investigative inquiry: the bombing of darwin...investigative inquiry: the bombing of darwin the...

Investigative Inquiry: The Bombing of Darwin

The Bombing of Darwin

Bruce Acland - "I heard the roar of an aircraft and a role of holes appeared just above my head. I was lagging behind - to check up - sort of put the speed of lightning into my loins.trench."

Investigative Options

People and places

Each visitor to the Defence of Darwin of a real person who was in Darwin during World War II.people who arrived during or after the bombing of Darwin, most people represented lived in Darwin in the lead up to the war. The characters are well represented throughout the Defence of Darwin Exhibition and students can use their time in the Museum to investigate the type of people who were living in Darwin during February 1942, including the roles they played in society and the defence of Australia.

If you are not able to visit the Defence of Darwin Experience, information related to the characters can be found in the Teachers’ menu tab on the website.

• Using a range of resources research the following:

o Who was living in Darwin in early December o Who was living in Darwin on 19o What roles did these people have?o Where had the rest of the population gone?o Who was living in Darwin at the o How does the population of Darwin in the 21

population pre-

• To investigate population numbers and gain further insight into the demography of the Northern Territory in 1942, students can access the Statistics for the following publications:

o Commonwealthhttp://www.ausstats.abs.gov.au/ausstats/free.nsf/0/2616F974E1F8CD99CA257650001C5F13/$File/31410_No59_1941.pdf

o Commonwealthhttp://www.ausstats.abs.gov.au/ausstats/free.nsf/0/2616F974E1F8CD99CA257650001C5F13/$File/31410_No60_1942.pdf

o Year Book Australia, 1941http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/1301.01941

< www.nt.gov.au/defenceofdarwin>


The Bombing of Darwin

"I heard the roar of an aircraft and a role of holes appeared just above my and the role of five holes - I think it was five -

sort of put the speed of lightning into my loins. I rushed up and fell into a slit

Each visitor to the Defence of Darwin Experience will receive a character card with an image of a real person who was in Darwin during World War II. While some of the cards represent people who arrived during or after the bombing of Darwin, most people represented lived in

up to the war. The characters are well represented throughout the Defence of Darwin Exhibition and students can use their time in the Museum to investigate the type of people who were living in Darwin during February 1942, including the roles they

in society and the defence of Australia.

If you are not able to visit the Defence of Darwin Experience, information related to the characters can be found in the ‘Using the Character Cards’ section in the ‘A Guide for

on the website.

e of resources research the following:

Who was living in Darwin in early December 1941? Who was living in Darwin on 19th February 1942? What roles did these people have? Where had the rest of the population gone? Who was living in Darwin at the last ABS census? How does the population of Darwin in the 21st Century compare to the

-World War II?

To investigate population numbers and gain further insight into the demography of the Northern Territory in 1942, students can access the Australian Bureau of Statistics for the following publications:

Commonwealth Bureau of Census and Statistics – Demography 194p://www.ausstats.abs.gov.au/ausstats/free.nsf/0/2616F974E1F8CD99CA2

57650001C5F13/$File/31410_No59_1941.pdf

Commonwealth Bureau of Census and Statistics – Demography 1942http://www.ausstats.abs.gov.au/ausstats/free.nsf/0/2616F974E1F8CD99CA257650001C5F13/$File/31410_No60_1942.pdf

Year Book Australia, 1941 - http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/1301.01941

www.nt.gov.au/defenceofdarwin>I Middle Years 1


"I heard the roar of an aircraft and a role of holes appeared just above my - I come back later

I rushed up and fell into a slit

Experience will receive a character card with an image While some of the cards represent

people who arrived during or after the bombing of Darwin, most people represented lived in up to the war. The characters are well represented throughout the

Defence of Darwin Exhibition and students can use their time in the Museum to investigate the type of people who were living in Darwin during February 1942, including the roles they

