AUSTRALIA UNDER ATTACK!

Resource book

AUSTRALIA UNDER ATTACK!

04M M E M O R I A L

BOX

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ContentsAcknowledgements 01

Introduction 02

Now that you have your Memorial Box, please… 02

What‘s in the box? 03

For school usersA) Curriculum links 12B) Suggested class activities 13C) Beyond the Memorial Box 15

Set up you own Memorial Box or mini museum 16

AcknowledgementsThe Australian War Memorial gratefully acknowledges the sponsorship of the Department ofVeterans‘ Affairs in the original production of this Memorial Box. The Memorial also acknowledgesthe Department‘s ongoing support through its “Their Service, Our Heritage“ program, which hasenabled the Memorial Boxes to be brought up to date.

The Memorial acknowledges and thanks the following for their contribution to the developmentof this box: Garden Island Museum, Royal Australian Artillery Museum, Broome Historical SocietyMuseum, Bob Alford, Greg Heron, Greg Blake, Robyn Pfanner, Dick Cresswell, Darkie Hudson, NeilRoberts, David Bishop, Barry Crooke, Bob Randall, Phil Chapman, Tip Carty, Jim Cannon, BrigadierKevin O‘Neill, Gus Winckel. Thanks also to TS CANBERRA, Australian Navy Cadets, for donatinguniform pieces.

Written by: Susan PfannerText revised by: Beatrice Barnett

Cover B&W image: July 1942, Sydney NSW. Torpedo damageto the Australian merchant vessel SS Allara. Four men werekilled and six injured. The stern gun was blown overboard,the steering gear wrecked. SS Allara was towed to Newcastleand then to Sydney for repair. (AWM 150424)

A U S T R A L I A U N D E R AT TA C K !

Resource book

Introduction

The Australia under attack! Memorial Box includes a variety of stimulating resource material, which exploresattacks on Australia during the Second World War.

The specific aims of the Australia under attack! Memorial box are:to promote the study of the generation of Australians who experienced a period of total war in oraround Australia 1939–45.to introduce and reinforce the value of primary sources in the study of Australian wartime experiences.to encourage a “hands-on” approach to learning which is stimulating and encourages students to bemore aware of their cultural heritage.to provide materials which are relevant to school curricula across a number of levels.

Now that you have yourMemorial Box, please...check the contents of the box against the enclosed inventory before and after use. If any objects are damagedor missing, please notify the Australian War Memorial immediately so that they can be repaired or replaced.handle objects with care.wear conservator‘s gloves. The gloves are found in the bottom compartment of the box. Sweat from hands cancause objects to corrode or, in the case of material objects, to become dirty and increase the risk of damage.Please wash the gloves before the box is returned.when removing objects from the box, place them on clean areas clear of pencils, pens, paint, water andanything else that may contaminate them.do not leave the objects unattended unless you are sure anyone handling them understands how to treatthe material.display the photographs using book/music stands or “Blu-Tack”. Please don‘t use drawing pins or any othermaterial to pierce the photographs.record your ideas on the EVALUATION FORM and post it back to the Australian War Memorial, Education andVisitor Services, PO Box 345, Canberra ACT 2601.return your box on time, as the next borrowers are also keen to take delivery of their Memorial Box.

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What’s in the box?Not all items are included in every box. Check the contents list of your box.

Printed materialAustralian War MemorialResource bookThemes– Unease– Sea Attacks– Northern Territory at war– Air AttacksMany of the other materials found in the Australiaunder attack! Memorial Box have been markedwith coloured dots, so they can be easily linked tothese theme booklets:

Orange dot – Unease

Blue dot – Sea attacks

Red dot – The Northern Territory at war

Green dot – Air attacks

Case studies– Arthur Kennedy– Dick Cresswell7 fact sheets

Objects

RAAF pilot‘s wingsThis is a replica of the wings worn by Royal AustralianAir Force (RAAF) pilots during the Second World War.Dick Cresswell (see case study) wore wings like thesewhen he was flying his Curtiss P40E Kittyhawk, basedin Darwin.

