Visit the Ryebuck Media web site and shop at … · 2014-05-09 · Interview Keith Botterill 2.39 Korean War 15 The Korean War ‘Saturn’ The Planets Gustav Holst 4.40 28 Malayan

ISSUE 1/2008

©Ryebuck Media Pty Ltd 2008

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for innovative interactive classroom resources

A CLASSROOM RESOURCE FOR:

History

Geography

Civics

Economics

Politics

Society and Environment

Australian Studies

Asian Studies

English

Exploring political cartoonsA salute to the Aussie DiggerStarting Points for investigating Australians at War

IT and the Knowledge SocietySouth Korea case study

Investigating Indigenous human rights

Exploring political cartoonsExploring polA l t t th A i Di

Make sure you enter the NMA political cartoon

competition!

www.ryebuck.com.au

11© Australian Defence Force and Ryebuck Media 2008

Period Tracks Time Page

Colonial 1 Colonial Times ‘Si Beag, Si Mhor‘ Traditional 2.06 14

Boer War 2 Boer War ‘On The Trek’ Banjo Patterson 7.10 15

‘Short Shrift’ ‘Breaker’ Morant

World War 1 3 WW1 ‘Mars’ The Planets Gustav Holst 3.46 16

4 Gallipoli ‘Mars’ The Planets Gustav Holst 7.01 17

Narrative Private A. BlackburnLes Carlyon, Gallipoli

5 Evacuation ‘Venus’ The Planets Gustav Holst 3.57

6 Western Front Original Music Corporal Greg Peterson 5.40 20

Narrative Peter CochraneThe Western Front 1916 –1918

7 Middle East Original Music Corporal Greg Peterson 4.26 21

8 Armistice ‘I Vow To Thee My Country’ Gustav Holst 1.49 22


10 Mediterranean Original Music Corporal Greg Peterson 3.32

11 Bombing of Darwin

Original Music Corporal Matt Chilmaid/ Corporal Greg Peterson

3.18 25

12 Papua Ri-beat Corporal Matt Chilmaid 3.22 26

Narrative Peter BruneA Bastard of a Place

13 WW2 Concludes

‘Nimrod’, Enigma Variations Edward Elgar 3.24 27

Narrative Her Majesty, Queen Elizabeth II

14 Prisoners of War

Interview Keith Botterill 2.39

Korean War 15 The Korean War ‘Saturn’ The Planets Gustav Holst 4.40 28

Malayan Emergency

16 Malayan Emergency

Original Music Corporal Matt Chilmaid 2.01 29

Vietnam War

17 Vietnam ‘Run Through the Jungle’ J.C. Fogerty 3.26 30

18 Jungles of Vietnam

‘We Gotta Get out of this Place’ Mann/Weil 2.53

Narration Sergeant Rod Mason, from an interview with Lindsay Churchill

19 Coming Home ‘He Ain’t Heavy, He’s My Brother’ Righteous Brothers 1.39

Modern Times

20 Modern Times/ Peacekeeping

‘I am Australian’ Woodley/Newton 2.36 32

Narrative Chief of Defence, General Peter Cosgrove AC MC

21 A Time to Refl ect

Original Music Corporal Greg Peterson 2.38 33

22 ‘My Country’ Poem by Dorothea Mackellar, Music by Trent/Hatch

3.30 34

Salute To The Aussie Digger – Performed by the Australian Army Band

SydneyConducted by Major Geoff Grey, CSM.

Written and compiled by Sergeant Rod Mason.

For more information on an exciting career in music, call (03) 9450 7315 or visit: www.defence.gov.au/army/dfsm/

Contents The 22 tracks on the CD are:

Period Tracks Time Page

Colonial 1 Colonial Times ‘Si Beag, Si Mhor‘ Traditional 2.06 14

Boer War 2 Boer War ‘On The Trek’ Banjo Patterson 7.10 15

‘Short Shrift’ ‘Breaker’ Morant


4 Gallipoli ‘Mars’ The Planets Gustav Holst 7.01 17

Narrative Private A. BlackburnLes Carlyon, Gallipoli

5 Evacuation ‘Venus’ The Planets Gustav Holst 3.57

Contents The 22 tracks on the CD are:

Salute to the

Salute to the Aussie Digger is an audio CD that takes the audience through an historical overview of the Australian Defence Force’s involvement in wars and peacekeeping.

It consists of a narrative, document extracts, and music produced and performed by members of the Australian Army Band Corps.

A copy of the CD is attached to the cover of this edition of STUDIES magazine. To gain more copies of the CD email: [email protected] can

Salute to the Aussie Digger

be used in your classroom?

We know that teachers often look for engaging ways of starting their classes on particular aspects of the history of Australia in wars and peacekeeping.

The aim of this unit is to provide starting points for many of the themes we know

they explore in their classrooms.Salute to the Aussie Digger can be used to engage students, and to help them

develop basic hypotheses that can then be tested further in the classroom or

their own research.

Curriculum applicabilitySalute to the Aussie Digger can be used in a variety of curriculum areas in middle and upper secondary classes, including:

• History• English

• Society and Environment• Music

12 © Australian Defence Force and Ryebuck Media 2008

You are about to learn about Australians who have been to war. War is horrifi c and not something to be glorifi ed. Nevertheless, a study of these events can help us to gain insight into aspects of our past that have contributed to shaping Australian identity.Here are three ideas to think about before you start learning about specifi c wars.1 Are there any reasons that would cause you to go to war?

For example, would you go to war if Australia was being attacked? Would you go to war if all your friends joined up?

Create a list and discuss which of the reasons on the list would persuade you to go. (There is a suggested list at the bottom of the page that you can look at if you are having trouble thinking of possible reasons.)2 Over two million Australians have experienced confl icts as

members of Australian military forces over the last 130 years.What qualities do you think good soldiers, sailors and airmen or women need? Brainstorm to create a list. Do you think you could be a good seviceperson? Explain your reasons.3 Every year on Anzac Day we pay tribute to those Australians

(and others) who have fought in wars. Why do we do this? Do we have something to learn from Australia’s military history? Do our servicemen and women provide us with values and behaviour that we can be proud of and want to call part of our own life?

Write down your ideas about these questions. Then come back to them at the end of your study of the Aussie Diggers and see if you would change any of them. Use the contents list on page 12 to identify the track on the CD-ROM that introduces the confl ict or aspect of Australia at war that you are studying, listen to that track, and answer the questions on it in this unit.

Creating a timeline and mapping Australia’s involvement in wars and peacekeeping.As you identify the times and places of Australian involvement in wars and peacekeeping you can create a timeline, and a map that summarises them.Draw up a page in 11 columns like this. Fill in the years at the top. If you are starting with the nineteenth century (Track 1), make each division on the timeline a decade (e.g. 1870–79, 1880–89 etc). If you are looking at individual confl icts in the 20th century, mark each column as an individual year in a decade. You can place these in a continuous timeline on a classroom wall or noticeboard.

Year

Key Events

Use this map of the world to identify where in the world Australians have served. You will fi nd information on this for each track of the CD. You should use an atlas to identify where each place mentioned is located. Use symbols to identify Army, Navy and Air Force involvement. You might copy this map for each separate confl ict, or you might enlarge it to create one summary map that includes the location of every confl ict. If so, you will need to create a key or legend that indicates the different confl icts each time (such as using different colours for each war).

Now start listening to the tracks on the CD. Each track has a set of information and ideas to start you thinking about the role the Australian Defence Force has played over time in creating the Anzac tradition that is part of Australia’s identity, history and heritage.

to learn about Australians who have been to war. Warnot something to be glorifi ed. Nevertheless, a study of an help us to gain insight into aspects of our past that ed to shaping Australian identity.ideas to think about before you start learning about

any reasons that would cause you to go to war? le, would you go to war if Australia was being Would you go to war if all your friends joined up?d discuss which of the reasons on the list would to go. (There is a suggested list at the bottom of you can look at if you are having trouble thinking ofns.)

million Australians have experienced confl icts as of Australian military forces over the last 130 years

Creating a timeline and mapping Australia’s involvement in warsand peacekeeping.As you identify the times and places of Australian involvement inwars and peacekeeping you can create a timeline, and a map thasummarises them.Draw up a page in 11 columns like this. Fill in the years at the toIf you are starting with the nineteenth century (Track 1), make eadivision on the timeline a decade (e.g. 1870–79, 1880–89 etc). Iyou are looking at individual confl icts in the 20th century, mark column as an individual year in a decade. You can place these incontinuous timeline on a classroom wall or noticeboard.

Year

Key Events

Introductory Activity

• To protect values such as democracy and freedom• To protect Australia if it is under attack• Adventure• To stop another country before it attacked Australia• To support friends and allies,

• To be a good global citizen• Because you were forced to go• Financial benefi ts• To protect your family or friendsYou may come up with other reasons.