If you are not able to visit the Defence of Darwin Experience, information related to the in the ‘A Guide for

Century compare to the

To investigate population numbers and gain further insight into the demography of Australian Bureau of

Demography 1941 - p://www.ausstats.abs.gov.au/ausstats/free.nsf/0/2616F974E1F8CD99CA2

Demography 1942 - http://www.ausstats.abs.gov.au/ausstats/free.nsf/0/2616F974E1F8CD99CA2

http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/1301.01941

o Year Book Australia, 1942http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/1301.01942

• The National Archives of Australia ‘Evacuation of women and children from Darwin 1941-42 has a number of accessible records about the Darwin wartime evacuations:

o http://www.naa.gov.au/naaresources/publications/research_guides/ntguide/chapter4/4.2.html

• And, review The Stolen Generations website about evacuation of the Aborigines’

o http://www.stolengenerations.info/index.php?option=c

e&id=167&Itemid=137

• Australian Bureau of Statistics (ABS) 2006 Census QuickStats provide information on population numbers and characteristics

o http://www.censusdata.abs.gov.au/ABSNavigation/prenav/ProductSelect?newproducttype=QuickStats&btnSelectProduct=View+QuickStatsn=Census&period=2006&areacode=7&geography=&method=&productlabel=&producttype=&topic=&navmapdisplayed=true&javascript=true&breadcrumb=LP&topholder=0&leftholder=0&currentaction=201&action=401&textversion=false

Note that 2011 Census articles from June 2012.

• Students can compare and contrast Darwin population and lifestyle in 1942 with 2006 using ABS Census data as weDefence of Darwin Experience

Darwin’s Wartime Evacuees

Following the entry of Japan into the war in December 1941, the War Cabinet determined that women and children should be evacuated from Darwin and surrounding areas.preliminary census conducted children. The National Archives Darwin Office holds a list of census returns completed at the time, in the form of handwritten notes, compiled on a street by street basis. The returns, held as series F77, record names, nationality and age.

An evacuation program involving ships and aircraft began soon afteron 12th December 1941. The last vessel left Darwin on 15 February 1942, while the last aircraft left on 18 February 1942.study, Refugees in Our Own Country: A Story of Darwin’s Wartime Evacuees,harrowing for the evacuated families and the men left behind.the war, but others never came

Source: National Archives of Australia


Book Australia, 1942-43 - http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/1301.01942

Archives of Australia ‘Evacuation of women and children from Darwin 42 has a number of accessible records about the Darwin wartime evacuations:

tp://www.naa.gov.au/naaresources/publications/research_guides/ntguide/chapter4/4.2.html

And, review The Stolen Generations website about ‘The bombing of Darwin and the evacuation of the Aborigines’ at:

tp://www.stolengenerations.info/index.php?option=com_content&view=article&id=167&Itemid=137ht

Australian Bureau of Statistics (ABS) 2006 Census QuickStats provide information on nd characteristics at:

http://www.censusdata.abs.gov.au/ABSNavigation/prenav/ProductSelect?newproducttype=QuickStats&btnSelectProduct=View+QuickStatsn=Census&period=2006&areacode=7&geography=&method=&productlabel=&producttype=&topic=&navmapdisplayed=true&javascript=true&breadcrumb=LP&topholder=0&leftholder=0&currentaction=201&action=401&textversion=fa

ote that 2011 Census articles will be progressively uploaded on the ABS website

Students can compare and contrast Darwin population and lifestyle in 1942 with 2006 ABS Census data as well as drawing on the information available in th

Defence of Darwin Experience, books and internet resources.

Darwin’s Wartime Evacuees

Following the entry of Japan into the war in December 1941, the War Cabinet determined that women and children should be evacuated from Darwin and surrounding areas.preliminary census conducted in 1941 had shown that there were 1,066 women and 969 children. The National Archives Darwin Office holds a list of census returns completed at the time, in the form of handwritten notes, compiled on a street by street basis. The returns, held

7, record names, nationality and age.

