©ABC 2017

The Kokoda VR Education Resource This resource is designed to be used in conjunction with the Kokoda VR experience. The focus questions

directly relate to the information in each chapter of the experience. The activities following the focus

questions allow students to explore in more detail Australia’s involvement in the Kokoda campaign and the

impact the campaign had on those involved. Links to the Australian Curriculum are at the end of this

resource.

Port Moresby: Militia Life in New Guinea Focus Questions

1. On which Australian city did Japan launch a surprise attack on during

WWII?

2. Why were reserve forces sent to New Guinea?

3. Where on the Kokoda Track does the action take place in this chapter of

the VR experience? Highlight on the map (see map at the end of this

resource).

4. Were the Militia professional soldiers?

5. Why were the men in the 39th battalion poorly prepared for war?

6. Why were the militiamen called “chocolate soldiers”?

7. In 1942 New Guinea was a territory of Australia. True or false?

8. Approximately how many militiamen were sent to Port Moresby in

December 1941?

a. 500

b. 5,000

c. 50,000

9. How did Japan try to take control of Port Moresby?

10. Why was it important for Japan to take control of New Guinea?

Owen Stanley Ranges: The Trek to Kokoda Focus Questions

1. Where did the Japanese first land when they arrived in New Guinea?

2. Where on the Kokoda Track does the action take place in this chapter of

the VR experience? Highlight on the map.

3. What words would you use to describe the Kokoda Track?

4. How long did the journey take from Owers’ Corner to Kokoda?

5. How do you think the soldiers were feeling about the conditions on the

track?

6. How does war correspondent Chester Wilmot describe the conditions?

7. What insight did Jack Manol give about the conditions on the Kokoda

Track?

8. What happened on July 28, 1942?

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Kokoda Plateau: The Battle Begins Focus Questions

1. What was the strategic importance of the Kokoda airfield?

2. The plateau was a strong defensive position. What do you think this

means?

3. Who were the Papuan Infantry Battalion (PIB)?

4. What were the Australian New Guinea Administrative Unit responsible for?

5. Who was killed in the battle at Kokoda Plateau?

Isurava: Waiting for Help to Arrive Focus Questions

1. Where on the Kokoda Track does the action take place in this chapter of

the VR experience? Highlight on the map.

2. Who was sent to support the Militia?

3. Where had most of Australia’s army been fighting before they were

recalled by Australian Prime Minister, John Curtin?

4. Who was Sir Thomas Blamey?

5. What does `digging in’ mean?

6. What did the soldiers use to `dig in’?

Myola: Supplies Arrive by Air Focus Questions

1. Where on the Kokoda Track does the action take place in this chapter of

the VR experience? Highlight on the map.

2. What were the soldiers waiting for at Myola?

3. How were the supplies delivered?

4. What happened to the supplies that were dropped at Myola?

5. Why was it important for the experienced soldiers to get supplies for the

Militia?

©ABC 2017

Isurava: The Battle of Isurava Focus Questions

1. Where on the Kokoda Track does the action take place in this chapter of

the VR experience? Highlight on the map.

2. Describe how the Japanese soldiers had an advantage over the Australian

troops in terms of their weaponry?

3. Compare the Japanese weaponry to that of the Australian troops.

4. Why was an attack party formed to push the Japanese soldiers back?

Kingsbury’s Rock: Bruce Kingsbury, VC Focus Questions

1. What happened to Bruce Kingsbury in the attack to push the Japanese

soldiers back?

2. Was the attack successful in pushing them back?

3. What medal was Bruce Kingsbury awarded?

4. The medal is the highest award for __________ in wartime.

5. How does Bob Thompson describe Bruce Kingsbury as a soldier?

Jungle Retreat: Importance of Papuan Carriers Focus Questions

1. What does this chapter explain?

2. What were the Papuans recruited to do during the Kokoda campaign?

3. What were the conditions like for the Papuans?

4. Did the Papuan carriers choose to help Australian soldiers? Explain your

answer.