A possible list of reasons for going to war is:

Colonial Times1

13© Australian Defence Force and Ryebuck Media 2008 13Media 2008 © A© A© A© ustraliann De D D fence FForce annd Ryebuck MM

A starting point for: Exploring the origin of Australia’s military heritage.

Before you listen — recording your existing knowledge:

This track provides you with information and ideas about Australia’s colonial military history. Before you listen brainstorm what you know about the military in this period (from 1788 to 1899). Do not worry if you do not know much — you will be able to add to your answers after you have listened to the track, and after you have carried out more study on this period.

Document analysis: Look at this image of the New South Wales forces marching off to war in the Sudan. 1 Identify ways in which the uniform of combat troops is different today.2 Suggest why uniforms have changed over time.

Responding to the music:

The music on this track comes from the period. Discuss the ways in which the music evokes a particular period. For example, do the instruments used have a particular connection with the period? Does the music create a particular mood or moods? For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm

Responding to this CD Track:

1 What is our connection with Britain and British military traditions?2 Why did Australian colonial troops fi ght in foreign wars?

In your community: Are there any memorials to any of these events in your community? Ask local people who may know, such as a member of the local historical society.

A topic to research: One criticism that some people make of the Australian War Memorial is that it does not acknowledge the actions of Aboriginal warriors in resisting the spread of European settlement. What do You think — should we commemorate Aboriginal warriors as part of Australia’s military history and heritage? Research to fi nd out more about people’s ideas and attitudes to this question, and then explain your conclusion.

Key dates for your timeline:

Add the key dates that are mentioned on this track to your timeline. You will also fi nd additional dates as you do more research on this topic.

Key places for your map:

Add the key places that are mentioned on this track to your timeline. You will also fi nd additional places as you do more research on this topic.

The fi rst military in Australia were the Marine soldiers and offi cers who came as guards

of the convicts on the First Fleet in 1788.

DID YOU KNOW

Listen toTRACK

INSERT IMAGE

Arthur Collingridge, The departure of the Australian contingent for the Sudan 1885oil on canvas 91 x 151cm, Australian War Memorial (ART16593)

The Boer War2

5 The approximate number of Australians who fought was:6 The approximate number of Australians who died was:7 The type or nature of fi ghting was:8 The main outcome of the war for Australia was:

© Australian Defence Force and Ryebuck Media 2008 14 © Australian Defence Force and Ryebuck Media 2008 14 uck Media 20ralian Defence Force and Rye4 a i© Australian Defence Force and Ryebuck Media 200814 Media 20

A starting point for: Exploring the Australians’ experiences of war in South Africa.


1 The Boer War was fought between the years:2 It was fought between these countries:3 It was fought in this country:4 Australians were involved in it because:

Document analysis: Listen to the Banjo Paterson poem On The Trek and answer the questions that follow:1 Who is the poem about?2 What does he miss about

home?3 What is the attitude of the

poet to the war? 4 Does the war seem heroic?

Explain your ideas.5 What impression does this give

you about the nature of the war? Refer to the conditions, food, nature of the fi ghting, attitudes of the troops.

6 List a few words that sum up the mood of the poem.

7 Suggest at least two meanings for the phrase ‘a long job’.


There are several different tunes included on this track. See if you can identify each tune and the solo instruments used. How does each one evoke a mood that suits the narrative or story at each point? For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


What did the Boer War contribute to Australian identity? Think about such aspects as symbols of nation (such as the slouch hat and rising sun badge), and a sense of identity and awareness of difference from others.

In your community: Some older suburbs and towns have memorials to the Boer War. See if your community does. If you are not sure, do a Google search for Boer War Memorials in your state.

A topic to research: 1 How does the narrator describe Breaker Morant?2 What do you think Breaker Morant was accused of?3 What impression do you get of Breaker Morant from this brief mention?4 Morant was executed in South Africa for killing Boer prisoners. Was he a hero or a killer? Watch the 1980

Australian fi lm Breaker Morant, and then gather evidence about the events. You will fi nd plenty of evidence and arguments for and against Morant, but you should try to come to your own conclusion about him.

Finding out more: STUDIES magazine in your library has a relevant article:3/1999 Australians in the Boer War





Australian Nurses in the Boer War, Unit 1 of Australian Women in War, Department of

Veterans’ Affairs, 2008

SEE ALSO

‘Oh, the weary, weary journey on the trek*, day after day, With sun above and silent veldt* below;And our hearts keep turning homeward to the youngsters far awayAnd the homestead where the climbing roses grow.Shall we see the fl ats grow golden with the ripening of the grain?Shall we hear the parrots calling on the bough?Ah! The weary months of marching ere* we hear them call again,For we’re going on a long job now.

When the dash and the excitement and the novelty are dead,And you’ve seen a load of wounded once or twice,Or you’ve watched your old mate dying, with the vultures overhead-Well, you wonder if the war is worth the price.And down also along Monaro* now they’re starting out to shear,I can picture the excitement and the row;But they’ll miss me on the Lachlan* when they call the roll this year,For we’re going on a long job now.’

*Note: trek = journey, veldt = plains, ere = beforeMonaro and Lachlan = NSW rivers and pastoral districts

The music for the theme song of the Australian Rules Collingwood Football Club (the Magpies) is Goodbye,

Dolly Gray, a popular patriotic song during the Boer War.

DID YOU KNOW

Listen toTRACK


World War 13


A starting point for: Understanding why Australia fought in World War 1


1 World War 1 started in the year: 5 Some men joined the war because:2 It was a war between: 6 Other men did not join the war because:3 It was fought in these main places: 7 People’s reaction to involvement in the war was:4 Australia joined the war because:

Document analysis: Look at this statistical table. It shows the occupational backgrounds of fl ying ranks in the Australian Flying Corps, other non-fl ying ranks in the Australian Flying Corps, the Australian Imperial Force (AIF, the Australian Army in World War 1), Australian men at the 1911 census, and junior offi cers in the 1st Battalion, the fi rst group to be formed in the AIF.

“Unconscious of any distinction”? Social and vocational quality in the Australian Flying Corps, 1914–1918, Michael Molkentin Journal of the Australian War Memorial, http://www.awm.gov.au/journal/j40/molkentin.htm

Using the graph for the AIF and the 1911 census, discuss whether the Digger was a typical Australian of the time, or were they drawn from some parts of society more heavily than from others.


The music here is from Gustav Holst, The Planets. It is from the section called Mars. Mars is the God of War in Roman mythology.1 What moods does the music create?2 How does it achieve these moods? Suggest other pieces of music that would convey the same mood.For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


1 Identify the variety of reasons why men enlisted. 2 Do any surprise you? (You could also compare them with your ideas in Track 1)3 What were the main characteristics or qualities of the men who now became diggers?4 How might these qualities help them become effective fi ghters?

A topic to research: Look at the early scenes of the 1981 Australian fi lm Gallipoli. Discuss the variety of attitudes that characters express towards the war, and the variety of motives they have for enlisting, or not enlisting.

Finding out more: For more on the nature of the fi rst AIF see Lloyd Robson, ‘The origin and character of the First AIF, 1914–1918: some statistical evidence’, Historical Studies 15.61 (1973)





A new symbol of Australia appeared during the war: the acronym ANZAC.

What did it stand for? What does ‘Anzac’ mean to

Australians now?

DID YOU KNOW

Listen toTRACK

Flying ranks

Other ranks

AIF

1911 Census

1st Battalion Lieutenants

80%

70%

60%

50%

40%

30%

20%

10%

0%Professional Domestic Commercial Transport &

CommunicationIndustry Labourer Primary Independent Other/Unknown

Flying ranks 39% 0% 6% 1% 47% 0% 8% 0% 0%Other ranks 7% 1% 2% 13% 74% 1% 3% 1% 0%AIF 11% 2% 12% 9% 20% 22% 21% 0% 3%1911 Census 6% 3% 15% 10% 25% 4% 36% 1% 0%1st Battalion Lieutenants 57% 5% 6% 5% 6% 3% 13% 0% 5%

OCCUPATIONAL BACKGROUNDS

© Australian Defence Force and Ryebuck Media 2008 16 © Australian Defence Force and M© Australian Defence Force and RyRyyebueebuck c Media 2008M© Australian Defence Force and 61616

A starting point for: Understanding why the Allies invaded Gallipoli.Understanding the nature of the soldiers’ experiences at Gallipoli.Understanding why Gallipoli was so important in the development of a sense of national identity.