Navy officer‘s uniform buttonThis button was worn on the uniforms of Navyofficers during the Second World War. As is thetradition, the King‘s crown is depicted on the button.

As you can see from uniform examples in the box,unlike the officer‘s uniform, the ordinary seaman‘suniform did not need any decorative buttons.

Army officer‘s crownThis officer‘s crown, along with “pips“ and thecrossed sword and baton are used to depict thevarious ranks of office in the army. A single crownindicates the rank of major, whereas its use incombination with one or more “pips“ indicatesa lieutenant-colonel, a colonel or a brigadier.

For the top army ranks, the crown is used incombination with a crossed sword and baton.

As with the navy uniform button, the crown of KingGeorge V is depicted on this badge of rank wornat the time of the Second World War.

Air Force officer‘s badgeThis King‘s crown and eagle was worn by air forceofficers on the their shoulder straps or boardsduring the Second World War.

Warrant Officer‘s badgeThe ranks of Warrant Officer Grades I and II werefirst created during the First World War andcontinue today. In order of rank, Warrant Officerscome beneath commissioned officers but abovethe non-commissioned officers, such as sergeantsand corporals.

This badge was worn on the lower shirt sleeve byWarrant Officers in both the army and the airforceduring the Second World War.

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HelmetHelmets were issued as protection against shrapneland flying debris. They were not bullet-proof.

Members of the AIF on the Western Front were firstissued with British-made Brodie Pattern helmets inMay 1916. These were a simple, one-piece stampingwith a narrow, slightly downward sloping brim anda thick padded lining.

The helmet included in this Memorial Box may havebeen used during the Second World War or, morerecently, issued to NATO forces. However, they weremade to essentially the same Brodie Pattern, withsome alterations to the inner lining.

Model – Curtiss P40E KittyhawkA29-113This is a model of the aircraft flown by SquadronLeader Dick Cresswell in Darwin during the SecondWorld War. In his experience, the Kittyhawk was areliable aircraft, a decent fighter. It carried bombsand drop tanks, which allowed for long range flying.Although not, in Dick‘s assessment, as good as aSpitfire or the Japanese Zero, they would have beenvery useful in attacking the Japanese fleet, had itentered Darwin. Instead, the Kittyhawks were usedto destroy or chase off Japanese planes on theirmoonlight raids. Many pilots personalized theiraircraft by adding a design or a cartoon.

Military MedalThis is a replica of the medals awarded to gunners“Darkie“ Hudson and Fred Wombey in Darwin in1942. They were the first two to receive a MilitaryMedal for distinguished service against the enemyon Australian soil. The Military Medal is awardedfor bravery, and at the time of receiving the medals,the young men were only 17 and 18 years of age,respectively.

The citation for Lance Bombadier Wombey reads:On two occasions at least during attacks on oil tanksat Darwin by enemy dive bombers and machine gunfire from the air, he ordered the gun crew to takecover while he waited for the attacking plane to besufficiently near to be a good target. His action waspartly responsible for the failure of the enemy todive bomb the vital area he was defending.

The citation for Gunner Hudson reads:He manned his Lewis machine gun with great skilland tenacity. The gun was roughly sited and withoutadequate protection. Regardless of personal safetyGunner Hudson carried his gun to the open, anduntil ammunition was expended brought to beareffective fire on the low flying aircraft.

Colour patchesThis system of colour patches was developed duringthe First World War and was retained and extendedduring the Second World War. Once the system wasadopted, it was a simple matter for anyone whounderstood it to quickly identify the battalion orregiment, brigade and division of the wearer:(1) the basic shapes indicated the Division or

Service to which the wearer belonged(2) lower colours usually denoted brigade and(3) upper colours usually denoted battalion

or regiment.

The patches were also the unifying symbol whichbound together members of a unit and its formation,and around this symbol developed the individual‘ssense of pride and unity of purpose.

