WEEK 3 · EXPERIENCE / TOTAL WAR · PHASE 3 · DECK ph-b + b1–b30
What was the Great War actually like?
▸ This lesson runs inside the continuous classroom deck — Phase 3 · What the war entailed
WALT / We are learning to
- use different evidence types to reconstruct wartime experience;
- separate Gallipoli as an event from later ANZAC memory;
- compare different lives rather than invent one “soldier experience”;
- explain how Total War reshaped people, institutions and communities at home as well as overseas.
Identity question: Whose experience becomes the national war story?
Functional reo: mātakitaki / view · pānui / read · kōrero / discuss. Kupu in context: whenua and tūrangawaewae appear only when land, return and belonging are actually being studied.
Lesson 5 · Gallipoli: event before legend
- Map prediction: students infer the Dardanelles campaign objective before explanation.
- Terrain as evidence: annotate what the landscape would make difficult.
- Person dossier A: begin with a real NZ service person / role using a photograph or service record fragment. Ask what can be inferred and what cannot.
- Event vs memory: establish military outcome, then deliberately postpone the big “birth of a nation” judgement until Week 6.
Lesson 6 · One War, Different Lives
- Western Front shift; Somme / Passchendaele as NZ examples.
- Person dossier B: compare a second role / life and a different source carrier.
- Māori Pioneer Battalion: engineering / labour under danger, military organisation, service and belonging as core history — not extension content.
- Total War: move beyond the trenches. Schools, nursing, food production, money / voluntary effort, dissent and community pressure all become part of the same war system.
- Systems map: connect front-line soldier · whānau · school · farm / factory · government · media · hospital · shipping · money · iwi / community. Students justify the most important arrow.
- Human scale: convert one sourced statistic into a statement about people / whānau / community.
- Identity Ledger: whose experience have we encountered, and who remains absent?
Source progression
Photograph → service record → personal writing / testimony → official account → statistic → later historian. Students ask how changing the carrier changes what can be known.
Micro-routine: observation → inference → claim → evidence → limit → confidence.
Kaiako guardrails
- No gore as engagement strategy. Humanise through evidence, not shock.
- Do not collapse the Māori Pioneer Battalion into the WW2 28th Māori Battalion.
- Do not imply a photograph transparently reveals what “soldiers felt”.
- Do not let “home front” become a token women’s slide. Total War changes the meaning of the war itself.
- Claims about specific Māori rural / whenua impacts require appropriate local or Māori authority; the national resource should not invent them from a curriculum bullet.
Deck implementation
Phase 3 is implemented as divider ph-b plus slides b1–b30 inside the 174-slide deck. The real-person and Total War activities outrank slide-count neatness; preserve their reasoning sequence when adapting the deck.