Before you listen – recording your existing knowledge:

1 Gallipoli is located in:2 The fi ghting took place there in the year:3 The fi ghting was between:4 The area was invaded because:5 The outcome of the fi ghting was:6 The nature of the fi ghting was:7 The landing at Gallipoli is signifi cant in the development of a sense of Australian national identity because:

Document analysis: Look at the maps below showing the location of Gallipoli in relation to the geographical area, and the Gallipoli Peninsula.1 Find and mark these places on the regional map: Turkey, Russia, Germany, Austria-Hungary and Gallipoli.2 Turkey, Austria-Hungary and Germany were enemy states of the Allies (which included Australia). Russia was

an Ally. Russia was fi ghting Germany and Austria-Hungary. How could Britain get help to Russia by ship?

3 Locate Gallipoli on the Gallipoli map opposite. What was the problem with getting supplies to Russia by sea?

4 The key to controlling Turkey was Istanbul (Constantinople). If the Allies could seize Istanbul they could control Turkey. What do you think the landing at Gallipoli was supposed to achieve, that would help the Allies send ships to capture Turkey? http://www.Anzacsite.gov.au/1landing/why.html

4 Gallipoli5

nnderstanding the nature of the soldiers’ experiences at Gallipoli.nderstanding why Gallipoli was so important in the development of a sen

The landing at Gallipoli is signifi cant in the development of a sense of A

ook at the maps below showing the location of Gallipoli in relation to the eninsula.

nderstanding why the Allies invaded Gallipoli.nderstanding the nature of the soldiers’ experiences at Gallipoli.nderstanding why Gallipoli was so important in the developmen

Gallipoli is located in:The fi ghting took place there in the year:The fi ghting was between:The area was invaded because:The outcome of the fi ghting was:The nature of the fi ghting was:

Evacuation

Listen toTRACK

17© Australian Defence Force and Ryebuck Media 2008 17© Australian DeDefenfenenccece Force and Ryebuck Media 2008

What would you ask?

The Australian troops were part of an international force. The total number of men was about 75 000.The troops came from: • Britain with Regiments formed in England, Scotland, Ireland and Wales• British Empire Australia, Newfoundland, Ceylon (the English Planters’ Rifl e Corps), New Zealand

(including Maoris), India (Sikhs in the Indian Mule Cart Corps), Nepal (Gurkhas)• France• French Empire Algeria, Morocco, Senegal• Palestine Russian and Syrian Jewish refugees (the Zion Mule Corps).There were three main landing forces:• The ANZAC Corps (Australians and New Zealanders)• The British 29th Division• A French Army Corps.The Australians were about to land and fi ght their fi rst battle of the war. Imagine what they might have been feeling. List as many words as you can to describe some possible feelings (for example fear, excitement, etc.).


The music shifts over these tracks from Mars, to that of another planet, Jupiter.1 Describe the change in the music. List the various solo instruments you can hear.2 How does Mars differ from Jupiter, e.g. size of the ensemble, is one louder or faster than another?3 How are these different moods and feelings created in the music?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm

Document analysis(2):

Listen to the account on Track 4 of war at Gallipoli. List some descriptive words under these headings:See Hear Smell Touch Taste Feelings

Document analysis(3):

Look at this editorial in an Australian newspaper on the fi rst anniversary of the Gallipoli landing (1916), and answer the questions that follow.

1 What is the image of the Australian soldiers at Gallipoli that emerges from this editorial? 2 Does the landing at Gallipoli seem to be affecting more people in the Australian community than those who

were directly involved?3 Do some people seem to be excluded from the event, or does it seem that all elements in Australian society

could accept and adopt the Anzac image as their own? 4 What are the attitudes and emotions that emerge? For example, is there pride, bitterness, determination?5 Do you think the landing at Gallipoli provided Australians with a strong sense of what it meant to be Australian?


Listen to the reading of the Kemal Ataturk memorial at Anzac Beach. How would you describe the attitude behind this memorial? Do you think it would have helped to ease the pain of the Gallipoli tragedy for those who were involved and the families of those who died?

A N Z A C D A Y — T h e B i r t h o f a N a t i o n

The price of nationhood must be paid in blood and tears … It is the fortunes of Australia to fi nd her true soul in a great and glorious struggle to preserve the liberties of the smaller nations, to crush a despotic militarism which would awe and subjugate the rest of the world. Anzac Day, which we have celebrated for the fi rst time, and celebrated, we hope, in a solemn and thoughtful mood, means more to us than an immortal charge up the cliffs of Gallipoli. Whilst it reminds us of the valour of our dead heroes … it reminds us, too, in a much greater degree, of the day Australians really knew themselves. Before the Anzacs astonished the watching nations, our national sentiment was of a fl abby and sprawling character. We were Australian in name, and we had a fl ag, but we …were nothing better than a joint in the tail of great Empire, and the Empire Day orators had a better hearing than the faithful souls who clung to Australia Day and gave special honour to their own starry banner.

Anzac Day has changed all that. The Australian fl ag has been brought from the garret [attic] and has been hoisted on a lofty tower in the full sight of its own people. No matter how the war may end — and it can only end one way — we are at last a nation, with one heart, one soul, and one thrilling aspiration. There is mourning in our homes and grief in our hearts and the fl ower of our youth will not return to us; but there runs through the Commonwealth a lifting spirit such as it never knew before.

Freeman’s Journal, Sydney, 27 April 1916


In your community: Explore an Anzac Day.What will you see on Anzac Day in your own community? Probably a solemn dawn service, and some form of march or ceremony. If you look at your local war memorial, you will see fl owers and wreaths, for remembrance of those who died. 1 Imagine that you were an outsider, a visitor to Australia, here during an Anzac Day. You have to try and

understand what it is about, and what ‘messages’ about Australia it gives. Does Anzac Day now apply to all Australians – to men, women, children, people of different ethnic origins, recent migrants? Is it an all-encompassing day? Carry out a survey of the day. Consider such things as:• who is actively involved• who watches• where events are focused• what words are used about them• what symbols are present• what music is associated with the day• how it is commented on by the media• what ideas are associated with it.

2 Australia has other national days – such as Australia Day and the Queen’s Birthday. Some have suggested that we should celebrate other days – such as Mabo Day and Federation Day. In groups look at these existing and proposed days, and present a report on why each might be considered a desirable and appropriate national day. Do any of them galvanise the community in the same way that Anzac Day does? Are they possible substitutes? Is there something special about Anzac Day?

3 What is your fi nal description or explanation of Anzac Day for Australians?

Further research: Watch the fi lm Gallipoli and see how it presents aspects of the campaign. There have been some criticisms that the fi lm is unfair in blaming the British commanders for blunders that cost Australian lives, but the fi lm overall has been highly praised for its realistic depiction of aspects of the soldiers’ experiences and their character.

Finding out more: STUDIES magazine in your library has many relevant articles:1/2000 Gallipoli – the landing explored 1/2001 Australia and Peacekeeping – then and now John Simpson Kirkpatrick and the Spirit of Anzac1/2003 Anzac Day – Does it have meaning for young people today? Meeting the last Gallipoli Anzac Ryebuck Media also has many relevant publications and activities. For an on-line activity go to www.ryebuck.com.au, click on E-LEARNING and go to THE LAST VOYAGE OF THE AE2. See if you can navigate the submarine through the dangerous Straits of the Dardanelles.See the Ryebuck publications list for:• In Search Of . . . for a print article to supplement this interactive• The One Day of the Year for many activities on Gallipoli.





the rich resources available from the ANZAC Day Commemoration Committee

of Queensland at www.warandidentity.com.au/

the Department of Veterans’ Affairs

Visit Gallipoli website at www.anzacsite.gov.au

SEE ALSO

The word ‘Anzac’ is protected by an Act of the Federal

Parliament. This means that you cannot use the word in a product without permission.

DID YOU KNOW

The Australian Imperial Force was the only all-volunteer

force in World War 1.

DID YOU KNOW

Look at the Aussie Digger CD cover. It is a widely publicised image of the band of the 5th Australian Infantry Brigade

playing the ‘Victoria March’ as it passed through the smouldering ruins of the Grande Place (Town Square), Bapaume, France, on 19 March 1917. [AWM E00426]

What does this image portray to you? Why do you think it was it used by the media in 1917?

To fi nd out more, visit: www.defence.gov.au/army/dfsm/ and go to the ‘Salute To The Aussie Digger’.

See also www.ww1westernfront.gov.au/bapaume/index.html

DID YOU KNOW


A starting point for: Exploring the nature of the Australian experience of the Western Front.


1 The Western Front is located in:2 The fi ghting took place there in the years:3 The fi ghting was between:4 The fi ghting took place there because:5 The outcome of the fi ghting was:6 The nature of the fi ghting was:7 The number of Australians who died there is:

Document analysis: Trench warfare – theory and reality1 Look at the sketch of soldiers in the trenches below. It shows the soldiers on the left (Allied soldiers) attacking

the soldiers on the right (German soldiers).

