Use the Celebrations and Ceremonies photo kit (Learning Media) or find photos and pictures from magazines that show different activities. Make sure that some of the pictures show formal occasions and have elements such as Maori traditional costumes, church dignitaries, soldiers, etc.
Divide the children into groups of 3-4 and give each group three photos - try to provide three different types, eg. a celebration, ceremony and a commemoration.
Discussion questions:
Get the groups to share their ideas and then to work together to classify all the photos into three groups.
If the children come up with the word celebrations write it on to the whiteboard. Otherwise introduce the words celebrations, ceremonies, commemorations.
In small groups discuss: What are celebrations, ceremonies and commemorations?
Decide on definitions for each word, eg.
Divide a large piece of paper into three columns. Students work in small groups to brainstorm examples to fit into each column. Allow 3-5 minutes for students to complete the activity. Share ideas from their
chart (RTF 11KB)
and allow the children to "Piggyback" ideas. Classify and correlate ideas and make class ANZAC chart.
This chart will be kept and used throughout this unit with children and teacher adding to it as new information is found. It will serve as a mini resource with notes and information discovered throughout the unit.
Discuss: Have we got our examples in the correct columns? Use highlighters to colour code any changes, eg. all ceremonies red.
Ask the children why we have ANZAC Day and what they know about ANZACS. Use the what_do_i_know (RTF 8KB) . The children write down all they know. Then write down what they would like to find out. Retain a copy of this sheet to help with assessment at the end of the unit.
Read to the students a series of provocative statements and ask them to use their thumbs to show their reaction. Discuss using thumbs up to agree with a statement, thumbs down for disagree and sideways for unsure. Asking the students to close their eyes will eliminate them following others and allow for anonymity.
Examples of statements could be:
Revisit these statements at the end of the unit. Ask the children if they have changed their minds. If so, why?
Summarise for the students how World War 1 actually began. The countries involved, the battles fought.
Read Gallipoli by Neil McKenzie [New Zealand Warrior series, search the catalogue to see if this is available from the National Library service in your area]. Read to the children several times over successive days. Discuss during and after reading what happened and why. Use the 5W's and an H to formulate questions, eg.
Record on a class chart the important information:
Students could write quiz questions based on the book to ask other groups.
Published on: 21 May 2009