An evacuation program involving ships and aircraft began soon after, with the decree issued . The last vessel left Darwin on 15 February 1942, while the last

aircraft left on 18 February 1942. The evacuation experience, described in Dickinson's 1995 Refugees in Our Own Country: A Story of Darwin’s Wartime Evacuees,

harrowing for the evacuated families and the men left behind. Some returned to Darwin after the war, but others never came back.

Source: National Archives of Australia


http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/1301.01942-43

Archives of Australia ‘Evacuation of women and children from Darwin 42 has a number of accessible records about the Darwin wartime evacuations:

tp://www.naa.gov.au/naaresources/publications/research_guides/nt-

‘The bombing of Darwin and the

om_content&view=articl

Australian Bureau of Statistics (ABS) 2006 Census QuickStats provide information on

http://www.censusdata.abs.gov.au/ABSNavigation/prenav/ProductSelect?newproducttype=QuickStats&btnSelectProduct=View+QuickStats+%3E&collection=Census&period=2006&areacode=7&geography=&method=&productlabel=&producttype=&topic=&navmapdisplayed=true&javascript=true&breadcrumb=LP&topholder=0&leftholder=0&currentaction=201&action=401&textversion=fa

will be progressively uploaded on the ABS website

Students can compare and contrast Darwin population and lifestyle in 1942 with 2006 information available in the

Following the entry of Japan into the war in December 1941, the War Cabinet determined that women and children should be evacuated from Darwin and surrounding areas. A

in 1941 had shown that there were 1,066 women and 969 children. The National Archives Darwin Office holds a list of census returns completed at the time, in the form of handwritten notes, compiled on a street by street basis. The returns, held

, with the decree issued . The last vessel left Darwin on 15 February 1942, while the last

evacuation experience, described in Dickinson's 1995 Refugees in Our Own Country: A Story of Darwin’s Wartime Evacuees, was

Some returned to Darwin after

In addition to visiting the Defence of Darwin Experience if you are able, you may wish to review:

The National Archives of Australia ‘Evacuation of women and children from Darwin 1941has a large number of accessible records about the Darwin wartime evacuations:http://www.naa.gov.au/naaresources/publications/research_guides/ntguide/chapter4/4.2.html And, review The Stolen Generations website about evacuation of the Aborigines’ http://www.stolengenerations.info/indemid=137 And, you may wish to listen to the ABC Guest Room Podcast with Janet Dickinson. You download the MP3 in advance and just listen to the story component (selection) at: http://www.abc.net.au/local/audio/2012/04/30/3499140.htm

• Students could investigate

o The stories of women and children who were evacuatedo Why some women stayed in Darwin, why they were

they play in World War II and the Defence of Darwin?o How would this compare to

women and children be evacuated to the same extent? What roleplay in defending Dar

• Classroom Activity

Students are encouraged to work in groups to represent a ‘family’ for an evacuation. Each ‘family’ is allowed one suitcase and within their groups, students have to negotiate with their peers to ensure space for important and essential possessions.

Each group will be encouraged to think practically as well as ‘sentimenta

Critical and creative thinking can be encouraged through the following questions:

o What items would you need to take with you to aid survival?o What items would you find it hard to o What items could you share with other ‘families’

classmates to share some suitcase space and essential items?

When groups have completed this challenge, ask them to remove any items that would not have existed in1942. W

Provide a short presentation to the class explaining why different things are packedand how they felt about having to make these decisions.


