ENOUGH Rope’s GALLIPOLI: BROTHERS IN ARMS A STUDYGUIDE BY ROBERT LEWIS www.metromagazine.com.au www.theeducationshop.com.au OVERVIEW NOUGH ROPE’s Gallipoli: Brothers in Arms, (Andrew E Denton, 2007, 54 minutes) is the result of a visit by Andrew Denton to Gallipoli in 2006 for ANZAC Day, 25 April. The documentary uses historical footage and photographs, extracts from soldiers’ letters and diaries, and modern-day on-site interviews with Australian and Turkish experts, family members of ANZACs, and young backpackers. It explores two major ideas: FIONA GARDINER, ANDREW DENTON AND ALF GARDINER • What we can learn from the soldiers themselves about the • What Gallipoli means to Gallipoli in 2006, and through the experience of Gallipoli, using Australians today, explored occasional comments of Australian extracts from the letters of three through the memories, emotions pilgrims to the site. sets of brothers at Gallipoli in and values of relatives of those 1915; and three sets of men, present at CURRICULUM APPLICABILITY NOUGH ROPE’S Gallipoli: the war from the soldiers’ letters and of other evidence. Brothers in Arms is suitable diary entries) and page 12 (for the » Meanings of Gallipoli: Comparing E for use by students at middle- reactions and feelings of the modern the meanings and significance of upper secondary levels in Australian day visitors). Gallipoli for Australians over time. History and English. » Commemorating the event: Step 3 Then, when students have Comparing and analysing the ways In exploring the film, students need to finished watching the film, they can Gallipoli is commemorated on the focus on both the extracts from the work their way through the questions site and in Australia. letters in 1915, and the comments of in the study guide, drawing on the » Future changes and the returning ‘pilgrims’ in 2006. notes they have been making to create developments: Considering how final answers where required. the meaning of Gallipoli may It is suggested that teachers follow change in the future. this sequence in using the film in The study guide asks students to their classrooms: explore these aspects of Gallipoli: In investigating these aspects students are being asked to explore Step 1 Have students complete the » Gallipoli in time and place: the past to illuminate the present, Before watching the film activities, Setting Gallipoli in its World War and to use the understandings they so that they are clear about the One context and location. develop to speculate on possible context of Gallipoli. » The nature of the Gallipoli future developments. experience: Recording what the Step 2 Have students watch the film, letters and diaries of the soldiers The ideas and themes explored are but pause it after every few minutes featured tell us about the nature of raised in the film, but a range of SCREEN EDUCATION at a natural break, and have them the campaign. additional material is provided to discuss what they have seen and » Analysis of representations help students develop informed and heard. They should jot down key of Gallipoli: Comparing the thoughtful responses. points in the tables on page 8 (what representation of Gallipoli that is they discover about the nature of created in this film against a range 2 ANDREW DENTON AND GOONDIWINDI HIGH SCHOOL STUDENTS BEFORE WATCHING THE FILM 1 THINKING ABOUT very good chance that you will information available in the following SOME KEY CONCEPTS be killed, or terribly wounded. pages to help you understand the What feelings might you have? context of the events at that time. 1 What does Gallipoli mean to What pressures might exist to a young Australian today? make you not go into battle? 2 UNDERSTANDING Brainstorm this question, and What pressures might exist to THE EVENTS OF THE record the main information persuade or force you to be part GALLIPOLI CAMPAIGN and ideas from your class of the charge? discussion. In August 1914 German troops You will be able to listen to some invaded Belgium as part of their You will be asked to come back to this voices from the past to understand strategy to attack France along at the end of this unit and see if your how some Australian soldiers felt and its weakest border. Britain, an ally ideas have changed. acted when facing this situation in of France, declared war against 1915. Germany. Australia, as part of the SCREEN EDUCATION 2 Imagine that you were in a war, British Empire, was automatically also and have just been told that As you watch ENOUGH ROPE’S at war. you are about to attack a fierce Gallipoli: Brothers in Arms you enemy – knowing there is a should refer to some of the maps and Other countries also fell in behind 3 MAP 1 the allies they supported – including Europe from Asia – and this Strait was now have to gain access to the Russia with France and Britain, and controlled by Turkey. Black Sea from the Aegean Sea by Austria-Hungary and the Ottoman a landing of troops, who would seize Empire with Germany. 