5. How did many Australians feel about the work the Papuans did during the

campaign?

6. How were Australian soldiers affected by sickness at Kokoda?

7. More Australians died from sickness than in battle. True or false?

8. Which diseases or infections affected Australian and Japanese soldiers?

©ABC 2017

Brigade Hill: A Desperate Stand Focus Questions

1. What difficult task had Brigadier Arnold Potts been given?

2. Why was he criticised?

3. How did Australian soldiers feel about the criticism?

Ioribaiwa: Japanese Withdrawal Focus Questions

1. Where on the Kokoda Track does the action take place in this chapter of

the VR experience? Highlight on the map.

2. Describe the physical and emotional state of the Japanese soldiers in

Ioribaiwa.

3. How far was Port Moresby away from Japanese positions at Ioribaiwa?

4. What was the diet of the Japanese soldiers?

5. Why were Japanese soldiers told to retreat from Ioribaiwa?

6. How did the Japanese soldiers feel when they were told to retreat?

Kokoda Village: Retaking Kokoda Focus Questions

1. What did Australian soldiers discover when they reached Kokoda Village?

2. What did the newspaper article in this chapter explain?

3. What did the raising of the flag at Kokoda symbolise on the 3rd November

1942?

4. Describe how the Australians were feeling during the ceremony.

©ABC 2017

Kokoda Memorial: The Plateau Today Focus Questions

1. Why does the Kokoda campaign remain an important symbol to many

Australians today?

2. Which country surrendered in August 1945 signalling the end of World

War II in the Pacific?

3. Why do thousands of Australians walk the Kokoda Track every year?

©ABC 2017

Australia’s involvement in the Kokoda

campaign

Students will define and use historical terms and concepts that relate to the Kokoda campaign. Students will

gain an understanding of Australia’s involvement in World War II.

Class Discussion

Discuss with students what they already know about the Kokoda campaign, using the following questions to

help guide discussion:

• When did the Kokoda campaign happen?

• Who was involved?

• What images/words come to mind when you think of the Kokoda campaign? Explain your reasoning.

Glossary of key terms

Students will develop a glossary of historical terms and concepts that relate to the Kokoda campaign.

Students will add definitions to the glossary as they come across unfamiliar words throughout the Kokoda

VR experience. Students will demonstrate their understanding by writing their own sentences using

historical terms and concepts from the glossary. Below are some key terms and concepts:

Australian Imperial Force (AIF) Battalion Camouflage

Campaign Militia Papuan Infantry Battalion (PIB)

Timeline of main events

Students will create a timeline to sequence significant events that led to World War II, significant events

during World War II and Australia’s involvement in World War II.

1942, February Mainland Australia comes under attack when Japanese forces mount two air raids on Darwin.

1939, September Germany invades Poland. World War II begins. 3 Sept – Australia enters World War II.

1945, September Japan signs surrender agreement, ending war.

©ABC 2017

Students will work in small groups to work through the following questions to build on their understanding of

Australia’s involvement in World War II. Students will find and collect images, photographs, illustrations and

video as part of their research.

• When did World War II begin and end?

• What was Australia’s involvement in World War II?

• Why were Australian troops sent to Kokoda?

• When did the Kokoda campaign begin and end?

• What impacts did the Kokoda campaign have on Australia and its people at the time?

Map

Students will locate a map that shows Papua New Guinea, Australia and the Western Pacific Ocean.

Students will then:

• Mark these places on the map – New Guinea, Port Moresby, Owers’ Corner, Owen Stanley Range,

Kokoda, Darwin, Victoria and Buna.

• Mark an X on Darwin

This is where Japan launched a surprise bombing raid on February 19, 1942, killing more

than 200 people.

• Draw an arrow from Victoria, Australia to Port Moresby, PNG.

The 39th battalion was from Victoria. Around 5,000 Militiamen were shipped off to Port

Moresby in December 1941.