The colour patches included in the Box were worn bysoldiers who had a strong involvement in the defenceof Australia during the Second World War.

The North Australian Observer Unit (NAOU) colourpatch was worn by “Tip“ Carty (see oral history CD,Track 5) and others serving in the NAOU, also knownas the “Nackaroos“. This was a northern surveillanceforce patrolling in remote and inhospitable areas,looking for any sign of Japanese invasion. Theorange/green/grey colours incorporate the doublediamond shape of commando units.

The anti-aircraft unit colour patch was worn by ArthurKennedy and other artillery unit members in Darwinbetween 1939 and 1945.

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NES armbandThis armband was issued to men and women workingfor the National Emergency Services (NES). This wasthe body which co-ordinated civil defence. Most ofthe workers were volunteers, but the NES provideda network of posts at key locations in major townsand cities. Some NES volunteers worked as Air RaidProtection wardens. Their role was to interest peoplein building shelters, test air raid sirens and advise onblackouts and incendiary bombs.

Another important task for NES volunteers waspreparing for bombing raids and the subsequent fires.The first task of the fire wardens was to carry out asurvey of their area, determining what precautionsneeded to be made for fighting fires. Then, the NESvolunteers would take up their posts, reporting onany incidents and practising what they would do inthe event of a real bomb falling. Many NES volunteersfitted these duties in around their usual full-time jobs.

See the poster “The Incendiary Bomb Menace.Fire Fighting in Office Buildings“.

Air raid information issued by NESThe NES distributed to households leaflets thatadvised planning ahead for the possibility of havingto seek shelter during an air raid. This pamphlet wasprinted in September 1940, before the attacks oneither Darwin or Sydney Harbour. The responsibilitywas put clearly on individual households to makearrangements for their own protection. However,the initial enthusiasm following the declaration ofwar soon waned when no attack was forthcoming.

After the attack on Pearl Harbor, bringing the warmuch closer to Australia, emergency procedureswere taken more seriously. Men, women andchildren were all involved in constructing air raidshelters. Meanwhile, the NES also required schoolsand colleges to dig air raid shelters for their students,and instructed them to take part in air raidprecautions drills.

The NES also issued a handbook to air raid protectionpersonnel, advising of the action to be taken in caseof explosion, fire, gas attack and destruction resultingfrom air attack. Many of these personnel werevolunteers with no relevant experience, yet theywere expected to take control in case of a disaster.They would have welcomed any guidelines givento them by the National Emergency Services.

Souvenir of Japanese midgetsubmarine attackThis souvenir was made in 1942 from ballast of one ofthe Japanese midget submarines that attacked SydneyHarbour on the night of 31 May/1 June that year.

See booklet “Sea Attacks“ for an account of thesubmarine attack in the harbour and its impact onSydney‘s citizens.

War issue puncture repair kitThis puncture repair kit was manufactured in Australiaby Leggett‘s in 1942. The promise of a “Bull-DogGrip“ must have been very reassuring for those whorelied on bicycles for their everyday transport. Thisbecame especially important when, in October 1940,petrol rationing was introduced in Australia. Duringthe war, school children worked as bicycle messengersand were issued with kits like these. Notice that thispuncture repair kit is very similar to the ones we usetoday to patch up our tubes.

Evacuation knapsack (replica)This knapsack is a replica reproduced from theoriginal pattern issued by the State EmergencyCouncil for Civil Defence (Victoria) in 1941.An original evacuation knapsack is held in theAustralian War Memorial‘s relics collection.

In preparing for possible evacuation, strict guidelineswere issued on maximum weights that could betaken by both adults and children. A knapsack wasrecommended as it could be carried on the backleaving the arms free. It was also suggested that ablanket be rolled up and carried over the shoulder.