In addition to visiting the Defence of Darwin Experience if you are able, you may wish to

National Archives of Australia ‘Evacuation of women and children from Darwin 1941cessible records about the Darwin wartime evacuations:

http://www.naa.gov.au/naaresources/publications/research_guides/nt-

review The Stolen Generations website about ‘The bombing of Darwin and the at:

http://www.stolengenerations.info/index.php?option=com_content&view=article&id=167&Ite

And, you may wish to listen to the ABC Guest Room Podcast with Janet Dickinson. You download the MP3 in advance and just listen to the story component (or hear Janet’s music

http://www.abc.net.au/local/audio/2012/04/30/3499140.htm

investigate

The stories of women and children who were evacuated Why some women stayed in Darwin, why they were different and what role did

y play in World War II and the Defence of Darwin? How would this compare to an evacuation of Darwin in the 21st Century? Would women and children be evacuated to the same extent? What roleplay in defending Darwin now?

Classroom Activity


group will be encouraged to think practically as well as ‘sentimenta


What items would you need to take with you to aid survival? What items would you find it hard to live without? What items could you share with other ‘families’ – could you work with classmates to share some suitcase space and essential items?

When groups have completed this challenge, ask them to remove any items that would not have existed in1942. What could they take instead?

short presentation to the class explaining why different things are packedand how they felt about having to make these decisions.


In addition to visiting the Defence of Darwin Experience if you are able, you may wish to

National Archives of Australia ‘Evacuation of women and children from Darwin 1941-42 cessible records about the Darwin wartime evacuations:

‘The bombing of Darwin and the

x.php?option=com_content&view=article&id=167&Ite

And, you may wish to listen to the ABC Guest Room Podcast with Janet Dickinson. You can hear Janet’s music

different and what role did

f Darwin in the 21st Century? Would women and children be evacuated to the same extent? What roles would women


group will be encouraged to think practically as well as ‘sentimentally’.


could you work with classmates to share some suitcase space and essential items?

When groups have completed this challenge, ask them to remove any items that

short presentation to the class explaining why different things are packed

• Wartime journalist for a day

Students work in pairs with one student taking the romedia service while the other takes the role of a fictional evacuee from Darwin in World War II. Obviously the person evacuated will be quite old when the interview takes place in the 21st interview could be audio or video recorded and published online in the school environment for other students to access.

A sample media interview wito http://www.news.com.au/national/blitz

anniversary-of-japanese

Podcasts from the ABC’s Bombing of Darwin Walking Tour can be accessed here, the Doctor’s Gully site tells an evacuee’s story:

o http://itunes.apple.com/au/poDoctor’s Gully

And, you may wish to listen to the ABC Guest Room Podcast with Janet Dickinson. You may wish to download the MP3 in advance and just listen to the story component (unless you also wish to hear

o http://www.abc.net.au/local/audio/2012/04/30/3499140.htm

The Herald Sun on February 18th 2012 published an article

‘Allen Heckenberg was a 19gun overlooking Darwin Harbour when the port was attacked by dozens of Japanese aircraft just before 10 am on February 19, 1942.....’

o http://www.heraldsun.com.au/news/morethe-japanese-bombing

You could also enquireNorthern Territory Department of Natural Resources, Environment, The Arts and Sport :

o http://www.nretas.nt.gov.au/knowledge

Evacuation Experiences

• How did this evacuation compare with the other famous one from Darwin?

• Students could prepare a media story which compares and contrasts experiences that lead to the evacuation of a city through investigating the personal experiences, media coverage and museum exhibits at the Defence of Darwin Experience and the Museum and Art Gallery of t


Wartime journalist for a day

ork in pairs with one student taking the role of an interviewer for an online media service while the other takes the role of a fictional evacuee from Darwin in World War II. Obviously the person evacuated will be quite old when the interview

Century and this should be reflected in the interview. The be audio or video recorded and published online in the school

environment for other students to access.

