Zaire Peacekeeping Land Mines Ask: One of the aftermaths of war is the u What can you do to help solve a indiscriminate littering of land mines dispute? which go on killing long after hostilities u How are disputes settled in your have ended. Our New Zealand engineers family? were the first mine-clearance specialists to Design a poster for peacekeeping for your arrive in Cambodia after the UN peace family or your class. settlement. Being first they developed the training techniques and procedures Key Words that have become standard in both the UN Cambodian Action Centre and the Mine Sort the following list of words into two Clearance Training Unit. For a country groups; those which are the role of a that has so few engineers and so little peacekeeper, and those which are the role experience with mine warfare we have of a soldier. Some of the words may become world authorities on teaching de- belong to both groups. Find evidence to mining techniques to indigenous people. support your criteria for sorting. Find other words to add to the list, by gathering The Red Cross and other organisations are the views of friends and relatives. Read campaigning for the end of land mines. the quotations on the back cover to find Ref. No time to Grow, the Effects of War out the views of some of the people who on Children, New Zealand Red Cross. have experienced the role of soldiering or Find out more about the role of the Red peacekeeping. Cross during and after war. If possible arrange to have a speaker visit the class. negotiate, destroy, occupy, teach, Encourage students to compile a short list capture, kill, communicate, patrol, of questions to ask at the end of the evacuate, obey, restructure, fight, session. plunder, offer support, attack, lead, endure, protect, discipline… Debate Write a summary sentence about the role Has the United Nations been more or less of a soldier and a peacekeeper in a war effective than the League of Nations? zone. Quotations distinguish between the footfall of a soldier and that of an old woman “A world organisation for peace and gathering firewood. They recognise no security and social and economic justice is ceasefire: long after the fighting has a great achievement in cooperation and stopped they can maim or kill the children unity.” or grandchildren of the soldiers who laid — Peter Fraser, Prime Minister of them.” New Zealand, 1945 — Human Rights Watch Education Kit The Korean War “I had always been dead Under the keen to get away overseas I had the “The bridges we build, the wells and Blue Beret travel bug. It was the spirit of adventure. accommodation we provide, the roads I didn’t even know where Korea was. and airfields we repair, and the minefields When we left New Zealand we thought it we clear, mean that whatever government was going to be a great holiday. We takes over, the communities of Cambodia more or less expected the Korean War to will inherit an array of practical be finished when we got there.” improvements and basic infrastructure for — Ian Mackley, 16 Field Regiment, Royal reconstructing their nation.” New Zealand Artillery — Colonel Neil Bradley, Force Engineer, UN “A lot of them had been in J Force, Transitional Authority in Cambodia perhaps 20% had been in WWII. The majority had no service experience at all. I was posted as the Duty Operations I was 22… My first impression of Korea Officer to Sinai during the period October was of absolute horror. The city of Pusan 1994 to May 1995 as part of New was a whole lot of shacks and huts, with Zealand’s contingent of 25 personnel. My ten times its normal population, with job was to run the MFO Operations Centre refugees pouring in. It was a freezing which monitored the 31 observation posts morning. The cold was the first thing that and checkpoints throughout Zone C in the hit us. We were so poorly equipped. Sinai. I would also investigate any alleged The guys who had been in Italy said it was violations of the treaty which were nothing like as cold as Korea.” reported. My job in Sinai was extremely — Ian Mackley, 16 Field Regiment, Royal busy and rewarding. New Zealand Artillery Being posted to Sinai as a peace-keeper meant an awful lot to me. It was a The Korean War “I arrived there just prior chance to illustrate to the other to winter. I wasn’t prepared for what it was like. I think the worst we participating nations the professionalism experienced was 40 below. That’s bloody and dedication of the New Zealand army. cold. Particularly as you had no form of — Captain Karyn Marie Te Moana, RNZ heat and we weren’t allowed to wear our Signals big parkas if we went outside the wire, out on patrol, because they might get torn. Bosnia “You had to recognise that it The British cold winter boots were very wasn’t a case of being the strongest good. Without them I don’t know what we would have done. I remember at person in town. You job was to be the Section night time in the trenches I used to pull on most tolerant, the most patient, and it was two sandbags over my boots trying to about building relationships. Force keep the warmth in. You daren’t touch a wouldn’t work… Our guys washed their piece of metal. The skin would come off uniforms, they brushed their boots, so your hand. I remember once firing at a when they were on checkpoint duty they target and I had a field telephone with a looked like professionals… The warring presser switch and after I had finished factions could look at us and say, ‘Hey, with the target I then had to prise each they’re not here for a holiday. We like finger back from the phone. It brought doing business with them.” tears to my eyes it was so painful.” — Lieutenant Colonel Graham Williams, — Jack Spiers, New Zealand Infantry Commanding Officer First New Zealand attached to 3 rd Battalion Royal Australian Regiment Contingent “Mines are blind weapons that cannot Recorded information: (09) 306 7067 Administration: (09) 309 0443 Fax (09) 379 9956 School Bookings: (09) 306 7040 Fax (09) 306 7075 Email: [email protected] www.aucklandmuseum.com

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