2 Here are seven descriptions of what the Allied soldiers are doing. They are not in the correct order. Number them in the correct order from 1–7 that tells the story of what is happening. Then write the number in the box where that action is happening. One example has been done for you.

1 Allied soldiers are advancing.

The Allied soldiers destroy the German guns.

The Allied soldiers have an aeroplane above the area that tells them what is happening.

The Germans run away.

The Allied soldiers cut the enemy barbed wire.

The Allied soldiers destroy the enemy trenches and capture the Germans.

The Allied soldiers destroy the enemy village.

Now look at the same scene, as it regularly happened. The British soldiers have not done what they wanted to do.

oring the nature of the Australian experience of the Western Front.

The Western Front is located in:The fi ghting took place there in the years:The fi ghting was between:The fi ghting took place there because:The outcome of the fi ghting was:The nature of the fi ghting was:The number of Australians who died there is:

ch warfare – theory and realityook at the sketch of soldiers in the trenches below. It shows the soldiers on the left (Allied soldiers) attacking he soldiers on the right (German soldiers).

The Western Front6

Listen toTRACK

© Australian Defence Force and Ryebuck Media 2008 20

3 Why did their attack fail? Six features are identifi ed. Number them 1-6, and then explain what each shows. For example, you might write — ‘Some British soldiers are shot before they can get to the enemy.’

1 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

2 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

3 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

4 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

5 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

6 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________


How does the music support the tone of the narrative on this track? What solo instruments can you identify?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm

Responding to this CD track:

Listen to the account of the nature of war on the Western Front. List some descriptive words under these headings:See Hear Smell Touch Taste Feelings

Finding out more: STUDIES magazine in your library has this relevant article:1/1997 The Australian Experience of War on the Western FrontYour library should also have the Australians on the Western Front education kit, Department of Veterans’ Affairs, 2006, and Australian Women in War (2008).Ryebuck Media also has many relevant publications and activities. For on-line activities go to www.ryebuck.com.au, click on E-LEARNING and go to BATTLEFIELD CASUALTIES (see if you can ‘rescue’ the wounded Digger from the battlefi eld) and INFANTRY MAN (see if you can successfully survive the war on the Western Front).See the Ryebuck publications list for:• In Search Of . . . for print units to supplement these interactives.• The One Day of the Year for many activities on the Western Front.







SEE ALSO

Armies used many animals in World War 1 – including horses, donkeys, mules,

camels, dogs and pigeons. Some soldiers even took

mascots with them – including wallabies, dogs

and possums!

DID YOU KNOW

21© Australian Defence Force and Ryebuck Media 2008 21© Australian DeDefenfeenccece Force and Ryebuck Media 2008

A starting point for: Exploring the nature of the Australian experience of the Middle East.


1 Fighting in the Middle East was located in:2 The fi ghting took place there in the years:3 The fi ghting was between:4 The fi ghting took place there because:5 The outcome of the fi ghting was:6 The nature of the fi ghting was:7 The number of Australians who died there was:

Document analysis: Here is a photograph of the famous Charge of the Australian Light Horse at Beersheba in 1917 — or is it? Some say it is not a photograph that could have been taken at the time, but may have been a reconstruction.1 List those things that, at fi rst sight, might be used to support it as genuine. 2 List those things that might be used to challenge it.

You can explore the evidence in detail in an interactive way at www.ryebuck.com.au/ and go to E-LEARNING, CHARGE AT BEERSHEBA.

What would you ask?

Assume that this photograph is genuine. Imagine that you are in the charge. What might you be feeling?


What atmosphere does this track create? How does it support the text?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


The role of the Light Horsemen has been virtually forgotten in Australia. Suggest reasons why Gallipoli and the Western Front are the confl icts that dominate our consciousness of World War 1.

A topic to research: You can watch two fi lms about this event: 40,000 Horsemen (1941), and The Light Horsemen (1987).





oring the nature of the Australian experience of the Middle East.

Fighting in the Middle East was located in:The fi ghting took place there in the years:The fi ghting was between:The fi ghting took place there because:The outcome of the fi ghting was:The nature of the fi ghting was:The number of Australians who died there was:

e is a photograph of the famous Charge of the Australian ht Horse at Beersheba in 1917 — or is it? Some say it is not otograph that could have been taken at the time, but may

e been a reconstruction.

Middle East7

The Australians were not able to bring back their horses from the Middle East at the end of the war. There was a fear that they would introduce exotic diseases into the

unprotected local horse population. Some Light Horsemen shot their

horses; but most horses were sold by the Army to local people.

DID YOU KNOW

Listen toTRACK

Australian War Memorial Negative Number P03723.001


Armistice8

© Australian Defence Force and RyRyyebueebuck c Media 200822

A starting point for: Exploring the legacies of war.


Brainstorm to speculate on what the legacies of a war might be for a nation. You might consider such aspects as:• Health • Housing • Jobs • Mourning and commemoration • National identity • Family relations• Marriage and births • Technology And many more aspects. Some legacies might be positive; others might be negative.

Document analysis: Remembrance Day speech 1993 Look at this speech made at the entombment of the Unknown Australian Soldier in 1993 and answer the questions that follow.

We do not know this Australian’s name and we never will.

We do not know his rank or his battalion. We do not know where he was born, nor precisely how and when he died. We do not know where in Australia he had made his home or when he left it for the battlefi elds of Europe. We do not know his age or his circumstances – whether he was from the city or the bush; what occupation he left to become a soldier; what religion, if he had a religion; if he was married or single. We do not know who loved him or whom he loved. If he had children we do not know who they are. His family is lost to us as he was lost to them. We will never know who this Australian was.

Yet he has always been among those whom we have honoured. We know that he was one of the 45 000 Australians who died on the Western Front. One of the 416 000 Australians who volunteered for service in the First World War. One of the 324 000 Australians who served overseas in that war and one of the 60 000 Australians who died on foreign soil. One of the 100 000 Australians who have died in wars this century.

He is all of them. And he is one of us.

This Australia and the Australia he knew are like foreign countries. The tide of events since he died has been so dramatic, so vast and all – consuming, a world has been created beyond the reach of his imagination.

He may have been one of those who believed that the Great War would be an adventure too grand to miss. He may have felt that he would never live down the shame of not going. But the chances are he went for no other reason than that he believed it was the duty he owed his country and his King.

Because the Great War was a mad, brutal, awful struggle, distinguished more often than not by military and political incompetence; because the waste of human life was so terrible that some said victory was scarcely discernible from defeat; and because the war which was supposed to end all wars in fact sowed the seeds of a second even more terrible war – we might think this Unknown Soldier died in vain.

But, in honouring our war dead, as we always have and as we do today, we declare that this is not true. For out of the war came a lesson which transcended the horror and tragedy and the

inexcusable folly. It was a lesson about ordinary people – and the lesson was that they were not ordinary. On all sides they were the heroes of that war; not the generals and the politicians but the soldiers and sailors and nurses – those who taught us to endure hardship, to show courage, to be bold as well as resilient, to believe in ourselves, to stick together.

The Unknown Australian Soldier whom we are interring today was one of those who, by his deeds, proved that real nobility and grandeur belongs, not to empires and nations, but to the people on whom they, in the last resort, always depend.

That is surely at the heart of the Anazc story, the Australian legend which emerged from the war. It is a legend not of sweeping military victories so much as triumphs against the odds, of courage and ingenuity in adversity. It is a legend of free and independent spirits whose discipline derived less from military formalities and customs than from the bonds of mateship and the demands of necessity. It is a democratic tradition, the tradition in which Australians have gone to war ever since.

This Unknown Australian is not interred here to glorify war over peace; or to assert a soldier’s character above a civilian’s; or one race or one nation or one religion above another; or men above women; or the war in which he fought and died above any other war; or one generation above any that has been or will come later.

The Unknown Soldier honours the memory of all those men and women who laid down their lives for Australia. His tomb is a reminder of what we have lost in war and what we have gained.

We have lost more than 100 000 lives, and with them all their love of this country and all their hope and energy.

We have gained a legend: a story of bravery and sacrifi ce and, with it, a deeper faith in ourselves and our democracy, and a deeper understanding of what it means to be Australian.

It is not too much to hope, therefore, that this Unknown Australian Soldier might continue to serve his country - he might enshrine a nation’s love of peace and remind us that, in the sacrifi ce of the men and women whose names are recorded here, there is faith enough for all of us.