Evacuation documentsSeveral documents reproduced here were usedto ensure that children and their luggage did notbecome lost in the event of evacuation. Officialregistration forms, identification labels, and luggagetags were all printed in readiness for mass evacuation.Advice was also printed recommending suitableclothes and foodstuffs for a journey of unknownlength to an unknown destination.

However, the British experience had showed thatpremature evacuations caused confusion and panicand the Australian authorities were determined notto make the same mistake.

Women and children were evacuated from theNorthern Territory after the bombing of Darwin inFebruary 1942. However, other cities, while havingplans in place, did not implement them. Many peopleevacuated of their own accord, moving away fromthe coast to inland centres.

Australian Women‘s WeeklyGenerally women‘s magazines adopted a patrioticapproach and encouraged women to take part in thewar effort. They encouraged volunteering, glamorisedthe roles of working women and also called for themto support our soldiers overseas. The Weekly carriedextensive articles outlining the contribution beingmade on the home front by ordinary people andenlisted servicemen. See the articles “Looking fortrouble: air observers keep ceaseless watch on skies“(about the role of the volunteer air observers) and“Military Medal winners enlisted at Eighteen“.

The Women‘s Weekly also offered practical advice forcoping with the difficulties imposed by war conditionswith articles such as “This problem of sending yourchild to safety“ and “How women prepare to protecttheir homes“. It also offered advice on such thingsas how to cook and send food to the tropics, POWs,and so on.

Government propagandaPoster“Please Tell Daddy the Bombs Killed my Doggie“

Leaflets“We are all at War Stations““It will Happen Here““I won‘t mince words“

Radio talks“Under the Red Ensign“

Department of Air Press releases“VAOC has aided 1476 Planes““Civilians radio saves plane““3 forced landings in 8 months – women airobservers kept busy“

As Australia became more deeply involved in the war,its citizens were being asked to make great sacrifices:to give away the comforts of home, family and job,and volunteer for overseas service; or to work in avoluntary capacity at home and put up with shortagesand rationing. There was need for others to work inmunitions factories, in the Land Army or in other jobsto contribute to the war effort.

To achieve this commitment, the governmentproduced a stream of pamphlets, posters, radiobroadcasts designed to cajole, threaten and inspireits citizens to give a wholehearted effort.

Another tack taken by the propaganda machine wasto highlight the heroic deeds performed by others, tostress the victories that had been achieved and toempathise with the plight of others less well off.

Advertisement for Anthony Horderns‘This is a reproduction of an advertisement thatappeared in Sydney in 1942.

Air Raid Protection wardens were charged withensuring the safety of citizens; they were anxious thathouseholds take their own preventative measures andbe equipped with what they needed in case of a raid.

How different is the range of goods advertised herecompared with the usual goods that this store wouldbe advertising in peacetime? This advertisement waspublished in June 1942, a few months before PrimeMinister Curtin announced an austerity campaigndesigned to encourage Australians to consume lessin the interests of the war effort. It would be anotherseveral years before the full range of consumergoods returned to stores like Anthony Horderns‘.

“This cove‘s a real good Sport“This advertisement appeared in the Sunday Telegraphin March 1942. Its theme is a common one usedduring the war—that this needs to be an all-in effortand that there is no place for shirkers. The posterclearly encourages people to put aside their selfishinterests and contribute to the war effort. Accordingto the poster, everyone, regardless of age or skill, hasa role to play.

Information on Japanese plan ofattack on AustraliaThis map was produced by the Director of MilitaryIntelligence, Chinese Army General Staff. However,as agreement was not reached on this plan of attack,it was abandoned. Several incidents are believed tohave occurred (e.g. one on the West Australiancoast and another in the Gulf of Carpentaria in theNorthern Territory). There are also believed to havebeen Japanese reconnaissance missions that landedin northern Australia. However, a major offensiveon Fremantle and Perth, followed by an eastwardadvance across the mainland, never eventuated.See the “Western Australia Fact Sheet“.