• Highlight Owen Stanley Range

The Australians expected a large-scale attack at any time, but they felt pretty safe from

attack in the island’s north, with the dense jungle and mountain range of the Owen Stanley

Range protecting them. The Owen Stanley Range acts as a barrier between the north and

south coasts. The Kokoda track makes its way through the barrier where it is thinnest and

where the mountains are lowest in altitude.

• Mark an X at Buna

On July 21, 1942 Japanese forces land here, and thousands begin making their way to Port

Moresby.

Further Investigation

Students will draw a line to indicate the South West Pacific Area. Students will respond to the following:

• Can you think of reasons why Port Moresby might have been strategically important to the Japanese

Army? Refer to this Splash resource.

Question for inquiry

Having experienced the Kokoda VR experience, what questions do your students have about the Kokoda

campaign? The following KWLH organiser provides students with a framework to explore their knowledge on

this topic and consider what they would like to know and learn.

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What do I know?

What do I want to know?

What have I learnt?

How will I find out?

Students will develop their own question/s for inquiry, collecting and recording information from a wide

variety of sources.

Example – Inquiry question

While a lot of Militia were volunteers, Australian men could be conscripted, or

forced, to join the Militia. What is conscription? Why did Australia have to

conscript men for military service? How do you feel about conscription?

Students will locate, compare, select and use information from a range of primary and secondary sources

and then present the information in an interesting way. Before starting this activity, students will learn more

about the difference between primary and secondary resources, and respond to the following:

• What is a primary source? Give an example

Through using primary sources, documents like a diary, paintings or physical objects that were

written or created at a particular time, we can gain an understanding of what might have happened

at a place in time.

• What is a secondary source? Give an example.

Secondary sources are documents written after an event has occurred, providing “second-hand”

accounts of that event, person, or topic. Unlike primary sources, which provide first-hand accounts,

secondary sources offer different perspectives, analysis, and conclusions of those accounts.

As part of their research, students will need to:

• Use historical terms and concepts in their presentation.

• Refer to the source of the information (i.e. bibliography).

• Look for facts and opinions that answer their inquiry question/s.

Profile

Students will find out as much as they can about a member from the 39th Australian Infantry Battalion 1941-

1943. Direct students to this website to view a list of members in the 39th Battalion. Students will choose a

member from the B Company which was a group of Australian soldiers from the 39th Battalion that reached

Kokoda on July 15, 1942.

Example of member from B Company (B Coy)

Students will visit the Honouring Anzacs website, search for the member they have chosen from the 39th

Australian Infantry Battalion 1941- 1943, Kokoda and create a profile using the following as a guide.

• Record any information you find, including where they were born, their service number and place

of enlistment.

©ABC 2017

• View and download any available service records. Analyse these records and record key events

in chronological order on a timeline. Record any other interesting facts you learn along the way.

• View the journal of the member you have chosen. Add stories you know about, upload images, or

submit a tribute, or create a certificate to honour the member.

• Create a portrait of your chosen member from the 39th Battalion.

Conditions on the Kokoda Track

Students will explore the conditions on the Kokoda Track including the terrain and weather and the impact it

had on soldiers.

Discuss

As a class, discuss the conditions on the Kokoda Track using the following questions to help guide

discussion:

• What did you learn about the conditions on the Kokoda Track? Think about the terrain, weather and

vegetation.

• What impacts did the conditions have on the soldiers?

• How prepared were the soldiers?

• What did you learn about the conditions on the Kokoda Track? Think about the terrain, weather and

vegetation.

• What impacts did the conditions have on the soldiers?

• How prepared were the soldiers?

Name

Date of Birth

Place of Birth

Service

Service Number

Date of Enlistment

Rank

Interesting facts

©ABC 2017

Topography of the Kokoda Track

Students will explore in more detail how conditions on the Kokoda Track affected the soldiers. They will learn

more about the topography of the track and clarify their understanding of the word topography.