A sample media interview with a survivor can be accessed at: http://www.news.com.au/national/blitz-of-darwin-remembered-on

japanese-attack/story-e6frfkxr-1226274928729

Podcasts from the ABC’s Bombing of Darwin Walking Tour can be accessed here, the Doctor’s Gully site tells an evacuee’s story:

http://itunes.apple.com/au/podcast/bombing-darwin-walking-tour/id503768555

And, you may wish to listen to the ABC Guest Room Podcast with Janet Dickinson. You may wish to download the MP3 in advance and just listen to the story component (unless you also wish to hear Janet’s music selection) at:

http://www.abc.net.au/local/audio/2012/04/30/3499140.htm

The Herald Sun on February 18th 2012 published an article:

Allen Heckenberg was a 19-year-old ammunition loader on a threegun overlooking Darwin Harbour when the port was attacked by dozens of Japanese aircraft just before 10 am on February 19, 1942.....’

http://www.heraldsun.com.au/news/more-news/years-on-survivorsbombing-of-darwin/story-fn7x8me2-1226274502750

You could also enquire about listening to some Oral history interviews from the Northern Territory Department of Natural Resources, Environment, The Arts and

http://www.nretas.nt.gov.au/knowledge-and-history/ntas/guides/wwii_listings

How did this evacuation compare with the other famous one from Darwin?

prepare a media story which compares and contrasts experiences evacuation of a city through investigating the personal experiences,

media coverage and museum exhibits at the Defence of Darwin Experience and the Museum and Art Gallery of the Northern Territory. The media story should use


le of an interviewer for an online media service while the other takes the role of a fictional evacuee from Darwin in World War II. Obviously the person evacuated will be quite old when the interview

ected in the interview. The be audio or video recorded and published online in the school

on-70th-

Podcasts from the ABC’s Bombing of Darwin Walking Tour can be accessed here,

tour/id503768555 -

And, you may wish to listen to the ABC Guest Room Podcast with Janet Dickinson. You may wish to download the MP3 in advance and just listen to the story

Janet’s music selection) at:

munition loader on a three-inch anti-aircraft gun overlooking Darwin Harbour when the port was attacked by dozens of Japanese

survivors-remember-1226274502750

about listening to some Oral history interviews from the Northern Territory Department of Natural Resources, Environment, The Arts and

history/ntas/guides/wwii_listings

How did this evacuation compare with the other famous one from Darwin?

prepare a media story which compares and contrasts experiences evacuation of a city through investigating the personal experiences,

media coverage and museum exhibits at the Defence of Darwin Experience and the he Northern Territory. The media story should use

source materials and provide insight into people who experienced the events. A comparison of the people evacuated, news coverage and actual evacuation should be including as well as a personal story of ea

Resources include:

• Fact Sheet 176, National Archives of Australia http://www.naa.gov.au/collection/fact

• BBC news On This Dayhttp://news.bbc.co.uk/onthisday/hi/dates/stories/december/25/newsid_3956000/3956475.stm

• Cyclone Tracy Newsreel on You Tube http://www.youtube.com/watch?v=B89wBGydSvs

• Cyclone Tracy Websitehttp://ntlapp.nt.gov.au/tracy/basic/Tracy.html

• Northern Territory Government Cyclone Tracy Exhibitionhttp://www.nretas.nt.gov.au/knowledgelibrary/online_resources/cyclone_tracy

• Wikipedia Cyclone Tracyhttp://en.wikipedia.org/wiki/Cyclone_Tracy


source materials and provide insight into people who experienced the events. A comparison of the people evacuated, news coverage and actual evacuation should be including as well as a personal story of each event.

Fact Sheet 176, National Archives of Australia - http://www.naa.gov.au/collection/fact-sheets/fs176.aspx

On This Day - http://news.bbc.co.uk/onthisday/hi/dates/stories/december/25/newsid_3956000/3

Cyclone Tracy Newsreel on You Tube p://www.youtube.com/watch?v=B89wBGydSvs

Cyclone Tracy Website http://ntlapp.nt.gov.au/tracy/basic/Tracy.html Northern Territory Government Cyclone Tracy Exhibition http://www.nretas.nt.gov.au/knowledge-and-history/northern-territorylibrary/online_resources/cyclone_tracy Wikipedia Cyclone Tracy http://en.wikipedia.org/wiki/Cyclone_Tracy


source materials and provide insight into people who experienced the events. A comparison of the people evacuated, news coverage and actual evacuation should

http://news.bbc.co.uk/onthisday/hi/dates/stories/december/25/newsid_3956000/3

territory-

What happened in Darwin on 19th February 1942?

