As a whole class, critically analyse the resources below. This material provides a cross-section of print media from the time. They show the need to critically evaluate information that was presented to the Australian public during the war.

Have the class answer these questions for each resource.

• Who published the source? Why is this information important?
• What information can we gain from the source?
• How would the public have felt viewing the source?
• Is the source primary or secondary?
• What is the main purpose of the source?

Resources

The Anzac Book

The Anzac Book was first published in 1916 and contained a collection of stories, poetry, cartoons, photographs and drawings from those who served on the frontline at Gallipoli. Edited by Australia’s official war correspondent Charles E.W. Bean, the book helped cement the Anzac ideology in readers’ minds. The collection highlighted the daily struggles faced by troops on the frontline, presenting a light-hearted insight into life in the trenches.

Full text of The Anzac book: written and illustrated in Gallipoli by the men of Anzac, Australian Imperial Force, 1916

• 'A present from home' page 64
• 'An ANZAC alphabet' pages 115-118

Gallipoli, poem by Sergeant Sydney Bolitho

The Trumpet Calls, Norman Lindsay

The Trumpet Calls is a propaganda poster created by renowned Australian artist Norman Lindsay. The image shows a strong Australian soldier playing a trumpet (the call to arms) as he throws an accusatory look over his shoulder at a group of fit-looking civilian men in the background. In the foreground are four soldiers, also very fit-looking with determined faces, anticipating victory against the enemy.

‘Ashmead Bartlett’s Story of Dardanelles Overture’, The Sunday Times (Sydney), 13 June 1915, p.3

What is in a newsmap?

As a class, explore the newsmap by Karl Lehmann-Dumont, Humoristische karte von Europa im Jahre 1914 (Humorous Map of Europe in the Year 1914).

Humoristische karte von Europa im Jahre 1914 by Karl Lehmann-Dumont depicts the key players across Europe at the outbreak of the war. This caricature explores the war from a German perspective, focusing on the territorial wars between countries.

Lehmann-Dumont is known for several wartime poster and card designs. In this example of the serio-comic map, the Deutsche Michel (the German Michael, who symbolises the German national character) has donned his war colours and already has the Frenchman by the throat, while punching the Russian Bear. Austria-Hungary fights cunningly against Russia and Serbia, while France in retreat calls to England for help.

John Bull is shown standing on his moneybags, still coping with Indian and Irish problems. Belgium, in the form of a toad, has been pinned, to be added to the German collection. Turkey, wounded in the Balkan Wars, has recovered enough to light the south-Russian powder keg and Japan is dragged into the European theatre of war by her alliance with Britain.

Concluding activities

Explore the timeline with students. Using resources provided throughout the timeline and on Trove, ask students to create a modern interpretation of a World War I newsmap. This activity will allow them to draw on a range of primary and secondary sources in order to gather accurate and relevant information on a specific battle involving Australian troops.

Encourage students to draw on their knowledge gained from studying newsmaps. Great journalists and war correspondents gather information from a variety of sources to enhance their work. With this in mind, have students consider the following when designing a newsmap:

• using symbols and colour to represent different ideas
• incorporating graphics, photographs and text into the newsmap
• using digital technologies

Have students demonstrate their research process by explaining their choices of images, words, colour etc. Ask them to provide examples of other posters, documents, newspapers, maps, people and photographs that influenced their decisions, and explain why they did or did not choose to use elements from these examples.

Have students create a reference list for each source that they consulted in developing their newsmaps.

Now, register a Twitter, Instagram or other social media account. Have students craft social media posts into a digital timeline incorporating other information gained through the research process, including:

• significant dates and events
• personal stories
• interesting facts

Have students upload their posts to share with others.

This activity could be adapted for other conflicts that Australian forces have been involved in, such as Vietnam, Korean, Iraq and Afghanistan.