The Hon. P. J. Keating MP, Prime Minister of Australia

Listen toTRACK


1 How does former Prime Minister Keating make this speech inclusive of all Australians?2 What does he say is the great lesson or message that Australia has from its World War 1 servicemen and

women?3 How does he make the Unknown Soldier representative of all servicemen and women?4 How does he take the man beyond that war?5 Is this speech a good summary of the Australians’ experience? Look at each paragraph and decide if you think,

on the basis of your study of this resource, that the description is accurate.


The music played for Peace is a section from Jupiter, from Gustav Holst’s The Planets.1 Describe the feelings and mood that

the music creates. How does it achieve this?

2 Here are the words to the hymn version of this music, I Vow To Thee My Country. It is often played as an inspirational and patriotic piece. The words are not straightforward. Read them carefully phrase by phrase, and work out what the hymn is saying, and what its true message is — about what that ‘other country’ is and what it stands for.

For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


1 What do you think were the main legacies of the war for Australia?2 What did the work of soldiers, sailors, airmen and nurses mean for Australia?

In your community: Investigate a local war memorial. Report on it. For example, does it list the campaigns where the Australians from the local area fought? Does it list the names of the dead? Does it list all those who served?

A topic to research: If you have a list of names you can easily fi nd out more about each one. Each serviceman’s and nurse’s personal fi le is now available online. Go to www.naa.gov.au and follow the links to Defence Service fi les for World War 1 (Series B2455). Then enter a name, and you will fi nd a PDF of that serviceman’s and nurse’s personal fi le.

Finding out more: STUDIES magazine in your library has these relevant articles:1/1997 The Australian Experience of War on the Western Front3/2001 After the war – investigating the impacts of wars on Australians1/2006 What happened to Australia’s returned soldiers in the 1920s?





I vow to thee, my country — all earthly things above —Entire and whole and perfect, the service of my love;The love that asks no question, the love that stands the test,That lays upon the altar the dearest and the best;The love that never falters, the love that pays the price,The love that makes undaunted the fi nal sacrifi ce.

And there’s another country, I’ve heard of long ago—Most dear to them that love her, most great to them that know;We may not count her armies, we may not see her King;Her fortress is a faithful heart, her pride is suffering;And soul by soul and silently her shining bounds increase,And her ways are ways of gentleness, and all her paths are peace.

You can also fi nd information at www.rsl.org.au/

and click on RSL Serving the Nation Youth Program.

SEE ALSO

The poppy is used as a symbol for Remembrance Day – 11 November, the date the fi ghting in World War 1 ended in

1918. In 1915 Major John McCrae was a surgeon with Canadian forces when he wrote the poem In Flanders Fields, which starts:

In Flanders fi elds the poppies blowBetween the crosses, row on row

That mark our place …In 1918 Moira Michael, an American, wrote a poem in reply

We shall keep the faith, in which she promised to wear a poppy ‘in honour of our dead’.

This started the tradition of wearing the poppy to remember all who have died and suffered in wars.

DID YOU KNOW


9

10

World War 2The Mediterranean

A starting point for: Understanding why Australia went to war in World War 2.Understanding the nature of the war in the Mediterranean.


1 World War 2 started in the year:2 It was a war between:3 It was fought in these main places:4 Australia joined the war because:5 People’s reaction to involvement in the war was:6 Australia’s main involvement in the war in the Mediterranean area was:

Document analysis: Here is the announcement by Prime Minister Menzies of Australia’s entry into World War 2:1 What is the tone of this announcement?2 How is it different from the attitude of people

at the start of World War 1?3 Why do you think the Prime Minister

adopted this tone?


1 The music in Track 9 is a return to Mars. How does its mood support the narrative?2 It is followed in Tack 10 by an original composition from an Australian Army Band Corps member, Corporal

Greg Peterson. How does it act to support the narrative? Try to list the featured instruments.For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm

Responding to these CD Tracks:

1 We usually hear very little about this part of the war. Why do you think that is?2 Is this part of the war a part of the Anzac tradition?

A topic to research: Watch the fi lm The Rats of Tobruk (1944). It was made during the war and refl ects attitudes and values of the time, as well as providing a lot of factual information about the Middle East campaigns.

Finding out more: See the Ryebuck publications list for the CD-ROM education kit, Voices From a War, for a special case study on The Siege of Tobruk.





Fellow Australians, it is my melancholy duty to inform you offi cially, that in consequence of a persistence by Germany in her invasion of Poland, Great Britain has declared war upon her and that, as a result, Australia is also at war. No harder task can fall to the lot of a democratic leader than to make such an announcement.

The British propagandist broadcaster known as ‘Lord

Haw Haw’, who broadcast for the Germans, ridiculed the besieged Australian and

British troops at Tobruk. He said they were ‘trapped like

rats’. The Australians adopted the name and referred to

themselves proudly as the ‘Rats of Tobruk’.

DID YOU KNOW

Listen toTRACK

25© Australian Defence Force and Ryebuck Media 2008 25© Australian DeDefenfeenccece Force and Ryebuck Media 2008

A starting point for: Understanding Why was Darwin attacked?Discovering how Australians respond to attacks on their own soil?


1 Darwin is located: 3 This was done because:2 It was bombed by: 4 The result was:

Document analysis: Look at this painting of two Australian soldiers defending Darwin during a Japanese bombing attack.1 What qualities do they

show?2 How does the artist

emphasise or convey these qualities?


How does the music ‘take’ you to Asia in this track?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


1 Why was the attack on Darwin such a key moment in Australia’s history?2 Many Australian troops were protected in Timor by local people. Do we owe a debt to East Timor today

because of that historical tie?

Finding out more: STUDIES magazine in your library has this relevant article:1/2000 East Timor and the Spirit of ANZACYour library should also have Australians on the Western Front education kit, Department of Veterans’ Affairs, 2006.Ryebuck Media also has many relevant publications and activities. For on-line activities go to www.ryebuck.com.au, click on E-LEARNING and go to THE BOMBING OF DARWIN (see if you can prepare Darwin’s defences against an expected Japanese attack).See the Ryebuck publications list for:• Australian History Mysteries 2, for a case study on the Bombing of Darwin.





11

derstanding Why was Darwin attacked?covering how Australians respond to attacks on their own soil?

Darwin is located: 3 This was done because:It was bombed by: 4 The result was:

ok at this painting of two stralian soldiers defending rwin during a Japanesembing attack.

What qualities do they show?How does the artist emphasise or convey

The Bombing of Darwin



SEE ALSO

Listen toTRACK

Roy Hodgkinson14 Australian Anti-aircraft Battery (Bombardier William Richards) 1942Crayon with coloured washes61.7 x 38.6 cmAustralian War Memorial (ART22724)


12 PapuaA starting point for: Investigating the experience of the Coral Sea, the Kokoda Track, and the ‘battles of the beach-heads’ at Buna,

Gona and Sanananda.


Coral Sea1 The Coral Sea is located:2 The Battle of the Coral Sea involved:3 This was in the year:5 The outcome was:6 It was signifi cant because:

The Kokoda Track1 The Kokoda Track is:2 It is located in:3 It involved a confl ict between:4 This was in the year:5 The outcome was:6 It was signifi cant because:

Document analysis: Look at this quotation from the track. It is from the book A Bastard of a Place by Peter Brune.1 Discuss the importance of the Kokoda

Track in the Anzac tradition, and in Australian identity.

2 Do you agree with Brune that such events are signifi cant for a nation because they set standards in us that we try to live up to?

3 How does the background music to this reading reinforce and support it?


1 How does the music ‘take’ you to New Guinea in this track? What are the featured instruments?2 What materials do you think the instruments are made of?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


1 Why is the Kokoda Track an important part of Australia’s military heritage?2 Why is it an important part of our national identity?

Finding out more: STUDIES magazine in your library has these relevant articles:3/2001 The Battle for Australia – understanding 19421/2002 The Battle of the Coral Sea – was it the battle that ‘saved’ Australia?See the Ryebuck publications list for:• The Battle for Australia education kit with interactive case studies

on the Coral Sea and the Kokoda Track, • Voices From a War education kit with case studies on the Siege of

Tobruk, The Kokoda Track and the Battle of the Beach-heads, RAF Bomber Command and the Battle of Berlin, and the Sandakan Death March.





The history of a nation is composed of spiritual, intellectual and emotional energy of its citizens, both in the individual and collective sense, implanted into the building blocks of momentous events.

If Gallipoli is symbolic of the birth of our nation, then surely the Papuan campaign is it’s growth towards maturity. America did not save Australia in Papua in 1942–43. It certainly helped. But it should never be forgotten that during those critical six months of the Papuan campaign, Australians stood up and saved themselves.

