Dreaming Soldiers€¦ · The double-page spread of life in the trenches reveals that the soldiers...

Big Sky Publishing | [email protected] | www.bigskypublishing.com.au 1

Dreaming Soldiers

By

Catherine Bauer

Illustrated by Shane McGrath

Teachers’ Notes

About the Book 2

About the Author 2

About the illustrator 2

Themes 2

Learning Areas and Content Descriptors 3

Author’s Historical Note 3

Illustrator’s Note 4

Discussion Guide 4

Activities 6

Activity Templates 9

NOTE: This a guide only. These notes may be reproduced free of charge for educational purposes only.

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About Dreaming Soldiers

Dreaming Soldiers poignantly weaves tales of childhood adventures and battlefield challenges with gentle Dreaming themes. It is a touching friendship story about Jimmy and Johnno, two young Australian boys in the 1900s; mates who do everything together, sharing adventures and growing up side-by-side in the dusty cattle yards of an Outback South Australian station and, later, on the dusty WWI battlefields of the Middle East. The simple story-telling combines with stunning images to honour the service and contribution of Australian veterans, and Indigenous soldiers.

About the Author

Catherine Bauer is a journalist and writer from South Australia and works with the South Australia State Theatre Company. Her love of writing began as an eight-year-old when she wrote and illustrated her own book. She has now written three children’s plays and has two picture books set for publication in 2018. Catherine aims for her stories to spark all or one of the following three reactions in readers: ‘that’s me’; ‘I wish that was me’; or ‘I’m glad that’s not me’.

About the Illustrator

Shane McGrath is a talented artist/illustrator from Melbourne. His mum says he was always talented (all mums say that) and one of the first artworks Shane made was when he bit his toast in the shape of a horse. He always loved drawing pictures and reading books, especially Where the Wild Things Are and Asterix comics. Shane’s incredible ability to capture the very essence of Australia is showcased in several spectacular picture books including Granny’s Place, Shearing Time and Stripes in the Forest.

Key Themes:

• Australian military history • Civics and citizenship • Diversity of Australia’s First People and the continuous connection of Aboriginal and Torres Strait

Islander people to Country/Place • Indigenous history • Dreamtime • Racism • Community and remembrance • Personal and family history • Government and democracy • Mateship • Heroism/courage Values and emotions: Compassion, Resilience, Persistence, Fear, Hope, Empathy.



Key Learning Areas

KLA: HASS

Questioning, Researching, History, Geography, Civics and Citizenship

KLA: English

Language: Test structure and organisation, Expressing and developing ideas;

Literature: Literature and context, Responding to Literature, Examining Literature

Literacy: Interacting with others, Interpreting, analysing and evaluating, Creating Texts.

KLA: The Arts

Visual Arts

General Capabilities: Literacy; Personal and Social Capability; Ethical Understanding; Intercultural Understanding; Critical and Creative Thinking

Cross-Curricular Priorities: Aboriginal and Torres Strait Islander Histories and Cultures

Author’s Historical Note:

Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples. Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and have sophisticated family and kinship structures. Their experiences can be viewed through historical, social and political lenses. They have had their own unique experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders.

Ever since the South African Boer War, 1899 – 1902, Indigenous Australians have served alongside ‘white’ Australian soldiers in every conflict and peace-keeping mission in which Australians have been involved. This is despite Indigenous men and women being officially banned from serving and not sharing the same rights as ‘white’ Australians during the first half of the 1900s. Aboriginal and Torres Strait Islander people weren’t even recognised as Australian citizens until 1967. They could not vote, they were paid less for the same work, and they were excluded from some schools and hospitals, shops and cinemas. Yet thousands did serve, with officials ‘turning a blind eye’ in order to boost Australia’s fighting forces. Many young Indigenous men hoped that war service would help their fight for equality and citizenship. Others were simply looking for better pay and a new adventure. Unfortunately, their service and bravery did not immediately result in recognition or equality.