3 On MAP 2 (page 6), identify the the guns overlooking the cliffs of the Dardanelles Strait. Dardanelles, and open the way for The British and French fought the 4 Mark the route ships would have ships to pass through safely. This is Germans on the Western Front – the to take to go from the Aegean what the landing at Gallipoli on 25 western part of Europe. Russia fought Sea to the Black Sea. April 1915 was supposed to achieve. Germany on the Eastern Front, where the two countries shared a border. On 18 March 1915, Britain and France 5 Mark these three stages of the tried to send warships to capture the plan on MAP 3 on page 7: 1 On MAP 1, identify the main Turkish capital Constantinople (now A Land infantry from the sea allies. called Istanbul), so that it could control B Capture the guns 2 Mark the two Fronts the Strait and send supply ships in C Open the Straits to Allied ships with war material for Russia. to go to Constantinople Russia, with a huge population, was not an advanced industrial economy, The Turks had guns along both sides The Australians were part of an so it needed war supplies to be sent of the Strait, and also had mines in the Allied force that was shipped from to it from Britain. The only way to do water, and the British and French force Egypt to the Gallipoli peninsula in SCREEN EDUCATION this was by sea. Russia had a large was forced to retreat, suffering heavy secret. The idea was for the troops to sea port on the Black Sea, but to get losses of men and ships. approach a number of beaches (S, V, there, ships needed to pass through W, X, Y and Kum Kale) under cover the Dardanelles Strait separating This meant that the Allies would of darkness, and then to race inland 4 PAT MARKS AND ANDREW DENTON and gain control of the peninsula. The Finally, in December 1915 and January After Gallipoli, most Australians Australians were allocated Y beach 1916, the Allies secretly withdrew from went on to the Western Front for the – soon to be known as ANZAC Cove. the peninsula. The Gallipoli campaign remainder of the war, while the Light was over. Horse went to Palestine. In fact, far 6 Mark this strategy on MAP 4 on more Australians died at the Western page 7. The number of dead was: Front than at Gallipoli. Turkey: 86,692 The landings went ahead, but the Allies Britain: 21,255 Now that you understand the were unable to break the Turkish troops France: 9,798 context in which Gallipoli was SCREEN EDUCATION defending the area, and failed to take Australia: 8,709 fought, it is time to explore what the Turkish guns. For the next nine New Zealand: 2,701 happened at Gallipoli and what months the Allies tried periodically to India: 1,358 it means to Australians today, by advance, but the Turkish troops were Newfoundland: 49 watching ENOUGH ROPE’S Gallipoli: able to stop every attempt. Brothers in Arms. 5 SCREEN EDUCATION MAP 2 6 SCREEN EDUCATION 7 TOP: MAP 3. BOTTOM: MAP 4 A GRAVEYARD AT GALLIPOLI EXPLORING IDEAS AND ISSUES IN THE FILM ENOUGH ROPE’S Gallipoli: Brothers men, present at Gallipoli in 2006. photographs and extracts from the in Arms explores two major ideas: letters and diaries of three sets of These are the major ideas that you brothers who fought at Gallipoli. • What we can learn from the will be looking at in the film, and in the soldiers themselves about the additional resource materials that are We can use this information to create experience of Gallipoli, using included in this study guide. knowledge and understanding of what extracts from the letters of three the experience of Gallipoli in 1915 was sets of brothers at Gallipoli in KEY IDEA 1: THE like for the Australians there. 1915. NATURE OF THE WAR AT • What Gallipoli means to us GALLIPOLI 1 Create a table, or use the one today, explored through the below, to summarize information memories, emotions and values ENOUGH ROPE’S Gallipoli: Brothers in the film about the nature of of relatives of those three sets of in Arms provides historical film, the war at Gallipoli. 1 Aspect of Gallipoli 2 Letters quoted in the film 3 Other sources (A) The landing (B) Nature of the fighting (C) Nature of living conditions SCREEN EDUCATION (D) Attitudes to the Turks TABLE 1 8 ANDREW DENTON AND JOHN BOYDEN To do this, jot down key information Additional Evidence on …The key was being turned in the lock and ideas in column 2 for each of the Nature of the War at of the lid of hell.