Battles of the Beach-heads: Buna, Gona and Sanananda1 Buna, Gona and Sanananda are located:2 These battles involved:3 This was in the years:4 The outcome was:5 They were signifi cant

because:



SEE ALSO

Kokoda Track or Kokoda Trail? In fact both have been used ever since 1942, so there is no correct answer. ‘Trail’ is a more American usage, so most Australians these days

tend to use ‘Track’.

DID YOU KNOW

Listen toTRACK


A starting point for: Exploring people’s memories of the war.


Brainstorm to speculate on what the legacies of a war might be for a nation. You might consider such aspects as:• Health• Jobs• National identitySome legacies might be positive; others might be negative.


What mood does the music create on this track? Why would the creators of the CD-ROM choose such music to use here? For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm

Responding to these CD tracks:

1 What do you think were the main legacies of the war for Australia?2 What did the work of soldiers, sailors, airmen and nurses mean for Australia?

In your community: Interviewing veteransOne of the best learning activities possible for World War 2 is to talk to veterans.This can be done by inviting a veteran to talk to your class, or by interviewing somebody.It would help if you know something about the main areas where the war was fought before you talk to your veteran. Some aspects to consider asking about are:• Enlistment – when, why, into what service • Mourning and commemoration• Training – what type, where, how effective • Family relations• Service – where, when, conditions, experiences • Technology• HousingThese are only starting points. Respond to what the person tells you and you will open up many other interesting areas to fi nd out about.Interviewing civilians about their home front experiencesThe best way to testing your ideas about the home front and add to your knowledge, is to talk to people.Here are some suggested headings to use and some aspects that you might ask people about.You should share your interviews with others in the class and see if you can develop any generalisations about what it was like in Australia during World War 2.• Personal situation at the start – age, place, occupation• Attitudes to the war• Connections with the war – family members on serviceThese are only starting points. Respond to what the person tells you and you will open up many other interesting areas to fi nd out about.

A topic to research: The POW experience. See STUDIES magazine 1/1998 POWs on the Burma-Thai Railway 1/1999 Australia’s holocaust? The Sandakan Death MarchFor an on-line activity go to www.ryebuck.com.au, click on E-LEARNING and go to CREATE A SCRAPBOOK FOR A PRISONER OF WAR (organising a series of documents to tell his story).See also the Ryebuck publications guide for:• Voices From a War education kit with an interactive case study on the Sandakan Death March.

Finding out more: STUDIES magazine in your library has these relevant articles:1/1995 Australia in World War 22/2001 Should we remember Weary Dunlop?3/2001 The Battle for Australia – understanding 19422/2002 ‘Overpaid, oversexed and over here’: Investigating the American ‘invasion’ of Australia 1942–453/2002 Society under pressure – 1942 and the Battle for Australia2/2003 Triumph and Tragedy in wartime – the sinking of the Centaur, and the Jaywick and Rimau raidsSee the Ryebuck publications list for:• The Battle for Australia education kit with an interactive case study on the Home Front in Queensland





• Marriage and births• Housing• Mourning and commemoration

• Family relations• TechnologyAnd many more aspects.

• Nature of everyday life during the war – food, rationing, voluntary work, Americans

• Main memories of the time

13

14

pects as:

music to

p

iHJNm

ae

w

World War 2 Concludes

What do you think were the main legacies of the war for Australia?What did the work of soldiers, sailors, airmen and nurses mean for Australia?

erviewing veterans

loring people’s memories of the war.

instorm to speculate on what the legacies of a war might be for a nation. You might consider such asHealthJobsNational identityme legacies might be positive; others might be negative.

at mood does the music create on this track? Why would the creators of the CD-ROM choose such mhere? further information on the music visit the Defence Force School of Music website w.defence.gov.au/army/dfsm

Wh d hi k h i l i f h f A li ?

• Marriage and births• Housing• Mourning and commemoration

• Family relations• TechnologyAnd many more aspects.

Prisoners of War

the rich resources available from the ANZAC Day Commemoration

Committee of Queensland at www.warandidentity.com.au/

Australian Women in War education kit, Department of

Veterans’ Affairs 2008.

SEE ALSO

Listen toTRACK


Korean War15

© Australian Defence Force and RyRyyebueebuck c Media 200828

A starting point for: Exploring the Australian experience of the Korean War.


1 Korea is located: 5 The outcome of the fi ghting was:2 The fi ghting took place there in the years: 6 The nature of the fi ghting was:3 The fi ghting was between: 7 The number of Australians who died was:4 The area was invaded because:

Document analysis: The story of Mo Gwyther, POW

What qualities would Australian servicemen had to show to be able to survive this ordeal?

What would you ask? Imagine that you could interview a POW. What questions would you ask him?


How does the music create a mood that supports the narration in this track?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


The Korean War is often referred to as the ‘forgotten war’. What aspects of it that you have discovered in this segment show that it was an important confl ict that should be remembered in Australia?

A topic to research: • Battle of Kapyong• Battle of Maryang SanGo to Out in the cold, The Australians in Korea, online exhibition. www.awm.gov.au/korea/ausinkorea/index.htm

Finding out more: STUDIES magazine in your library has these relevant articles:3/1997 The Australian experience of war in Korea2/2000 Korean War 50 years on





When the Korean war started Mo was 23 years of age and one of the fi rst to enlist. Mo was too young to take part in the Second World War but he was eager to do his bit in the Korean War. Mo’s family had a proud military background: his father, Captain L. T. Gwyther, was awarded the MC and Bar for bravery during the Second World War.

He saw action almost immediately upon arriving in Korea in September 1950. During October he was wounded in the shoulder. After a full recovery he returned to combat duties. During the Chinese offensive of April 1951, Mo’s Company, positioned at Kapyong, came under heavy fi re and he was one of three Australians captured by the Chinese.

Mo takes up the story of his time as a POW:

I saw four planes coming in at eye level towards our slope, their big napalm containers beginning to fall … I wasn’t burnt but I was concussed by the bombing and was unconscious. When I came to I was surrounded by Chinese.

Bob Parker and Don Buck had spent six months in Camp Twelve, an indoctrination school. Their schools took in many UN prisoners and attempted to convert them to communism. ..Not one Australian fell for this stuff … We were the fi rst Australians in any war to stand up to brain washing.

Like Bob Parker and Don Buck, Mo attempted to escape but he was eventually caught and severely punished.

“[They] put us in a little cell with us all crowded in, called the Sweat Box. We had to stand, or sit with our legs out stretched, at attention, not speak, no sound, from 4.30 in the morning until 11.00 pm. Sometimes Tang, the Provost- Marshall, and his larrikins beat us with their rifl e butts … until we were unconscious. We were starved, could only go to the lavatory once a day, even then the guards decided the time and that was bad because we all had dysentery … upon release from the Box we were ordered to write a confession, ‘a self- criticism’ for attempting to escape. If it wasn’t good enough it was back in the Sweat Box … No we knew it was just a matter of keeping cool, never get hot under the collar, never give them an excuse to shoot you or beat you up too badly and things would work out.

Based on Patsy Adam-Smith, Prisoners of War From Gallipoli to Korea, Viking, Melbourne, 1992p 574-578

There are 330 Australians who died in the Korean War buried at the United Nations

war cemetery in Busan, South Korea. One of these graves has been tended by a South Korean

woman, Mrs Kim, for over 50 years. Mrs Kim’s husband was also killed in the war, and she realised that the Australian

soldier’s wife would not be able to care for her husband’s

grave in the same way that Mrs Kim was for her own

husband. So she has ‘adopted’ this Australian grave.

DID YOU KNOW

Listen toTRACK


Malayan Emergency16

A starting point for: Exploring the Australian experience of the Malayan Emergency.


1 Malaya (now Malaysia) is located:2 The fi ghting took place there in the years:3 The fi ghting was between:4 The area was invaded because:5 The outcome of the fi ghting was:6 The nature of the fi ghting was:

Document analysis: Here is part of a reminiscence of the Malayan campaign. 1 Read it and decide what qualities or attributes a serviceman would have needed to survive, and to defeat the

enemy.2 What big difference existed for men in this campaign compared to other wars? (Look at his situation on return

from patrol for a clue.)


1 This piece contrasts dramatically to other tracks on this CD – how is it different?2 What atmosphere or feelings does it create?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


This was the longest single engagement that Australian troops have been involved in, but it is not well known in Australia. Suggest why not.

Finding out more: STUDIES magazine in your library has this relevant article:2/1999 Australia’s ‘wars of diplomacy’ – Malaya and Borneo (You can test yourself as a decision maker in this article)





Problems with mites and mosquitoes

Malaria was the main concern … On patrol in the jungle it was sleeves down all the time and mosquito lotion sloshed on exposed skin all the time. Mosquito nets for sleeping were a necessity except on patrol where they were not only bulky but cumbersome to get out of in a hurry in the dark.

