YEARS 1–4 FIRST WORLD WAR INQUIRY GUIDE Their Stories, Our Stories Acknowledgments The Ministry of Education would like to thank the following individuals and groups who helped to develop this guide: Dylan Owen and Services to Schools (National Library of New Zealand Te Puna Mātauranga o Aotearoa); Steve Watters (Senior Historian/Educator, WW100 Programme Office and History Group, Ministry for Culture and Heritage); Cognition Education Limited; the First World War Project Advisory Group; Sylvia Park School; Stonefields School; Clevedon School. The texts, photographs, and other images sourced as stated below are fully acknowledged on the specified pages. The photograph on the cover and page 11 is courtesy of Auckland Libraries; the photograph on page 6 is courtesy of the National Library of Scotland; the photograph on page 7 is courtesy of National Archives (United States); the photograph on page 10 is courtesy of the Australian War Memorial; the painting on page 9, the top and bottom photographs on page 11, and the top and bottom left-hand photographs on page 15 are used with permission from the Alexander Turnbull Library, Wellington; the photograph on page 13 is copyright © Kathy Webb (Dominion Post); the lower right-hand photograph page 15 is courtesy of the National Army Museum, Waiouru; the photographs on page 17 are courtesy of the Raglan and District Museum; the newspaper text on page 20 is courtesy of National Library of New Zealand Te Puna Mātauranga o Aotearoa. Unless otherwise attributed all other text and illustrations copyright © Crown Published 2014 by the Ministry of Education, PO Box 1666, Wellington 6011, New Zealand. www.education.govt.nz All rights reserved. Enquiries should be made to the publisher. Publishing services provided by Cognition Education Limited. ISBN 978-0-478-44350-9 First World War Inquiry Guide: Their Stories, Our Stories: Years 1–4 2 Introduction Contexts and achievement objectives The structure of the inquiry guide Navigating the guide Key resources about New Zealand and the First World War 6 I Wonder Hook 1 – Pigeon mail Hook 2 – The Donkey Man Hook 3 – Childhood during the First World War Hook 4 – Torty the tortoise Hook 5 – Nan the mascot Hook 6 – Postcards 19 Find Out Resources 23 Make Meaning Resources 25 Take Action Resources 28 Let’s Reflect INTRODUCTION This First World War inquiry guide suggests ways to explore the theme Their Stories, Our Stories. The six resource hooks presented in the first stage of the inquiry guide introduce students to a range of stories from the First World War: stories from home, the Pacific, and the battlefield. By exploring these stories, students gain insight into perspectives and experiences of people whose lives were impacted by the war. Comparing and contrasting these stories with their own stories and with those of people within their communities makes students’ learning about the First World War meaningful and relevant. The emphasis of the guide is on student-centred inquiries in which students and teachers work together THEIR STORIES, OUR STORIES to co-construct learning. The table below provides a brief description of each hook and suggests possible connections to the learning areas and level 1–2 achievement objectives in the New Zealand Curriculum. These connections should not be viewed as prescriptive or exhaustive. Contexts and achievement objectives Hook 1: Hook 2: Hook 3: Pigeon mail The Donkey Man Childhood during the First World War Students learn about a carrier The students hear the story of Students examine photographs from pigeon that saved the lives of 194 Richard Henderson and his the early 1900s and imagine what men by successfully delivering a donkey Roly, who together carried life was like for children 100 years FIRSTWORLDWAR.TKI.ORG.NZ soldier’s desperate message. wounded soldiers from the Gallipoli ago living in New Zealand. battlefields to Anzac Cove for evacuation. Social sciences (level 1): Social sciences (level 1): Social sciences (level 2): Understand that people have different Understand that people have different Understand how time and change affect roles and responsibilities as part of their roles and responsibilities as part of their people’s lives. participation in groups. participation in groups. The arts (level 2): English (level 2): English (level 2): Visual arts: Listening, Reading, and Viewing Listening, Reading, and Viewing • Share the ideas, feelings, and stories Structure: Ideas: communicated by their own and others’ objects and images. • Show some understanding of text • Show some understanding of ideas structures. (Indicator: recognises an within, across, and beyond texts. increasing range of text forms and (Indicator: uses their personal Technology (level 2): differences between them.) experience and world and literacy Nature of Technology knowledge to make meaning from texts.) Characteristics of technology: The arts (level 2): • Understand that technology both Visual arts: The arts (level 2): reflects and changes society and the • Share the ideas, feelings, and stories environment and increases people’s communicated by their own and others’ Visual arts: capability. objects and images. • Share the ideas, feelings, and stories communicated by their own and others’ objects and images. Technology (level 2): • Share ideas about how and why their Nature of Technology own and others’ works are made and Characteristics of technology: their purpose, value, and context. • Understand that technology both reflects and changes society and the Health and physical education environment and increases people’s (level 2): capability. Relationships with Other People Identity, sensitivity, and respect: • Describe how individuals and groups share characteristics and are also unique. 