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com
WALKING WITH AN ANZAC
Step
RESOURCES
WHO WAS I?
Every soldier has a story.
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The medical
rejection rate
was 25%
Next of Kin
Your closest living family member.This was the person
who was told if you were sick, injured or had been killed.
Attestation Form
The Army needed to know the same
information about every soldier; such as
their history, their health and their family
before they left New Zealand.
Record of Service
The Army had to keep track of every movement
of every one of its 120,000 soldiers.This
information was important for planning,
fighting, feeding, medical care and even
telling families where their sons had died.
Casualty Form
With so many wounded and sick, the army
needed a way of knowing where their injured
soldiers were, whether they would be able to
fight again and what had happened to them.
Certificate
of Services
When the war was over every
soldier received a record of
services from the Governor
General. It recorded where, how
long and with whom they had fought,
as well as any medals awarded.
Casualty Lists
These were prominent in
New Zealand newspapers
from May 1915 to early 1919.
Dead Mans Penny
A bronze memorial plaque and scroll given to the
next of kin of servicemen and women who died in the war.
less
than
162.5
77kgs
Recruits had to be
and physically fit.
cm
tall
minimumage: 20 Dental Health
Was so poor that a separate Dental Corps was formed.The 1998 men
of the 17th Reinforcements required 6335 fillings, 5236 extractions
and 854 sets of false teeth before they departed in 1916.
Service Chevrons:
Right Sleeve: Pointing upwards.
Red chevron: Service on or before 31 December 1914.
Blue chevron: Each 12 month period after 1 January 1915.
Wound Stripe:
Lower left sleeve:
A wound stripe is a gold braid bar.
Each additional wound earned another stripe.
Cenotaph:
An empty tomb or a monument
erected in honour of a person or group
of people whose remains are elsewhere.
Embarkation - Leaving New Zealand.
Vessel: The name of the ship on which a soldier left New Zealand.
Unit
The group a soldier
went to war with.
Field Postcard
DigitalNZ nzhistory.net
Cenotaph
Ar c h w a y
C o m
m
o n w e a l t h W
ar Graves
Serial Number:
Some soldiers had the same
name so every soldier was given
their own unique number.
ICT Platforms
#WW100NZ
Cenotaph
Enlistment
Conscription
Next of Kin
Attestation
Embarkment
English
The Arts
Mathematics
and Statistics
Social Sciences
Word
Bank
Curriculum
Learning Areas
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PRODUCE APPLY FIND
SUCCESS
CRITERIA
ESSENTIAL QUESTION
WHAT CAN YOU BUY WITH A DEAD MANS PENNY?
WHAT ARE WE LEARNING?

TRY THIS WITH

Label
Recognise
Classify
Compare
Generalise
Interpret
Connect
Model
Relate
Inspect
Investigate
Analyse
Innovate
Think
Assess
Prove
Debate
Theorise
Select and enlarge a First World War Image
(as large as possible) for the class wall.
Review the way information is recorded for
the image annotation project.
Develop visual literacy skills by supporting
students to conduct a reading of the image.
Annotate the image with their thoughts using
sticky notes.
Watch the New Zealand and First World
War Overview.
Introduce key language terms - embarkation,
enlistment and unit.
Support students to review starter images from
the Pinterest board.
Discuss why soldiers might be pictured with
camels and bicycles etc?
Use Cenotaph to locate the record of a First
World War soldier(s) from your area.
Scale the number of records up or down in line
with your class ability.
Support students to nd the terms embarkation,
enlistment and unit.
Begin with elds using the term embarkation
for sequencing events.
Use sticky notes to record all locations and
dates that are mentioned.
Create a Tiki-Toki timeline that provides a
summary of each journey.
Use Google Maps to plot the locations of the
chosen soldiers journey.
Calculate the total kilometres using
distancefromto your soldier travelled fromhome.
Use the Transport Record to uncover details
of your soldiers troopship.
Use easel.ly to create an infographic that
conveys the key elements of the journey of
your soldiers troopship.
Explain how communication barriers such as
these massive distances were addressed.
Help students to develop their telegraphic skills
by learning morse code.
Explain the phrase their names shall liveth
for evermore.
Ask students if they think that 100 years later
this is true.
Reveal the circumstances under which 18,500
Memorial Plaques were issued to next of kin.
Challenge your students to try and nd a
Memorial Plaque locally.
Use Popplet to brainstorm locations and people
who may be able to help.
Create a real treasure hunt - pursue leads,
inquire broadly and persist.
If successful, use Cenotaph to locate the
soldiers record and discover his story.
Create a proposal that would see a
commemoration of the soldiers life and name.
Make plans to ensure that the commemoration
continues for evermore.
Register your commemoration plans and use
the ofcial WW100 symbol.
Students can check they have completed the task successfully by:
Using visual literacy skills to contribute to a
reading of a First World War photograph;
Deconstructing a First World War Soldiers
record and creating an infographic that
summarises key facts;
Creating a feasible action plan for locating
a Memorial Plaque and associated
commemoration activity.
WHAT ARE WE LEARNING?
Recognising that there may be more than one reading available within a visual text;
Use the language of direction and distance to describe paths and specify location;
Making concepts such as distance and communication relative in the context of the
First World War.
TRY THIS WITH
Years 5-6;
Students who have excellent
observation skills;
Students who love uncovering
a mystery.
WALKING WITH AN ANZAC
PRINCIPLES VALUES
KEY
COMPETENCIES
LEARNING
AREA
WORD
BANK
RESOURCES
REQUIRED
Learning to learn
Community engagement
Innovation, inquiry and
curiosity
Community and
participation
Using language, symbols
and texts
Relating to others
Mathematics and
Statistics
English
1. Embarkation
2. Enlistment
3. Unit
4. Next of Kin
1. Who Was I?
Fact Sheet
2. Cenotaph
3. Pinterest Board
4. Activity Plan
UNDERSTANDING HOW PEOPLE REMEMBER AND RECORD THE PAST IN DIFFERENT WAYS.
HE WHO YIELDS HIS LIFE IS A SOLDIER AND A MAN.
Walk with an Anzac from your community. Discover
their part in New Zealands war effort using records
from Cenotaph. Use the story you find to investigate
concepts in social sciences, art and statistics. Share your
commemoration projects with other classrooms.
1. What can you buy with a Dead Mans Penny?
2. What does my town and a beach in Turkey
have in common?
3. What does a country look like when 120,000
people go to war?
ENTRY POINTS
3 Fact Sheets
3 Activity Plan
1 Tumblr
ww100.govt.nz
WWW.WALKINGWITHANANZAC.TUMBLR.COM
Key
Concepts
OVERVIEW
Probability
Mapping
Context
Sequencing
Consequences
Impact