Mites were the carriers or unpleasant things like typhus so anti-mite fl uid … had to be rubbed into the seam of shirts and trousers and then re-applied periodically to counter the fl uid’s dilution through rain, sweat and washing.

The enemy (CTs)

The CT [Communist Terrorist] soldier was well used to living in the jungle … Food and other supplies came from the jungle gardens of the fringe squatters and surrounding kampongs [villages]. He had jungle workshops to repair his weapons and equipment, jungle hospitals for fi rst aid treatment, a network of agents and sympathisers in village, town and city, and a cowed rural population to coerce for food, money, information and sanctuary. His discipline, fi eld craft, navigation and minor tactics were good and his weapon handling adequate. He relied on surprise in ‘hit and run’ tactics such as the ambush and, [initially] could be ruthlessly cruel in murdering, mutilating or kidnapping people of infl uence and their families-village headmen, teachers, local government offi cials.

Waiting in ambush

Squirming to get comfortable, there’s time to become familiar again with the local vegetation as darkness descends and the mosquitoes try to penetrate your clothes and the lotion on your skin. After a while legs get numb, arms ache and the mind wanders. Suddenly there’s a noise and the skin tingles and the heart thumps but no shadowy fi gure comes into view and slowly you relax. Animals were often the cause of spring of premature ambushes, particularly at night when pigs, monkeys or deer could blunder into the site.

Returning from patrol

But when they were home sweet home, with loving wives to greet the returning warriors who by this time were rather hot, sweaty and smelly warriors. Ah, the bliss of climbing out of uniform whose starched pristineness had deteriorated into black sweat patches and creases, to shower, change, have a drink and think about what to do the next few days. The [servants] would whisk away the soiled clothes and confer with ‘Mem’ about dinner that night while I would sit back in sheer content.

Colin Bannister, An Inch of Bravery. 3 RAR in the Malayan Emergency 1957–59. Directorate of Army Public Affairs, Canberra, 1994, pages 38, 50, 76, 80.

The tactics that Australian forces learned in Malaya were

the basis of their great success in counter-revolutionary

warfare in Vietnam.

DID YOU KNOW

Listen toTRACK


17

18

19

VietnamJungles of VietnamComing Home

A starting point for: Exploring the Australian experience of the Vietnam War


1 Vietnam is located:2 The fi ghting took place there in the years:3 The fi ghting was between:4 The area was invaded because:5 The outcome of the fi ghting was:6 The nature of the fi ghting was:7 The number of Australians who died in this confl ict was:

Document analysis: Listen to the account of the nature of war in Vietnam. List some descriptive words under these headings:See Hear Small Touch Taste Feelings


These tracks introduce two new sounds. What are they? Why might they be so evocative of place and a particular period for the servicemen and women involved?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


1 Why were Vietnam veterans not initially respected in the same way as other Australian servicemen and servicewomen who had fought for their country?

2 Why did that change?

In your community: See interviews below

Finding out more: STUDIES magazine in your library has these relevant articles:1/1996 Australia Remembers – The Vietnam War2/1996 Vietnam – The home front 3/1996 Vietnam – The soldiers’ experience3/2000 Conscription in the Vietnam War1/2004 Australia and the Vietnam War – Why did Australia go to war?2/2004 The Vietnam War – the soldiers’ experience3/2004 The Vietnam War – the Australian home front experience3/2005 Commemorating the Battle of Coral in the Vietnam WarSee the Ryebuck publications list for:Australians in Vietnam CD-ROMYour library will also have the Australia and the Vietnam War education resource, Department of Veterans’ Affairs, 1996 and Australian Women in War, 2008.





Interviewing veteransOne of the best learning activities possible for the Vietnam War is to talk to veterans.This can be done by inviting a veteran to talk to your class, or by interviewing somebody who served in the war.

We have not provided you with a list of specifi c questions, but below you will see a number of areas that you might be interested in asking the veteran about. It would help if you know something about each area before you talk to your veteran.



SEE ALSO

The inspirational Sydney rock singer, Lindsay Churchill, who is singing ‘Run Through The

Jungle’ at the end of track 17, was a Vietnam veteran and it is his account of the ‘Jungles of

Vietnam’ on track 18.

DID YOU KNOW

Listen toTRACK


Interviewing people about their home front experiencesYou should share your interviews with others in the class and see if you can develop any generalisations about what it was like in Australia during the Vietnam War period.

31© Australian Deefenfeenccece Force and Ryebuck Media 2008

Personal details Name, age, job, where lived

Knowledge of the war

Did you know much about it? Why did Australia join?Did you support or oppose Australian involvement?

Conscription Were you eligible? Did you have friends who were eligible and called up? Did this infl uence you? Support or oppose conscription?Support or oppose this form of conscription? Support or oppose sending conscripts to the war? Resist the process? Protest against it?

Soldiers Any personal contacts? Attitude to soldiers serving? Personally abuse or insult any in any way?

War Did your attitudes change? Vote for or against it at elections?Did you see United States President Lyndon B Johnson (‘LBJ’)?

Protest Did you participate in any protests? Why? How? Why not? Attitude to protesters? Attitude to violence during protests? Attitude to those who supported the NLA? Present at any of the moratoria?

Society Would you say that society was divided? Was your family divided?

News Main source of it? Was it of interest to you? Did you get much information or news on the war from TV? Your recollection of any news / current affairs? Was TV the main infl uence on your attitudes to the war?

Now Would you hold the same ideas now about the war that you held then?What is your attitude to the Vietnam veterans now? What is your attitude to the war now? What is your attitude to those who protested now?

Interviewing people about their home front experiences

Personal details Name, age, rank during the war

Knowledge about the war

Did you know much about it before you went?Where did you information come from?Did you support or oppose Australian involvement?Support or oppose conscription?

Type of service Force (Navy, Army, Air Force, Citizens’ Military Force [CMF]) and if Army — Regular or National Service

Recruit Training Where? When? Experiences? Your opinion of it?

Corps Which one? Main job? Where posted? More training?

Posted to Vietnam

Did you volunteer to go? Did you have a choice?Attitudes and expectations? Well prepared?

Experience in Vietnam

When sent? How did you travel there? (e.g. HMAS Sydney, Qantas fl ight, some other fl ight?) Where based? With whom? Main job or role?Typical day?

Attitudes To the war? To other allied troops – USA, Vietnamese?To local Vietnamese civilians? Enemy – VC/NLA? To regulars/National servicemen? To offi cers/men? To protesters in Australia?To posties/unionists? To politicians?

R&R, R&C How often taken? Where visit?

Refl ections Highlights / lowlights? What kept you and others going? Diffi cult?

Homecoming How long there? Method of return? Any formal parade?Reactions on return? — Stress personal knowledge only. How accepted?

After the war Back into society? RSL issues? 1987 Homecoming important to you?

Today Any war-related problems? (e.g. PTSD, Agent Orange-related?)Joined RSL? Joined a Vietnam veterans’ association? Attitude to the war? Attitude to your service? Attitude to place of vets in the Anzac tradition? Attitude to 40th anniversary of the Battle of Long Tan? Attitude to National War Memorial in Canberra? March on Anzac Day?An overall assessment of the experience? Any other comments?

The best way of both testing your ideas about the home front and adding to your knowledge is to talk to people.

Here are some suggested headings to use and some aspects that you might ask people about.

© Australian Defence Force and Ryebuck Media 2008 32 © Australian Defence Force and RyRyyebuebuck Media 200832

A starting point for: The experience of Australians in modern confl icts and as peacekeepers in the modern world.

Before you listen: – recording your existing knowledge:

Brainstorm to identify a range of places where Australian troops have been involved in recent times, and the different types of operations they have been involved in.

Document analysis: An Australian soldier in East Timor, 2000

1 What qualities does she show that would help in peacekeeping?2 What is her attitude to her role in East Timor? How will this affect her work? 3 How will it affect the way the local people see Australia?4 Do you think she is proud of what she is doing? Should she be?5 What do her abilities and attitudes tell you about the nature of the

modern Australian Defence Force?6 Do you think she fi ts General Cosgrove’s description of the modern

Australian serviceman or woman? Explain your reasons.

What would you ask? List some questions that you would ask an Australian serviceman or woman serving overseas today.


How does the music support General Cosgrove’s words? How many tunes can you identify? For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


Do you accept that Australia has a role to be a good international citizen in peacekeeping? Explain your views.

A topic to research: Find out where Australians are today. Go to: www.defence.gov.au to see a list of places where Australians are serving.