Civil defence pamphletsApart from dealing with the urgent need to equip thearmed services for war, the government also had theresponsibility of assisting civilians to cope with a newand threatening situation. Pamphlets such as The Careof Children in War Time guided parents and teachersin dealing with children‘s anxieties relating to theuncertainties of war.

The Commonwealth Government also issued apamphlet entitled Advising the Public in the Event ofan Invasion. It contained advice such as how to hideyour bicycle or disable motor vehicles if invasionappeared imminent.

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“Attacks on Australia“ mapThis map shows the extent of enemy attacks onAustralia during the first few months of 1942. Thevastness of Australia‘s coastline made comprehensivesurveillance impossible, so educated guesses had tobe made about where to deploy the country‘slimited defences.

Certificate of ServiceThese certificates were issued by the QueenslandCivil Defence Organization, in appreciation of thevolunteer service given by citizens during the nationalemergency of the Second World War. Note that thecertificate is dated April 1945, before hostilities hadactually ended. However, there must have beenan optimistic feeling that the war would soonend officially.

Recognition chart –Japanese combat airplanesReporting on the activity of all military aircraftbecame a national pastime during the Second WorldWar. For example, aircraft recognition was a boyscout qualification, and membership in the VoluntaryAir Observers‘ Corps (VAOC) was widespreadthroughout Australia at this time.

To facilitate accurate reporting by both volunteersand professionals, Allied-assigned code namesfor enemy planes were adopted and publicized.Generally, bombers were given girls‘ names, whilefighter planes were assigned boy‘s names. Often thenames referred to real people—girlfriends, familymembers or friends of the Australian and Americanairmen who assigned the names. For instance, it isbelieved that the real Betty after whom the Japaneseplane was named was an attractive, well-endowednurse from Pennsylvania, USA, whose body shapewas reminiscent of the bomber which took its name,as it featured a pair of large blister gun positions.

“Map of Darwin City 1942–43Extent of Bombing“This is part of a larger map produced by the Mappingand Information Division, Department of Lands andHousing, in Darwin. It shows the extent of bombingover the city; it demonstrates that most of the built-up areas of the city were subjected to bombing.Strategic areas of the city—the wharf, oil storagetanks, administrative centres, hospital—came underparticularly heavy attack.

Set of flagsThe red, white and blue! These three flags, the UnionJack, the American Stars and Stripes and the RedEnsign under which Australian merchant seamanflew, were all very powerful symbols for Australia‘swar involvement. In fact, the Red Ensign wasAustralia‘s unofficial national flag until the FlagAct of 1953, which accorded with Prime MinisterMenzies‘s preference for a “blue field“.

The American flag was greeted which so muchenthusiasm when the United States first joined thewar that many Australian business houses flew theflag on 4 July, American Independence Day.

Japanese flagThis flag described as a “disc with rays“ was theImperial Japanese Navy battle flag.

American pocket guide to AustraliaAmerican troops first started arriving in Brisbane atthe end of 1941. The initial reaction was one of reliefthat help from a greater power was at hand.However, social problems also developed as thesmartly dressed, well-paid Americans made theirpresence felt around the pubs and dance halls of themajor cities. Perhaps more than just a pocket guidewas needed to help them assimilate into the insularAustralian society.

A sailor‘s roundrigItems of uniform issued to an ordinary seaman areincluded in the box. There are also instructions tohelp you assemble a sailor‘s roundrig uniform.Have a go!

Naval Intelligence maps“Operations in Australian Waters, 1940““Minefield laid by Passat (ex-Storstad) 40 mines““Passat (ex-Storstad) Banks Strait field 30 mines“

German ships mined Australian waters fromearly in the war and it is suspected that Japanesevessels were also harassing allied ship from 1939.These mines took a heavy toll. These mapsillustrate just how treacherous were the watersoff Australia‘s coast.

See the booklet “Sea Attacks“ for more information.