Students will view the interactive map and then respond to the following questions:

• How many kilometres long is the Kokoda

Track?

• Approximately how many hours are

needed for an able-bodied person to

walk the track?

• Find three key locations on the track and

give their altitude and walking hours

from Owers’ Corner.

• What is the difference in height between

the lowest and highest points of the

Kokoda Track?

Conditions on the Track

Students will read the following description of the track by Sir Kingsley Norris, an army medical officer for the Australian 7th Division.

"Imagine an area of approximately one hundred miles long. Crumple and fold

this into a series of ridges, each rising higher and higher until seven thousand

feet is reached, then declining in ridges to three thousand feet. Cover this

thickly with jungle, short trees and tall trees, tangled with great, entwining

savage vines. Through an oppression of this density, cut a little native track,

two or three feet wide, up the ridges, over the spurs, round gorges and down

across swiftly-flowing, happy mountain streams. Where the track clambers up

the mountain sides, cut steps - big steps, little steps, steep steps - or clear the

soil from the tree roots."

Read the rest of his description here

Students will respond to the following questions:

• How did you feel reading Sir Kingsley Norris’ description of the track?

• How does he describe the vegetation on the track?

• What do you understand more clearly about the environment of the Kokoda Track after reading his

description?

• Imagine climbing and descending the track carrying a weapon and supplies while fighting a better

trained enemy. Discuss your thoughts with other students.

©ABC 2017

Weather Conditions on the Track

Students will watch the ABC Splash Weather and War video that explains the weather conditions the

soldiers experienced on the Kokoda Track. Students respond to the following:

• How would you describe the winter of

1942?

• How does military historian Jack Ford

describe the weather conditions?

• How did the weather give the Japanese

soldiers an advantage?

• Give an example of how the weather

helped the Australian soldiers.

• Why was it difficult to take supplies

along the Kokoda Track?

Visual Literacy – Conditions on the Kokoda Track Below are photographs depicting conditions on the track during the Kokoda campaign. Students will look at

the images and then respond to the following questions:

• What is happening in the image?

• What does the photo tell you about the conditions on the track?

• How do you think the soldiers might be feeling?

• What question/s would you like to ask the soldiers in the photo?

• Create a caption for each image.

Source: The Kokoda Campaign

Source: Australian War Memorial

©ABC 2017

Source: Kokoda Historical

Source: National Museum Australia

Journal writing

Students will imagine they are a soldier fighting during the Kokoda

campaign and write a journal entry describing the conditions on the track.

They will include information about their experiences and how they are

feeling. Students will use their research findings to support their writing.

The Papuan Carriers

Students will investigate the role of the Papuans in the Kokoda campaign. They will analyse primary and

secondary sources they find about the Papuan carriers. Students will also learn more about the diseases

and illnesses experienced by the Australian soldiers.

Class Discussion

As a class, discuss the Kokoda chapter in the VR experience. What questions were raised in the discussion?

Use the following questions to help guide the discussion:

• What was the role of the Papuan carrier?

• What did Australian soldiers call Papuan carriers?

• How did the indigenous Papuans become carriers for both Australian and Japanese troops?

• How did the Papuan carriers feel about helping Australian soldiers?

• What impact did sickness have on Australian soldiers?

©ABC 2017

Research: Papuan Carriers

Students will investigate questions they have about the Papuan carriers and their involvement in the Kokoda

campaign.

Define: What do I want to know?

Key questions to research

Students can choose one or more of the following questions or come up with their own:

• What was life like for Papuans living in the villages along the Kokoda Track prior to World

War II?

• How did the Papuan carriers help Australian soldiers?

• How important were the Papuan carriers to Australia’s forces during the Kokoda campaign?

• What are some popular myths about the Papuan carriers’ involvement during the Kokoda

campaign?

• What message does the poem `The Fuzzy Wuzzy Angels’ by Sapper Bert Beros convey?

Why do you think he wrote this poem?