Over 250 people died on 19 February 1942. Ten vessels were sunk and a range of key infrastructure, including the aerodromes, the wharf, and the post and telegraph services, were either destroyed or badly damaged.

During your visit to the museum you have the option to experience the events of the day in the Bombing of Darwin Experience Gallery. Please be aware thsensory with loud explosive noises and strobe lighting so anyone with health problems may be startled or adversely affected by the audio and visual special effects. Take care before introducing a group of students to the gallery

Headlines ‘42

In this Activity students will work in pairs to produce a newspaper article with captioned photographs describing their experiences and the impact of the bombing of Darwin on people and infrastructure. Their experiences will be based on aDarwin Experience and the Bombing of Darwin Experience Gallery. Images for the article will be provided in digital format.

Preparation for excursion

Ask students to work in groups of 2 and explain the aim of the Activity

• Ask students to access and review the from http://trove.nla.gov.au/ndp/del/page/618164newspaper articles on the bombing.

• Provide students with access to images for the newspaper articleavailable towards the end of this resource. Alternatively, students may choose to research and access their own images of the 19

• In their small groups, ask stud

o Deciding team roles, e.g. one person could be journalist and the other photographer or one person could be the interviewer for the article and the other an interviewee.

o Discuss their approach to writing the article, wicasual observer or a journalist with a vantage position, will the article be political and contain propaganda or will it simply state the events as observed.

o Students should select the photos they think suitable to highlightheir article, at this point they might want to choose all. Remind students that the photos will be in the Defence of Darwin Experience with information on the place and event depicted. It is important that the newspaper articles do not simply replicate what is stated in the

o Warn students that the Bombing of Darwin experience may be upsetting and allow students time to discuss any concerns. In a multicultural community such as Darwin


What happened in Darwin on 19th February 1942?

Over 250 people died on 19 February 1942. Ten vessels were sunk and a range of key the aerodromes, the wharf, and the post and telegraph services,

were either destroyed or badly damaged.

During your visit to the museum you have the option to experience the events of the day in the Bombing of Darwin Experience Gallery. Please be aware that the experience is multisensory with loud explosive noises and strobe lighting so anyone with health problems may be startled or adversely affected by the audio and visual special effects. Take care before introducing a group of students to the gallery.

In this Activity students will work in pairs to produce a newspaper article with captioned photographs describing their experiences and the impact of the bombing of Darwin on people and infrastructure. Their experiences will be based on a visit to the Defence of Darwin Experience and the Bombing of Darwin Experience Gallery. Images for the article will be provided in digital format.

Preparation for excursion

Ask students to work in groups of 2 and explain the aim of the Activity.

Ask students to access and review the Argus Newspaper from 20 February 1942 http://trove.nla.gov.au/ndp/del/page/618164. This will provide an example of

newspaper articles on the bombing.

vide students with access to images for the newspaper article. Images are made towards the end of this resource. Alternatively, students may choose to

research and access their own images of the 19th February 1942.

In their small groups, ask students to prepare for the excursion by:

Deciding team roles, e.g. one person could be journalist and the other photographer or one person could be the interviewer for the article and the other an interviewee.

Discuss their approach to writing the article, will they take the approach of the casual observer or a journalist with a vantage position, will the article be political and contain propaganda or will it simply state the events as observed.

Students should select the photos they think suitable to highlightheir article, at this point they might want to choose all. Remind students that the photos will be in the Defence of Darwin Experience with information on the place and event depicted. It is important that the newspaper articles do

y replicate what is stated in the Museum.