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Stimulus photos

1. The first National EmergencyServices mobile unit. AWM 044553Sydney, NSW, January 1942. This unit was designedto give assistance in case of injury during air attacks.Here it is being used at a training session inChatswood for air raids. Mrs J.T. Robinson ofWilloughby and Mr R.H. Evans attend to a casualty,Roy Miller of Chatswood. Note the first aidequipment and gas mask in the van. Compare itto today‘s “high tech“ intensive care ambulances.

2. Children in Adelaide practisingbuilding air raid shelters. AWM 45120By January 1942 when the threat from the Japanesewas real, men, women and children all aroundAustralia started to take precautions in case of anattack. This effort by the boys was pretty basic, butit least it distracted them from anxiety about warand may even have been of some use in case ofan air raid.

3. Darwin, NT, 19 February 1942.Destruction from the first Japanese air raidon Australia‘s mainland. AWM 128108The dense clouds of smoke are from the destructionof Darwin‘s oil storage tanks, which were a strategictarget. In the foreground is HMAS Deloraine, whichescaped damage during the raid. For more detailslook at the booklet “Northern Territory at War“.

4. Darwin, NT, 19 February 1942. The wreckedremains of the post office and its residences,which received a direct hit during the firstJapanese raid. AWM 132533Nine people died as a result of this one hit, includingthe postmaster, his wife and daughter and severalmembers of his staff. Many more people were todie on ships in Darwin Harbour, on the wharf andat many other places around the city and itsenvirons. In all, 252 were killed. See the booklet“Northern Territory at War“ for details on theair raids on Darwin. See also the “Map of DarwinCity 1942–43 Extent of Bombing“.

5. Broome, WA, 1942. Burnt-out remains ofa B17 Flying Fortress. AWM P02039.006This was one of the six large aircraft (including twoFlying Fortresses and a Liberator) destroyed in theJapanese air raid on Broome on 3 March 1942. Someof these aircraft were destroyed on the ground andone in the air (it crashed into the sea). Most of theseaircraft had just arrived from the Netherlands EastIndies carrying refugees who were still aboard them.It is estimated that 35 to 40 people were killed,including women and children, and probably asmany again were wounded in the raid. Fourteenflying boats in the harbour were also destroyed.

Extract from the diaryof Bob WiddowsBob Widdows was a stoker in HMAS Arunta duringthe Second World War. Stokers worked in the boilerroom assisting the engineering staff. HMAS Aruntawas a destroyer whose task was to patrol forsubmarines and do escort duty.

These are copies of pages from the diary that Bobkept aboard the Arunta in June/July 1942.

See the booklet “Sea Attacks“ for more informationabout Bob Widdows; for a description of life aboardArunta, see the account of Seaman Allerton.

Article: “14 Survive theIron Knight Tragedy“This newspaper article was published in 1993, the50th anniversary of the tragedy that it describes.This incident highlights the danger to whichmerchant seaman were subjected during theSecond World War. Have a look at the “Attackon Australia“ map to see how many ships werelost off the Australian coast at that early stage ofthe war. Losses continued to be sustained, andmany of the vessels were merchant ships.

The radio series “Under the Red Ensign“, a partialtranscript of which is included in the box, describesthe desperate situations in which merchant seamanfound themselves.

1943. Members of the US Army, wearing helmets and carryingrifles or side arms en route to Australia. (AWM P00561.145)

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9. Canberra, ACT, 26 March 1942. The firstmeeting of General Douglas MacArthur andPrime Minister John Curtin at an Advisory WarCouncil meeting. AWM 042774Prime Minister Curtin‘s dramatic appeal to the UnitedStates for assistance was a break with Australia‘straditional dependence on and cooperation withBritain. It was a desperate plea at a desperate timeand one which received a positive response. WhenGeneral MacArthur, the supreme commander of theAllied forces in the South West Pacific Area arrivedin Australia, he was greeted as the nation‘s saviour.

MacArthur indicated that he wished to cooperatewith the Australians and frequent meetings betweenthe two leaders gave the impression that there wasclose consultation. However, in reality, GeneralMacArthur increasingly denied his Australian alliesan effective voice in the management of the war.