2 Hook 4: Hook 5: Hook 6: Torty the tortoise Nan the mascot Postcards Students learn about the only living Students learn about animals that Students learn about an efficient way survivor of the First World War provided companionship and for First World War soldiers to send in New Zealand: a 200-year-old comfort to soldiers during the First messages home. tortoise called Torty. World War. Social sciences (level 1): Social sciences (level 1): Social sciences (level 1): Understand how the past is important to Understand that people have different Understand how the past is important to people. roles and responsibilities as part of their people. participation in groups. THEIR STORIES, OUR STORIES English (level 2): Social sciences (level 2): English (level 2): Listening, Reading, and Viewing Understand how time and change affect people’s lives. Ideas: Listening, Reading, and Viewing • Show some understanding of ideas Ideas: within, across, and beyond texts. • Show some understanding of ideas English (level 2): (Indicator: uses their personal within, across, and beyond texts. Listening, Reading, and Viewing experience and world and literacy (Indicator: uses their personal Purposes and audiences: knowledge to make meaning from experience and world and literacy texts.) knowledge to make meaning from • Show some understanding of how texts.) texts are shaped for different purposes and audiences. (Indicators: recognises The arts (level 2): how texts are constructed for different Visual arts: The arts (level 2): purposes, audiences, and situations; • Share the ideas, feelings, and stories Visual arts: understands that texts are created from communicated by their own and others’ • Share the ideas, feelings, and stories a particular point of view; evaluates the objects and images. communicated by their own and others’ reliability and usefulness of texts with FIRSTWORLDWAR.TKI.ORG.NZ objects and images. some confidence.) Health and physical education • Share ideas about how and why their Structure: (level 2): own and others’ works are made and • Show some understanding of text their purpose, value, and context. structures. (Indicator: recognises an Healthy Communities and Environments increasing range of text forms and Societal attitudes and values: Health and physical education differences between them.) • Explore how people’s attitudes, values, (level 2): and actions contribute to healthy The arts (level 2): physical and social environments. Healthy Communities and Environments Visual arts: Societal attitudes and values: • Share the ideas, feelings, and stories • Explore how people’s attitudes, values, communicated by their own and others’ and actions contribute to a healthy objects and images. community. 3 The structure of the inquiry guide The inquiry guide is divided into five stages: I Wonder, Find Out, Make Meaning, Take Action, and Let’s Reflect. The most comprehensive section is the I Wonder stage, which is designed to arouse student curiosity and awareness. As students begin to explore areas of personal interest, they use their initial wonderings to develop rich questions that will form the basis of their inquiries. This means that the resources they draw on in subsequent stages of their inquiries need to be organic and adaptive. However, useful sources of information have been woven into each stage of the guide, along with ways to use digital technologies and social sciences skills. It is important to recognise that the inquiry process is not linear. For example, students may need to THEIR STORIES, OUR STORIES “find out” new information at any stage of the process and should be reflecting and evaluating at each stage of the process. I Wonder Let’s Reflect Find Out FIRSTWORLDWAR.TKI.ORG.NZ Take Action Make Meaning The companion First World War Inquiry Support Guide: Years 1–8 provides additional information on how to facilitate an authentic, student-centred inquiry process. It also provides links to a wide range of First World War resources that can be used with any of the year 1–8 inquiry guides. Navigating the guide Look out for these prompts through each stage of the guide to support planning. Inquiry stage and introduction The beginning of each inquiry stage gives information to help guide you through the stage. The following icons are used to further help navigate your way through the guide. The New Zealand Curriculum Learning and teaching ideas NZC Learning areas, key competencies, and values.