Warn students that the Bombing of Darwin experience may be upsetting and allow students time to discuss any concerns. In a multicultural community

rwin please be aware of students who may have experience


Over 250 people died on 19 February 1942. Ten vessels were sunk and a range of key the aerodromes, the wharf, and the post and telegraph services,

During your visit to the museum you have the option to experience the events of the day in at the experience is multi-

sensory with loud explosive noises and strobe lighting so anyone with health problems may be startled or adversely affected by the audio and visual special effects. Take care before

In this Activity students will work in pairs to produce a newspaper article with captioned photographs describing their experiences and the impact of the bombing of Darwin on

visit to the Defence of Darwin Experience and the Bombing of Darwin Experience Gallery. Images for the article

Newspaper from 20 February 1942 . This will provide an example of

. Images are made towards the end of this resource. Alternatively, students may choose to

Deciding team roles, e.g. one person could be journalist and the other photographer or one person could be the interviewer for the article and the

ll they take the approach of the casual observer or a journalist with a vantage position, will the article be political and contain propaganda or will it simply state the events as observed.

Students should select the photos they think suitable to highlight events in their article, at this point they might want to choose all. Remind students that the photos will be in the Defence of Darwin Experience with information on the place and event depicted. It is important that the newspaper articles do

Warn students that the Bombing of Darwin experience may be upsetting and allow students time to discuss any concerns. In a multicultural community

please be aware of students who may have experienced

violence and bombing in countries other than Australia as they may have special needs during the excursion.

Extension activity

• Ask students to search the Trove Database from the National Library of Australia at http://trove.nla.gov.au

During the excursion

• Remind students to take notes about photographs during their visit to the is important that they know what the photo is about for their article.students are aware of the photography policy at the Mus

• Encourage students not to take notes during the Bombing Experience rather they should be encouraged to be ‘in the moment’. Immediately following the experience, allow spateacher. At this point encourage students to record thoughts and feelings about the experience while it is fresh. Recording of experience can be by digital or written means.

Classroom Activity following

• Students create a news article on the Bombing of Darwin, complete with captioned pictures.

• Ask students to share their final work and encourage them to discuss similarities and differences in approachesfollowing:

o Is the event depicted in the same way in all news articles, why or why not?

o Do the photos attached to the articles highlight the information provided in words? If yes, in what way?

o Discuss in large group: Why is the same event ofby different people?

Go to Newspaper Image Thumbnails (separat


violence and bombing in countries other than Australia as they may have special needs during the excursion.

Ask students to search the Trove Database from the National Library of Australia at to find other newspaper articles from that day.

Remind students to take notes about photographs during their visit to the is important that they know what the photo is about for their article.students are aware of the photography policy at the Museum.

Encourage students not to take notes during the Bombing of Darwin multimedia rather they should be encouraged to be ‘in the moment’. Immediately

following the experience, allow space for students to debrief with each other or the teacher. At this point encourage students to record thoughts and feelings about the experience while it is fresh. Recording of experience can be by digital or written

om Activity following excursion

Students create a news article on the Bombing of Darwin, complete with captioned

Ask students to share their final work and encourage them to discuss similarities and approaches taken to write the article. Ask students t

Is the event depicted in the same way in all news articles, why or why not?

Do the photos attached to the articles highlight the information provided in words? If yes, in what way?

Discuss in large group: Why is the same event often represented differently by different people?

Go to Newspaper Image Thumbnails (separate document)


violence and bombing in countries other than Australia as they may have

Ask students to search the Trove Database from the National Library of Australia at to find other newspaper articles from that day.

Remind students to take notes about photographs during their visit to the Museum, it is important that they know what the photo is about for their article. Make sure

of Darwin multimedia rather they should be encouraged to be ‘in the moment’. Immediately

ce for students to debrief with each other or the teacher. At this point encourage students to record thoughts and feelings about the experience while it is fresh. Recording of experience can be by digital or written

Students create a news article on the Bombing of Darwin, complete with captioned

Ask students to share their final work and encourage them to discuss similarities and taken to write the article. Ask students to consider the

Is the event depicted in the same way in all news articles, why or why not?