• What were the experiences of the Papuans during the Kokoda campaign?

Locate

Students consider what resources will help them answer their questions. (Internet, people, resource

centre, organisations, print). Discuss with students what a reliable source is.

Organise

Students can organise their research by creating main headings from their questions. They write each

heading on a separate piece of paper and record the information found for each question.

Present

Students decide on the best way to present the information. Possibilities could include:

• Create an infographic using Canva

• Prezi presentation

• Oral presentation

Evaluate: What have I learnt?

Students reflect on what they have learnt about Papuan carriers and respond to the following.

• What I learned...

• What I found surprising...

• How my thinking has changed…

©ABC 2017

Analysing sources Students will analyse primary and secondary sources from the Kokoda campaign. Look at each image/clip

and respond to the questions provided.

Source A

Australian Army

• Is source A, a primary or secondary source?

• Who took the photograph?

• When was it taken?

• What is happening in the image?

• Why was the source created?

• Who was the intended audience?

• What do you think the Papuan in the image might be

thinking or how might they be feeling?

• Do you think it’s a reliable source? Explain.

Source B

Australian War Memorial

• Is source B a primary or secondary source?

• Who took the photograph?

• When was it taken?

• What is happening in the image?

• Why was the source created?

• Who was the intended audience?

• What do you think the Papuans in the image might be

thinking or how might they be feeling?

• Do you think it’s a reliable source? Explain.

Source C

Australian War Memorial

• Is source C a primary or secondary source?

• Who created the painting?

• When was it created?

• What is happening in the painting?

• Why was the source created?

• Who was the intended audience?

• Do you think it’s a reliable source? Explain.

Source D

Australian Screen

The Kokoda VR experience showed an excerpt of the Kokoda

Front Line. Watch the clip again and respond to the following

questions:

• Is source D a primary or secondary source?

• Who took created the film?

• When was it created?

• What does the film tell you?

• Why was the film created?

• Who was the intended audience?

• What language, images and tone are used in the film?

• Do you think it’s a reliable source? Explain.

©ABC 2017

Sickness and Disease Australian soldiers experienced significant health problems during the Kokoda campaign. In fact, more

Australian soldiers died from sickness than in battle.

The two main diseases or infections that affected soldiers were malaria and dysentery however soldiers also

suffered from bush typhus and dengue fever. Students will find out more about these illnesses and how they

affected soldiers. The following questions can help guide their research:

• Briefly describe the disease or infection.

• What are the symptoms?

• How is the disease/infection transmitted?

• How were the soldiers affected?

• What treatment was available to the soldiers?

Further Investigation

Students will investigate the psychological factors that impacted on Australian soldiers during the Kokoda

campaign.

The Japanese Perspective

Students will investigate the experiences of Japanese soldiers during the Kokoda campaign.

People involved in the Kokoda campaign

In Papua from July 1942 to January 1943 over 120,000 people from different countries fought during the

Kokoda campaign.

Students will investigate who was involved in the Kokoda campaign and why. Students will use the internet

to learn more about the Kokoda campaign from the perspective of the Australians, Papuans and Japanese,

and use the following table to record their findings.

Australians – 39th

Battalion

Papuans – Papuan

Infantry Battalion

Japanese

Why were you

fighting in New

Guinea? What were

your objectives?

How many people

participated in this

campaign?

©ABC 2017

Journal writing

Students will imagine what it is like as a Japanese soldier in

Ioribaiwa. Students will write a journal to a family member explaining

their experiences (including what they are doing, the living conditions

and how they feel). Students will use their research findings to

support their writing and include photographs, drawings and or

maps. Students will think about the following as they write their

journal:

• What sort of food do you have to eat?

• What tools or clothes do you have?

• How do feel about being there?

• What are some of the challenges or dangers?

Students will reflect on their learning during this activity and respond to the following questions.

• How did you feel about this activity?

• How do primary sources (for example photos, letters, diaries and official documents) help you

understand what might have happened at a place in time?

