Anzac Day and Gallipoli Unit Majella Sherian

Miss Sheridan | Stage 3 | Geography, History
Summary- Anzac Day and Gallipoli Duration

This unit gives students the opportunity to continue to build on their This unit will be taught over 4 lessons in term 2 in the week leading
prior knowledge on the history of the Anzacs and Gallipoli. up to Anzac Day.
Students will learn about the significant people, places and events 1 week 4 days
that look place while the Anzacs were in Gallipoli. With the
knowledge gained from this unit, students will be able to deepen
their understanding of this national event in Australian history that
has helped define the culture and spirit of our country.
Subject matter focus

In this unit students learn about:
What Anzac day is and why it is still so significant in Australian society today.
The history of Gallipoli and the Anzacs.
Significant people, places and events that occurred in Gallipoli.
Researching information to answer specific questions.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 1
Implications for learning
In this unit, students will have the opportunity to:
Engage in class brainstorm activity.
Participate in class discussions.
Analyse and respond to questions based on a video clip.
Participate in group work (pairs).
Use Internet to complete research activity.
Use computer programs to publish own work.
Outcomes
History K-10
HT3-1 describes and explains the significance of people, groups, places and events to the development of Australia.
HT3-3 identifies change and continuity and describes the causes and effects of change on Australian society.
ACHHS124 Develops texts, particularly narratives and descriptions, white incorporate source materials.
ACHHS118 Use historical terms and concepts
Values and attitudes
Values and attitudes will help students develop as they become to be active, informed and responsible citizens amongst our society. They
guide and promote students to have informed and responsible attitudes towards people, societies, cultures and environments (BOS, 1998).
Social Justice-
Recognizing past inequalities and injustices.
Taking responsibility for ones own actions
Intercultural Understanding:
Identifying and appreciating the cultural. Linguistic and spiritual heritages of oneself and others.
Lifelong Learning:
Being curious and ready to participate in learning about people, society and environments.
Making connections between what one knows and what one is learning.
Literacy notes and KLA links
This unit provides students with the opportunity to engage in class discussions, creative writing, research and technology.
The HSIE teaching strategies incorporated into this unit includes:
Group work
Think pair share
Brainstorming
Discussion
Questioning
Higher order thinking
Visual aids
Video clip
Creative writing
Internet
Research.
Links to other KLAs:

English: Talking and listening, language features used when understanding, engaging in discussions and the use of creative writing
skills.
Science & Technology: Students are to use laptops for two separate activities within the lesson sequence. When researching
information and then when typing and presenting their letter from Jack.
Assessment overview
Assessment throughout this unit will be both formal and informal. Informal assessment will be done during class discussions, brainstorming
activity and students responses to section 2 in student workbook. Students values and attitudes will be informally assessed throughout unit
by observing students actions, involvement in class and opinions. The formal assessment will take place in section 2 and 3 of student
workbook.
The below marking criteria is for the overall involvement, understanding, comprehension and writing task in the unit.
Content Shows a deep understanding Shows a clear Shows a standard Shows a basic level of
of the topic. understanding of the topic. understanding of the topic. understanding of the
topic.
Comprehension Actively listens in class and Mostly listens in class and Sometimes listens in class and Often does not listen in
does not distract other does not usually distract does and tends to distracts class and distracts other
students. other students. other students at time. students.
Research skills Student was able to Student was able to research Student needed teacher Student is unable to
independently research and mostly independently and direction when researching and research and answer
answer questions. answer questions with only answering questions. questions without
minimum direction from guidance from teacher .
teacher.
Creative Writing Writing piece is interesting Writing piece is clear but Writing piece needs some Writing piece is needs
piece and authentic with correct needs some direction. improvement and only some improvement and no
use of grammar throughout Grammar is used grammar used throughout. grammar is used
all writing. throughout most of writing. throughout writing.
Knowledge Student showed excellent Student showed excellent Student showed excellent Student needed note
knowledge of content, knowledge of content, but knowledge of content, but 1-2 cards to talk and to
needing no cues and 1-2 students once needed often needed note cards to talk answer questions.
showing no hesitation in note cards to talk or answer or answer questions.
talking or answering questions.
questions.
Learning experience 1 Learning experience 2 Learning experience 3 Learning experience 4
Introduce lesson by asking Gather class on floor. Show them Continuing on from previous In continuum from last
students what comes to mind the cover of the book Simpson lesson, class is still covering the lesson, students are to publish
when they think of Anzac day. and his donkey. book Simpson and his donkey. their letters from jack.
Have them brainstorm responses Ask students what they think this Re-read book to class. (It is vital that students work
on Worksheet 1. book might be about? has been read and any
(Look for words such as war, corrections have been made
Where do you think this story
Australian, olden days, fighting, by teacher to ensure effective
might be set?
dying, mate ship, courage, publishing).
proud, courage, compassion, Read first two pages of book. Ask
marching etc.) students what the story tells us
about Jack Simpsons background
so far?
Make a class brainstorm and Continue to finish book. Prompt
write responses on whiteboard. students with the following
questions-
Why did Jack decide to travel to
Australia?
Why do you think so many
Australian men were volunteering
to go to war? Why was Jack so
quick to enlist?
Have BTN clip ready to play. Students are to work in pairs to Students are to move to section 4 Students are to type their
http://www.abc.net.au/btn/story/ each complete section 3 in their of workbook- Letter from Jack. letter on laptops.
s1352954.htm workbook. Each pair is to use Students are to write a letter to Ensure students are aware of
one-laptop and research answers their family from Gallipoli various fonts and special
to questions. Students are to use imaging that they are Jack. effects that can be used to
Inform students that they are to this website only when retrieving make the letter look more
complete the responses in the information. Some points that the letter could
authentic.
question 2 while watching clip. include if students need more
http://adb.anu.edu.au/biography/ki direction include:
rkpatrick-john-simpson-6975
The long journey by boat to
Have this website written on
Gallipoli.
whiteboard.
Training for war in Egypt.
Monitor students when using
laptops to ensure they are staying His feelings when approaching
on task. the shoreline before landing at
Anzac cove.
The various journeys he
underwent taking injured
soldiers to receive medical
help.
Having a teachers example will
guide students in the right
direction.
After students watch clip, ask Go through students responses Once students have written their Print students letters out and
students for their responses for together as a class, going further letters from Jack, ask if any display on a wall in the
above questions. Engage in depth when needed. students would like to share what classroom dedicated to Anzac
students by prompting them for they have written. day.
their answers.
Note: Student workbook located at end of document.
Where to from here