Do the photos attached to the articles highlight the information provided in

ten represented differently

e document)

What happened in the Top End after the 19

The Japanese raids continued acrossmonths. There was further infrastructure damage and loss of life during those months, but it was nothing like that of 19 February.

Over 20 months the following sites were bombed:

• Darwin • Katherine • Noonamah • Batchelor • Bathurst Island Mission • Milingimbi • Adelaide River • Fenton Airfield • Hughes Airstrip • Coomalie Airstrip • Firdan • Cox Peninsula • Livingstone Airstrip • Pell Airstrip • Southport • Strauss Airstrip • Brock’s Creek • Long Airfield

Strategies of War

In this Activity students will locate the areas bombed on maps of the Top End and think about strategies of war in relation to the bombing sites. This activity can be used in class or would complement an excursion to Airfields Preparation

• Print the map of Airfields around Darwin fromo http://mappery.com/Darwin

• Provide students with a list of the sites bombed.• Download the Defence of

have and IPad or IPhone

Classroom Activity

• Ask students to locate the bombing sites and label • Encourage students to observe

bombed, particularly if they can notice any particular strategy in deciding where to bomb.

• The following points may encourage and open discussion:


What happened in the Top End after the 19th February 1942?

The Japanese raids continued across the Top End of the Northern Territory for a further 20 months. There was further infrastructure damage and loss of life during those months, but it was nothing like that of 19 February.

Over 20 months the following sites were bombed:

ctivity students will locate the areas bombed on maps of the Top End and think about strategies of war in relation to the bombing sites. This activity can be used in class or would complement an excursion to Airfields and other military sites around Dar

Print the map of Airfields around Darwin from: http://mappery.com/Darwin-Area-Fighter-Guide-Map.

Provide students with a list of the sites bombed. Download the Defence of Darwin Experience App from the Apple App Store

IPad or IPhone or from Google Play if you have an Android device.

Ask students to locate the bombing sites and label these on a map of Darwin.Encourage students to observe the existence of any patterns in the types of sites bombed, particularly if they can notice any particular strategy in deciding where to

The following points may encourage and open discussion:


February 1942?

the Top End of the Northern Territory for a further 20 months. There was further infrastructure damage and loss of life during those months, but it

ctivity students will locate the areas bombed on maps of the Top End and think about strategies of war in relation to the bombing sites. This activity can be used in class or

around Darwin.

from the Apple App Store if you or from Google Play if you have an Android device.

on a map of Darwin. patterns in the types of sites

bombed, particularly if they can notice any particular strategy in deciding where to

o If students put a pointnoted?

o Do the locations bombed have anything in common?o What area of Darwin was most affected by the bombing (you may have to

investigate this a little further) and what does this tell us about the Japanestrategy. (A discussion on the bombing of the harbour and airfields to disarm and isolate Darwin as well as the bombing of the Post Office cutting off communication from the rest of the world


If students put a point/pin in the map at each bombing position is any pattern

Do the locations bombed have anything in common? What area of Darwin was most affected by the bombing (you may have to investigate this a little further) and what does this tell us about the Japane

iscussion on the bombing of the harbour and airfields to disarm and isolate Darwin as well as the bombing of the Post Office cutting off communication from the rest of the world could be included)


in the map at each bombing position is any pattern

What area of Darwin was most affected by the bombing (you may have to investigate this a little further) and what does this tell us about the Japanese

iscussion on the bombing of the harbour and airfields to disarm and isolate Darwin as well as the bombing of the Post Office cutting off

could be included).

investigative inquiry: the bombing of darwin...investigative inquiry: the bombing of darwin the...

Documents