Finding out more: STUDIES magazine in your library has these relevant articles:1/2000 East Timor and the Spirit of Anzac1/2001 Australia and Peacekeeping – then and now Australia and landmines – are we being a good global citizen?3/2002 Women in the Australian Defence Force — Do they have an equal role to men?Ryebuck Media also has many relevant publications and activities. For on-line activities go to www.ryebuck.com.au, click on E-LEARNING and go to DEFENCE 2020 — CAN YOU SAVE THE PATAGONIAN TOOTHFISH? and DEFENCE 2020 — CAN YOU DE-MINE YOUR TOWN?Your library will have Australian Women in War, Department of Veterans’ Affairs education kit, 2008.





experience of Australians in modern confl icts and as peacekeepers in the modern world.

nstorm to identify a range of places where Australian troops have been involved in recent terent types of operations they have been involved in.

Australian soldier in East Timor, 2000

Modern Times20

Hi. I’m Lainie Jenkins, I’m 26, originally from North Queensland – and an old student of St Patrick’s College, Mackay.

I started my working life in the hospitality industry. I became engaged to a soldier, and decided to join as well.

So now I’m a soldier in the Australian Army, and came here as part of the InterFET force, but I’m actually serving now as part of the United Nations force – which is why I wear the blue beret rather than the usual jungle hat or slouch hat.

My job is as an Operations Mover at the Australian military base in Dili – which means that I help co-ordinate the coming and going of people from Australia and other countries to East Timor.

A normal day sees me up at 6, down to meet the fi rst helicopter shuttle, make sure that people get to the right place they are going to, and then back to the offi ce to keep a record of it all. This happens several times during the day.

I’ve had plenty of helicopter trips to all parts of East Timor. I’ve really been shocked to see the extent of the devastation of

the place. It looks like almost every house has been wrecked and burnt, with just the shell surviving. This is in small villages as well as the larger towns. I really can’t understand why people have been so destructive — it just seems so vicious and unnecessary.

Anyway, the local people are slowly repairing and re-building their houses. It’s going to be a long and really hard job, but their optimism and attitude are fantastic. They are just really beautiful people, especially the women and kids, and so happy. I don’t know where they get that great spirit from. I have to say that they are really appreciative of what we are doing, and really respond well to the Australians – it makes me proud to be part of something so welcome and so constructive. It’s clear that without us to protect people, there would still be some nasty possibilities from the militia and the integrationists.

I’ll be here for 6–9 months. Just as long as I get home in August – because that’s when we are getting married. We’ve already put the wedding off once because of our posting here, so I want to make sure it happens this time!



SEE ALSO

Australians have been involved in peacekeeping activities since the very fi rst United Nations operation in 1947.

DID YOU KNOW

Interview February 2000, Ryebuck Media

Listen toTRACK


A starting point for: Understanding the importance of the Australian Defence Force in contributing to Australian identity over time.


Defi ne what you think the Australian servicemen and women have contributed to the Australian sense of themselves through the Anzac tradition.

Document analysis: The Anzac tradition has not always been as strong as it is now. Look at this list of events and possible factors that have shaped the place of the Anzac tradition in Australian society. Discuss whether they are likely to have enhanced or diminished the power and relevance of the tradition in Australia.• In 1915 the ANZACs represented all Australia.• Most Australians would have had some contact with someone who was at Gallipoli.• They were operating as an identifi able group, and were not part of a mixed force.• Australia was still a new and untested nation in 1915.• The nature of the fi ghting was often hand-to-hand and very dramatic.• Newspaper reports on the campaign were very positive towards the Australians.• Australians felt they were being ‘tested’ as a nation.• In the 1920s almost every town and suburb in Australia erected its World War 1 memorial.• In 1927 all states accepted Anzac Day as a uniform national day.• In World War 2 most people believed they might be invaded.• The main war effort was in New Guinea in 1942-43.• Thousands of Australians were taken prisoner by the Japanese.• Between 1950 and 1953 Australian troops contributed to the United Nations force supporting South Korea

against invasion by North Korea, supported by Chinese troops.• In 1960 the popular play The One Day of the Year depicted the diggers as drunken oafs.• 1970s many Australians opposed the Vietnam War.• The 1980 fi lm Breaker Morant depicted the Australians in the Boer War as heroic, and as scapegoats of

the British.• The 1981 fi lm Gallipoli showed the diggers as heroes, and criticised the British handling of the situation.• In 1987 the Vietnam veterans marched in the ‘Welcome Home’ parade in Sydney, before huge and cheering

crowds.• In 1990 there were huge crowds at Gallipoli and at marches in Australia on the 75th anniversary of the landing.• 1993 the Unknown Australian Soldier was interred in the Hall of Memory at the Australian War Memorial.• The 1980s and 1990s saw a massive increase in the number of schools studying World War 1.• The 1980s and 1990s saw a huge resurgence of interest in genealogy, and in fi nding an Anzac ancestor.• In 1999–2000 Australian servicemen and servicewomen were the key element in the United Nations East Timor

peacekeeping force.• Many more young Australians travel to Anzac Cove at Gallipoli, particularly for the 25 April dawn service.• In 2002 the last Australian ANZAC died.• In 2005 the last Australian to serve in World War 1 died.• In 2008 many more people are ‘discovering’ the Kokoda Track.


How does the music promote a refl ective mood?For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm


What does the Anzac tradition mean to you today? Explain your views.Do you think attitudes to war have changed over time?

derstanding the importance of the Australian Defence Force in contributing to Australian identity over time.

fi ne what you think the Australian servicemen and women have contributed to the Australian sense ofmselves through the Anzac tradition.

e Anzac tradition has not always been as strong as it is now. Look at this list of events and possible factors that ve shaped the place of the Anzac tradition in Australian society. Discuss whether they are likely to have enhanceddiminished the power and relevance of the tradition in Australia.In 1915 the ANZACs represented all Australia.Most Australians would have had some contact with someone who was at Gallipoli.They were operating as an identifi able group, and were not part of a mixed force.Australia was still a new and untested nation in 1915.The nature of the fi ghting was often hand-to-hand and very dramatic.

A Time to Refl ect21

Listen toTRACK


My Country22

A starting point for: Refl ecting on the power of patriotic music.


1 List some Australian songs that are patriotic. They may be serious ones (such as the National Anthem), or light-hearted (such as ‘Come On Aussie, Come On’).

2 What do they all have in common?

Document analysis: Listen to the reading of My Country. Imagine that you have been asked to create a fi lm of this poem. Describe the images you would choose as the words were being read. You might also decide on directions that you might add to the musical accompaniment — such as indicating when the music would swell or fade, when it might be light or more intense, and so on.


How has the composer adapted the words to suit the requirements for a song? Can you identify all of the solo instruments on this arrangement?Notice the gradual change in orchestration (mixing of various musical instruments) throughout this piece. What other techniques do you think are used to help create the climax at the end of the piece? Talk to your music teacher for some ideas.For further information on the music visit the Defence Force School of Music website www.defence.gov.au/army/dfsm

Responding tothis CD Track:

Brainstorm to list the aspects of Australia that you would want to include in a new patriotic song.

The love of fi eld and coppice*Of green and shaded lanesOf ordered woods and gardensIs running through your veinsStrong love of grey-blue distanceBrown streams and soft dim skiesI know, but cannot share itMy love is otherwise

I love a sunburnt countryA land of sweeping plainsOf ragged mountain rangesOf droughts and fl ooding rainsI love her far horizonsI love her jewel seaHer beauty and her terrorThe wide brown land for me

The stark white ring barked forestsAll tragic to the moonThe sapphire misted mountainsThe hot gold hush of noonGreen tangle of the brushesWhere lithe lianas* coilAnd orchids deck the tree topsAnd ferns the warm dark soil

Core of my heart, my countryHer pitiless blue skyWhen sick at heart around usWe see the cattle dieBut then the grey clouds gatherAnd we can bless againThe drumming of the armyThe steady soaking rain

Core of my heart, my countryLand of the rainbow goldFor fl ood and fi re and famineShe pays us back threefoldOver the thirsty paddocksWatch, after many daysThe fi lmy veil of greennessThat thickens as we gaze

An opal hearted countryA wilful, lavish landAll you who have not loved herYou will not understandThough earth holds many splendoursWherever I may dieI know to what brown countryMy homing thoughts will fl y.

MY COUNTRY

Dorothea Mackellar

*coppice = a small grove of trees*lianas = vines

All aspects of the production of this CD,

including script writing, orchestration, graphic

design, sound engineering and musical performances

were completed by members of the Australian

Army Band Corps.

DID YOU KNOW

The Australian Defence Force is one of the largest employers of professional

musicians in Australia?For more information on an exciting career

in music, call (03) 9450 7315 or visit: www.defence.gov.au/army/dfsm/

DID YOU KNOW

Listen toTRACK

Ryebuck Media thanks Warrant Offi cer Rod Mason for his expertise and effort in helping create this unit.

59

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