Illustrator’s Note: When I begin illustrating a new book, one of the things I enjoy most is the research that is involved. I enjoy learning new things about our history, both happy and sad, because it means I can fill the pages with information that is unique and a true reflection. I researched into as many places as I could for inspiration and details specific to the place and period. Though it isn’t made clear in the text, I got the impression the story was set in South Australia and therefore focused my research there. The landscape and architecture of 1910 South Australia is quite unique with its lime and sandstone buildings, the wide streets of Adelaide and the arrival of the automobile, side by side with horse-drawn trams and bicycles. The recruitment posters of South Australia and the red Australian flag were details I couldn’t get wrong, even the style of clothing and types of school desks children had at the time were quite unique.

I learnt that farmers in South Australia were some of the first in Australia to get motor cars, and that Adelaide's main streets had horse-drawn trams. I learnt that the indigenous stockmen were highly respected in the ranks, but they had to fight very hard to be allowed to serve in the armed forces. Not everyone might notice the hundreds of intricate details that I include, but I know that if they do, they're pretty accurate. This is a story that is not often heard, so I am very pleased to be involved, in a small way, in its telling.

I used a combination of hand-drawn line work in pencil and ink, with digital colouring in photoshop. This way I can easily play with the composition and various colour palettes without having to draw everything against and again. Night time can become day, summer can become winter. As for the colours selected, I tried to find examples in nature as well as in historical paintings from the period. A good example is Tom Roberts 1891 painting, A Break Away! I also looked to film and television depicting similar periods. John Ford’s film The Searchers was the influence for the ‘doorway’ scenes in the book.

Discussion Guide

The following questions are a general guide only to be adapted to the prior knowledge and developmental level of the students.

Consider the cover. What does it tell us about the setting? There is a crowd of people in the background, why are they there? Can we tell from the image the period in which the story is set and which war the soldiers might be involved in? What could the title mean (check student understanding of the Dreamtime)? What could happen in this story? Read the blurb on the back cover. What does the term ‘true mateship’ mean?

Consider the first page – Jimmy Watson and Johnno Hogan were the best of friends – what does the image add to our knowledge – Aboriginal scar tree, rural background, sense of adventure, friends despite differences.

There are signs of the past throughout the story. Search for these during the reading or revisit them when complete.



Old Reggie tells Dreaming stories, stories of ancestral spirits and the creation of the land. Check on student understanding of the Dreamtime. What is visible in the sky in the second illustration of the campfire stories?

Johnno goes to ‘big school in the city’. What does this mean? Why would he need to go there? Students may not be aware that many rural schools did not offer Secondary schooling at this time. Consider the reasons why Jimmy does not go to ‘big school’ and point out that it is likely that Jimmy would not have gone to school because of segregation.

Jimmy goes to town in the truck with Mr Hogan. Why are the men in the street staring? Explain some of the information supplied in the historical note regarding the treatment of Aboriginal and Torres Strait Islander Peoples. What is Jimmy feeling? How would you feel?

What happens when Johnno and Jimmy go into town for supplies? This double-page spread offers a window into the past. Discuss the various signs of the past including clothing and transport. What does the illustration tell us that the words don’t say? What is a recruitment drive? What does the acronym AIF stand for?

How do Jimmy and Johnno’s family members react when they announce they have ‘joined up’? What affect does this have on the boys? How would you feel if they were your older brothers?

Consider the image of the soldiers as they prepare to sail for ‘distant lands’. What emotions might they be experiencing, what about their families? What land are they going to? How long might the journey take? How does the illustrator depict the ocean and the sky? What could this represent?

In what country do you think Jimmy has arrived? What are the soldiers climbing? Why is there a kangaroo in the background? Introduce students to the concept of a mascot bringing good luck.

Consider the changes in colour when Jimmy experiences the battlefield. How does it make the reader feel?

Johnno rescues Jimmy after his mate is buried alive. What is bravery? What is mateship?

The double-page spread of life in the trenches reveals that the soldiers are now on the Western Front. Consider this image carefully. What are each of the soldiers doing? What is trench warfare?

The cool nights restore Jimmy’s courage. Why do you think this is? What else does Jimmy think about in the quiet dark? How is he feeling?

In the final double page spread the illustration accurately portrays conditions on the Western front. What has happened to the landscape? What might have been here before? What were the conditions like for the soldiers? Would the horses have suffered?

But this time was special too because, for the first time, Jimmy was treated like everyone else. What does this mean? Have you ever been treated unfairly, or felt left out? Explain to the students that the Indigenous soldiers who returned to Australia were not treated as fairly as they were when serving. Students reflect on this and discuss the reasons why this was so.



