The ANZACS-From 'I Wonder' to 'Find Out'.

In the I Wonder stage there were 3 main questions we always need to answer.

1. What can we Observe
2. What do we already Know
3. How might people view this in different ways

Answer all of these questions (and some of the possible questions) for one of the 'Hooks'. Do this on this blog and copy that and put it on yours. 

Once you have done that you can move to the Find Out stage. In this stage you need to use what you've seen and your 'inklings' from the I Wonder stage to begin to develop QUALITY questions. 

You need to seek and share information that helps you and others make sense of what you are exploring. You need to;

• record facts and ideas, 
• ask each other questions (and record these. This could be a blog post of a comment on a doc.)
• Can you also challenge each other’s assumptions.

YOUR GOAL AT THIS STAGE IS TO FORM A RICH QUESTION TO GUIDE YOU INQUIRY DEEPER. This means beyond simple fact finding to develop and answer.This RICH QUESTION may need to be broken down into further parts.

Below are links to more hooks. As you use these, you must as yourself and document the 3 main key questions. DON'T RUSH

Resources

Hook 1 Henry Nicholas

Hook 2  Rikihana Carkeek

Hook 3 Recruitment

Hook 4 Tunneling at Arras

Hook 5 White Feather

Hook 6 Dental Hygiene

Further Links to explore

Pathfinder

Our Links Add any things you find that others might like to use. Make sure you name what it is.

The ANZACS-White Feather

Context

In 1915, “V.C.’s White Feather” was published in newspapers around the world. The story contrasts
two symbolic offerings: a white feather, used to accuse someone of cowardice, and a Victoria Cross medal, awarded for “acts of valour”. Giving someone a white feather was a form of social bullying.
The feathers were handed or mailed to men who didn’t wear uniforms; the intention was to shame them into signing up for duty. In comparison, the Victoria Cross is the highest military award possible and receiving one was a rare distinction.

The practice of giving someone a white feather was less common in New Zealand than in some other countries. People here recognised that there were many reasons why a young man might not be in uniform. Even so, sometimes unusual people were targeted; for example, a 98-year-old man in Gisborne received a feather in the mail.

As a symbol, a white feather can have different interpretations. For example, for some iwi, a white feather symbolises peace rather than cowardice.

Key questions

• What can we observe?
• What do we already know?
• How might people view this story in different ways?

Possible discussion questions

• What did you think was going to happen when one of the women walked over to the young man?
• Why did she give him a white feather? What did it mean?
• Was the woman showing bravery or cowardice by giving the young man the feather?
• What is a Victoria Cross? Why was it awarded?
• Can you think of other symbols that might seem insignificant to someone unfamiliar with them but that hold a lot of meaning?
• What are some ways that people try to apply social pressure today?

Differentiated Learning

• What the VC is amd what it is for?
• What is a white feather given for?
• Compare and contrast on blog. 

Resources

Conscription, conscientious objection, and pacifism:

http://bit.ly/TeAra-Pacifism

New Zealand soldiers awarded a Victoria Cross:

http://bit.ly/NZ-VCWinners

Explains how Te Raukura is an important symbol to the tribes who affiliate to the Taranaki rohe. This symbol is captured in the form of a white feather, or a plume of white feather.

http://bit.ly/1tj2mVJ

Learning areas

Social sciences (level 4):

Understand how formal and informal groups make decisions that impact on communities.

English (level 4):

Listening, reading, and viewing:Purposes and audiences

Show an understanding of how texts are shaped for different audiences. (Indicators: identifies particular points of view within texts and recognises that texts can position a reader.)

Health and physical education(level 3):

Personal health and physical development:Personal identity:

Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their sense of self-worth.

Relationships with other people:Identity, sensitivity, and respect

Identify ways in which people discriminate and ways to act responsibly to support themselves and other people.


Interpersonal skills:

Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.

The ANZACS-Tunneling at Arras

An imagined text message conversation between a soldier in the New Zealand Tunnelling Company and an army captain, both in France, 1916. Unidentified soldier (on left) by Herman John Schmidt, 1910s. Sir George Grey Special Collection. Auckland Libraries. 31-WPSCH18. Unidentified soldier (on right) by Allan Alexander Penman Mackenzie, 1916–1918. Masterton District Library and Archive. 541013.