• What questions do you have about the topic?

Class discussion

During the time of the Kokoda campaign Japan suffered a serious defeat in the Solomon Islands. Japanese

leaders put plans to capture Port Moresby on hold. As a class discuss the following:

• Why do you think morale dropped when Japanese soldiers were told to retreat?

Explain your

strategy.

How successful

were your operations

in Kokoda? What

were some of the

challenges.

What was the impact

of this campaign on

your country and

people?

©ABC 2017

Commemorating Kokoda

Students will reflect on what they have learnt about the Kokoda campaign and Australia’s involvement. They

will also investigate the significance of Kokoda today.

Discuss and Reflect

Students will reflect on what they have learnt about the Kokoda campaign and Australia’s involvement in the

campaign overall. Discuss the Kokoda VR experience as a class. What questions were raised in the

discussion? Use the following questions to help guide the discussion:

• Who was involved in the Kokoda campaign?

• Where did the battle happen?

• When did it happen?

• What events were explained in the Kokoda VR experience?

• What were the experiences of the Australian soldiers?

• How were Papuans impacted by the Kokoda campaign?

• What were the experiences of the Japanese soldiers?

• What is the significance of Kokoda today?

• Has your thinking about Kokoda changed? If so, in what ways?

Kokoda Veteran Interview

Students will watch the interview with war veteran

Arnie Forrester then answer the following

questions:

• What does Anzac Day mean to Arnie?

• What was Arnie’s experience during World

War II?

• Which Battalion did he join?

• What were his experiences in the Kokoda

campaign?

• Describe the photo that Arnie is holding.

• How does he describe the Japanese soldiers?

Commemorating Kokoda

Students watch the Retaking Kokoda video then answer the following questions:

• What happened at dawn on the 2nd of November 1942?

• What did Australian troops do the next day?

• What is the day called?

• Who do the memorials remember?

©ABC 2017

Students will then explore what it means to

commemorate and how Australians remember

Kokoda.

• What does it mean to commemorate?

Explain the difference between

commemoration and celebration.

• How do we remember those who fought in

wars?

• Why do people choose to walk the Kokoda

Track today?

Further Investigation

It has been said that Kokoda is to World War II as Gallipoli is to World War I. Students investigate the

statement and present their research to other students.

Kokoda – Extended Response

Students will write an extended response to the following:

Why were Australian forces involved in the Kokoda campaign? To what extent can their

involvement be judged a success? Explain your reasoning.

©ABC 2017

Australian Curriculum Links

History – Year 6

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and

challenges

Locate and collect relevant information and data from primary sources and secondary sources

Sequence information about people’s lives, events, developments and phenomena using a variety of

methods including timelines

Examine primary sources and secondary sources to determine their origin and purpose

Examine different viewpoints on actions, events, issues and phenomena in the past and present

History – Year 7

Sequence historical events, developments and period

Use historical terms and concepts

Identify a range of questions about the past to inform a historical inquiry

Identify and locate relevant sources, using ICT and other methods

Identify the origin and purpose of primary and secondary sources

Locate, compare, select and use information from a range of sources as evidence

Draw conclusions about the usefulness of sources

Identify and describe points of view, attitudes and values in primary and secondary sources

History – Year 10

Identify and select different kinds of questions about the past to inform historical inquiry

Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain,

Kokoda, the Fall of Singapore)

The impact of World War II, with a particular emphasis on the Australian home front, including the changing

roles of women and use of wartime government controls (conscription, manpower controls, rationing and

censorship)

The significance of World War II to Australia’s international relationships in the twentieth century, with

particular reference to the United Nations, Britain, the USA and Asia

Use historical terms and concepts

Identify the origin, purpose and context of primary and secondary sources

Identify and locate relevant sources, using ICT and other methods

Identify and analyse different historical interpretations (including their own)

Select and use a range of communication forms (oral, graphic, written) and digital technologies

©ABC 2017