Jimmy and Johnno arrive home together. How would they and their family members feel that day? How might going to war change a person? Around one in five Australians didn’t survive the war. Many came home with injuries or illness. Discuss what family members would have felt if their loved one did not survive or arrived home with an injury or illness.

Activities

HASS The Past Evidence of the past is clear in the illustrations. Using the T-Chart Template students compare what

life was life in Australia 100 years ago to today. Consider clothing, communication, transport, education and attitudes.

Research the variety of WWI animal mascots. Why would soldiers take animals to war? Family history

Students interview their parents, grandparents or other family members to find out more about their family history. Did any family members belong to the armed forces? Make a family scrapbook. It could feature the following:

• pictures of your parents and grandparents as children or young adults. • retellings of family stories that have been handed down from generation to generation; • a family tree going back to your great-grandparents, with information about the people

featured; • a letter describing an exciting event in your life or in the life of a member of your family; • newspaper-style interviews with family members; • information about any special family traditions • a map showing where your family members have lived in a state, or in Australia or in the world.

Students who have ancestors or a family member who has served in the armed forces prepare a

short presentation on their service or create a small poster for display. A remembrance wall could be created to commemorate these veterans as part of Anzac Day or Remembrance Day activities.

Civics and Citizenship

Students explore cultural diversity, and how belonging to diverse groups can shape personal identity. Look at the issue of belonging to a group or a community. Questions include: how has my identity been shaped by the groups to which I belong; how are decisions made democratically; why do we make rules and how can I participate in my community?

In relation to the text, was Jimmy and his family treated fairly by society and by the law? How have

attitudes changed over the past 100 years? Are there aspects that still need to change? What can we do to be more inclusive and welcoming to people from different backgrounds to our own? Ask students to consider how they would feel if treated unfairly, even after doing their best to help someone else.



Using the I feel, I think, I can template students imagine what it was like for both Jimmy and Johnno

when they returned after the war and Johnno was not treated fairly. Consider the perspective of both characters.

English After the class discussion regarding discrimination, students write a persuasive letter from the

perspective of Johnno to the Prime Minister of Australia. Outline your concerns about the treatment of Indigenous soldiers upon their return from the war.

Consider the illustration which depicts life in the trenches. A soldier is writing a letter. Letters could take six weeks to arrive in Australia, often longer, sometimes not at all. Students imagine they are Jimmy writing home to his family. Point out to the students that it is unlikely that Jimmy would have received enough education to write a letter, unless taught by someone like his mate, or members of the Hogan family. For the purposes of this activity students assume that Jimmy can read and write. Would he tell the truth about what the war was like? Would he explain how it felt to be included, to be part of a team? Swap letters with a partner who imagines they are Jimmy’s mother, father, or younger sibling. Write a return letter from the perspective of that person at home in Australia.

Creative Arts Discuss the colour palette that the Illustrator Shane McGrath has used. What emotions are conveyed? Using a colour image of a war memorial in their local area as a model, students paint a picture using the colours Shane has used. How do the colours change the mood of the image? Heroes and heroines What is the definition of a hero or heroine? Discuss who should be deemed a hero. Is a hero only someone who wins an award or gets a medal? Research some modern child heroes. What brave act did they perform? Did they get a bravery medal? Were they as brave as Jimmy? Discuss what you would do in a similar situation.

For further information about Dreaming Soldiers and about the

author and illustrator.

Author website

Illustrator Website

www.bigskypublishing.com.au


http://www.joshlangley.com.au/

http://www.bigskypublishing.com.au/


Life in the Past and Life Today

The Past – 100 years ago Today



Johnno & Jimmy -I feel … I think … I can ….

Imagine what it was like for both Jimmy and Johnno when they returned after the war and Johnno was not treated fairly. Consider the perspective of both characters. What are you feeling? What are you thinking? What can you do?

What is Jimmy feeling?

What is Jimmy thinking? What can Jimmy do?

What is Johnno feeling?

What is Johnno thinking? What can Johnno do?



Dreaming Soldiers by Catherine Bauer Illo. Shane McGrath | Colouring Activity


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