Context

The men in the New Zealand Tunnelling Company were recruited in 1915 and arrived in France in March 1916. Most were quarrymen, goldminers from Waihi and Karangahake, labourers, or coalminers from the West Coast of the South Island. The tunnellers joined underground quarries together quarries together to create a complex underground network that included kitchens, headquarters, and hospitals, along with facilities to house 20 000 men. Many locations in the tunnels were given New Zealand place names, with Russell at one end and Bluff at the other. In 1917, the tunnellers were given the dangerous job of digging tunnels beyond German lines in order to lay mines. The underground tunnel system was of major strategic importance to the Allies during the German offensive of 1918. The Tunnelling Company left Arras in July 1918. In the two years they spent in France, at least 41 tunnellers died and more than 150 were wounded.

Key questions

• What can we observe?
• What do we already know?
• How might people view this conversation in different ways?

 Possible discussion questions 

• What is this conversation about?
• What is the tone of the conversation? 
• How might these messages have been communicated in 1916?
• Why was the New Zealand Tunnelling Company sent to Arras?
• What challenges do you think the men in the New Zealand Tunnelling Company faced while they were in France? 
• Who were the Pioneers?
• How would you feel if you were the soldier in this conversation? 
• Would you rather be the soldier or the captain? Why?

Reading

Underground Soldiers by Mark Derby 

Resourses

What NZers left behind at Arras

Geohazards Inquiry Form

RMQs-

To day our RMQ begins with a little background info.


We begin by looking at Line, Rectangle and Square numbers.

RMQ

Which list is going to be the biggest?
What have you noticed? Can you blog about it

Resources

Graph paper link
Prime and Composite interactive
Maths buddy numbers #1624 #3112 #4652

Geohazards-Inquiry

When you watched the videos and decided on a possible area for inquiry. Make time to see me and make a plan about where you are going to go, what your going to do and how it fits with the NZC in science

Nature of Science
Planet Earth and Beyond

Have a look at the video below that is one possible model you could make to demonstrate your learning.

Home Learning Wk3

To keep up with the workload, this week it's pretty simple.

1. Go to the videos page of last week's VFT and watch them again (first time for some?). 
2. Use the title of the video as the title for a post on your blog, and answer the questions that go with each (there are 3 questions). 
3. Blog a quick summary of what you found out and add any maps, photos, etc...

Videos

Diaries

By the end of this week, you should have an idea about your 'way in' and what you'd like to investigate more, and the type of model you'd like to make or experiment you'd like to do to show your learning. 

The ANZACs-Recruitment

Context

 In December 1915, this drawing appeared in The New Zealand Observer, a popular illustrated weekly newspaper. Its purpose was to encourage Māori to enlist in the army. When recruitment started in earnest in 1914, many Māori men signed up. Some Māori leaders believed that Māori participation in the war would strengthen Māori claims for equal status with Pākehā. Others were opposed to going to war and to fighting for the British Empire. This was because of the harm that the British Crown had done to Māori communities by activities such as confiscating Māori land and other violations of the Treaty of Waitangi during the latter half of the nineteenth century. The Māori Contingent had a reputation for fighting strongly and were famous for their haka, but many of these soldiers died on the battlefields. By the end of the war, 2227 Māori and 458 Pacific Islanders had served in what became known as the Māori Pioneer Battalion. Of these, 336 died on active service and 734 were wounded. Other Māori enlisted (and died) in other battalions as well.

from NZHistory.net.nz

Key questions

• What can we observe? 
• What do we already know? 
• How might people view this poster in different ways? 

Possible discussion questions

• What can you see in this image? 
• How are the different figures in the image portrayed? 
• Who is the target audience? How do you know? 
• What is the purpose of the image? 
• How effective is it?
• Why were recruiters at the time specifically targeting Māori?
• Why did Māori have conflicting views about joining the war? 

Reading

King and Country by André Ngāpō.