This document provides suggestions for an integrated unit on soldiers going off to war, spanning several subject areas including English, social studies, health, drama, media studies, art, music, and math. The unit is designed to be 5 weeks long and involves students working individually and in groups to complete tasks like role playing soldiers' experiences, creating propaganda posters, mapping troop movements, and producing news reels. The goal is for students to gain understanding of the causes and effects of war through multimodal learning activities incorporating different skills and perspectives.

1. Unit: Off To War Integrated Unit Level: Y9 (L4-5)
Some suggestions for integrating English, Social Studies, Health, Drama, Media Studies, Art, Music and
Maths…
Time: 5 weeks Resources:
‘Country Lads’ short film: http://www.nzonscreen.com/title/country-lads-1941
AO: Vocab:
Anzac Collection: http://www.nzonscreen.com/collection/anzac-day
(E) Listening, reading and viewing; speaking, writing and Enlist, draft, Cartesian Coordinates, plimsol line, latitude,
presenting longitude, storyboard,
(SS) Understand that events have causes and effects;
Understand that people move between places and how
this has consequences for the people and the places. National Film Unit Collection:
(H)Relationships with other People; Healthy communities http://www.nzonscreen.com/collection/national-film-unit-
and Environments collection
(Ma) Statisitcs, Geometry and Measurement Maori Battalion Returns (Weekly Review 232)
(D) Developing ideas; communicating and interpreting http://www.nzonscreen.com/title/maori-battalion-returns-1946
(Mu) Sound arts in context, communicating and interpreting
Specific Key Participating and contributing: students will work as a part of a wider group to complete a Using language, symbols and texts: students will demonstrate multimodal literacy by
Competency/s number of tasks around a central theme contributing towards a final presentation producing a number of texts in a range of forms
addressed and Relating to others: students will engage in inquiry in groups and individually which will require them Thinking: students will be exposed to a number of different viewpoints and will be required to
how. to interview others outside the class and school community synthesise information from a number of sources
Learning Progression: QUESTION (engage with texts using a range of questioning VERIFY (check students’ understanding)
Invite the school community in to present the results.Celebrating Success:
strategies)/ TRANSFORM (information from one form into another) (E): Create a blog with appropriate weblinks of a soldier going to war or
PREDICT (Connect to students’ prior English (E): a family member at home
knowledge) / CLARIFY (pre-teach • Close read film with 3 level guide statements post viewing Social Studies (SS): Create an audio tour for a local war memorial or
key vocab) • Write letters to the War front landmark such as a battlefield from the New Zealand wars (this might
English (E): Social Studies (SS): include photos and be suitable for loading onto an ipod or phone)
• Journal write • Map exercise (Google maps) Health (H):Create a poster or website (using weebly?) outlining how
Social Studies (SS): • people within a family and community can support each other in times
• Anticipation Guide Health (H): of emotional crisis or disaster
Health (H): • Students learn about and role play effective relationships Drama (D): After the ship left? Monologue.
• Kim’s Game (teacher provides a in times of stress; effective goodbyes; community support Media Studies (MS): produce a short news reel of a school event.
series of images or objects students Drama (D): Art (A): Create a war propaganda poster
have to look at, memorise then • Role play Music (Mu): Create an original piece of music for the media news report
remember)
Media Studies (MS): Maths (Ma): Create a digital presentation on the impact of WWII on NZ
Drama (D):
• Narrative elements of a news report – graphic organiser population in small communities and cities
• Response Journal reflection
Art (A):
Media Studies (MS):
• Research war artists or war propaganda posters
• Visual diary reflection
Music (Mu):
• Fishbone
• Inquiry project – music for war… create my own WW2
Art (A):
playlist
• Visual Diary personal response
Maths (Ma):
Music (Mu):
• Map reading – movement from NZ to war front focusing on
• What I will see… Graphic
direction, time and distance. How much fuel?
organiser
• Loading the boat – how many men, tanks; how much
Maths (Ma):
food… (Plimsol line)
• KWLH
• Vocab Square