From here, students will continue to learn about other aspects of Gallipoli. These may include:
The involvement of females in Gallipoli. Whether it be the women who went to Gallipoli to be nurses and help look after the
wounded soldiers or the females that were left back in Australia looking after the households and families.
Research into the Aboriginal soldiers that went to fight in Gallipoli as part of the Anzacs.
The positive and negative effects that the war in Gallipoli had on Australia as a country e.g. the economy, employment, the
security of Australia and the depression in Australia that followed on from the war.
This unit of work also aligns with the Year 6 Canberra trip that is at the start of term 4. Students will visit the War Memorial,
which they will continue to learn about Australias involvement in Gallipoli and see first hand artifacts that were taken from the
war. Students will also have the opportunity to see the statue at the front of the memorial of Simpson and his Donkey.
The Story of Simpson
And
His Donkey
Term 1
Class: 6MS
Name:________________________________________________________
Section 1:
What words come to your mind when you think of the word Anzac?
Courage
Bravery
Section 2:
Answer the following questions while watching video on Anzac Day:
Why is Anzac Day celebrated on April 25th? ______________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
What does Anzac stand for? ____________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
Where is Gallipoli? _____________________________________________________________________________________________________________________
How many Anzacs lost their lives in Gallipoli? _____________________________________________________________________________________________
Why is there Anzac day services held at dawn? ___________________________________________________________________________________________
What is the name of the commemorate song played at Anzac services? ______________________________________________________________________
Biography of Simpson and his Donkey
Full name:______________________________________________________________________________________
Date & Place of birth:_____________________________________________________________________________
Hair colour:_____________________________________________________________________________________
Eye colour:_____________________________________________________________________________________
List four jobs that Jack had before the war:____________________________________________________________
What were some nicknames given to Jack:____________________________________________________________
What did the Indian troops call Jack:_________________________________________________________________
List some words used to describe Jack:_______________________________________________________________

Biography of Simpson and his Donkey- Teacher Answer Sheet
Full name: John Jack Simpson Fitzpatrick
Date & Place of birth: 6th July 1892 at Shields, Durham, England.
Hair colour: Brown
Eye colour: Blue
List four jobs that Jack had before the war: Cane cutter, station worker, coal miner and grease maker.
What were some nicknames given to Jack: Murphy, Scottie, Simmie and the bloke with the donk.
What did the Indian troops call Jack: Bahadur, which means Bravest of the brave.
List some words used to describe Jack: Courageous, selfless, brave, kind, strong etc.
Imagine you are Jack, rescuing wounded soldiers from the war stricken fields. Write a letter to your family back home describing your journey to
Gallipoli and your war experiences so far.
Resource List for classroom:
Computer linked to projector
Whiteboard
Copies of student workbook
Internet access
Set of class laptops/ Ipads
Simpson and his donkey book
Links to resources used in unit of work:
Australian Dictionary of Biography: John Simpson Kirkpatrick- http://adb.anu.edu.au/biography/kirkpatrick-john-simpson-6975
Behind the News: Anzac Day- http://www.abc.net.au/btn/story/s1352954.htm
Board of Studies- Human Society and Its Environment K-6 Syllabus.
Simpson and his Donkey- Mark Greenwood & Frane Lessac

Anzac Day and Gallipoli Unit Majella Sherian

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Anzac Day and Gallipoli Unit Majella Sherian

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Miss Sheridan | Stage 3 | Geography, History

Summary- Anzac Day and Gallipoli Duration

Subject matter focus

Links to other KLAs:

Note: Student workbook located at end of document.

Where to from here

Answer the following questions while watching video on Anzac Day:

Why is Anzac Day celebrated on April 25th? ______________________________________________________________________________________________

What does Anzac stand for? ____________________________________________________________________________________________________________

Where is Gallipoli? _____________________________________________________________________________________________________________________

How many Anzacs lost their lives in Gallipoli? _____________________________________________________________________________________________

Biography of Simpson and his Donkey

Date & Place of birth:_____________________________________________________________________________

What were some nicknames given to Jack:____________________________________________________________

What did the Indian troops call Jack:_________________________________________________________________

List some words used to describe Jack:_______________________________________________________________

Full name: John Jack Simpson Fitzpatrick

Hair colour: Brown

Eye colour: Blue

Board of Studies- Human Society and Its Environment K-6 Syllabus.

Simpson and his Donkey- Mark Greenwood & Frane Lessac

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