10. Canberra, ACT, 28 March 1942. Workmendigging slit trenches in the grounds ofParliament House. AWM 136236This was a common practice throughout Australia in1942 as a precaution against Japanese air raids.These workmen are more methodical than theboys in Stimulus photo No. 2. However, as soon as itrained any uncovered slit trenches became a veryunpleasant refuge, to be avoided except in the mostdire circumstances. Fortunately, most citizens did nothave to seek shelter from air raids, as the massinvasion of Australia never eventuated.

11. Melbourne, Vic, 3 June 1942. Aboriginalchildren awaiting evacuation. AWM 136298These children had already travelled from AliceSprings in central Australia. Now they are waitingon Spencer Street Station in Melbourne, lookingconfused and tired. Their final destination was achurch missionary evacuation camp in the BlueMountains of New South Wales.

Evacuations from the Northern Territory were the onlylarge scale official evacuations to take place duringthe Second World War. While plans were in placefor mass evacuation from other centres, this nevereventuated.

Soon after the attack on Sydney Harbour by threeJapanese midget submarines, many people relocatedthemselves or sent their children inland. Thismovement was often derided as “bomb dodging“and as an option only available to those who weremore affluent.

See the booklet “Air Attacks“ for an account ofthe attack on Broome. Also, in the oral history CD,you can hear 11-year-old Elly Koens give her accountof being among those who were bombed duringthis attack.

6. Darwin, NT, 4 March 1942. A Japanese aerialphoto of Darwin taken on a reconnaissance run.AWM P00913.002The height (3500 ft) and course (260 degrees) iswritten on the photo. Compare this aerial photowith the “Map of Darwin City 1942–43 Extent ofBombing“. See if you can match up any landmarks.

7. ACT, 1942. A formation of B25 Mitchellbombers of 18 Squadron NEI (Netherlands EastIndies) in flight over Canberra countryside.AWM P01818.001This Dutch squadron was based at the local RAAFstation (later RAAF Base Fairbairn). Typical of themissions flown by the squadron were anti-submarinepatrols off the NSW coast. On the oral history CD,Gus Winkel, a Dutch pilot with 18 Squadron,describes a successful sortie.

8. A group photo taken of the ship‘s companyof the corvette HMAS Deloraine. AWM 305324When Japanese submarine I-124 was sighted about60 miles west of Darwin on 20 January 1942, threeAustralian corvettes including HMAS Deloraine,were ordered to destroy it. After locating the enemysubmarine, Deloraine laid down a diamond patternof six depth charges. Soon after, bubbles of air andoil were visible on the surface. After two more depthcharge attacks, I-124 blew to the surface but almostimmediately re-dived, never to surface again.

Later in the day, a diver from the fleet repair shipUSS Black Hawk located the wreckage. Earlier inJanuary 1942, I-124 had laid 27 mines in the watersnear Darwin.

Lieutenant Bruce Johnston Harvey (RANVR) and AbleSeaman Carson Jefferson Taite (RANR), both fromHMAS Deloraine, were awarded a DSC and DSMrespectively for this action. Their citations referred totheir “skill and resources in HMAS Deloraine whenthe Japanese submarine I-124 was destroyed offDarwin on 21 January 1942“.

12. Darwin, NT, 2 April 1943. Pte F. Conlin,Driver J. Hankin of Sydney and Sgt Babb ofBalgownie, NSW, holding parts of Japanesebombs. AWM 014567At least 14 Japanese fighters and bombers were shotout of action when 49 enemy planes raided Darwinon 15 March 1943. Spitfires manned by the RAAFand RAF went into action for the second time inAustralia. These bomb fragments were recoveredfrom those raids.

13. Katherine, NT, 1943. Members of theNorth Australia Observers Unit bringinghome dinner. AWM P02499.004Two members of the 2/1st North Australia ObserversUnit (NAOU) return from killing a bullock. They arecarrying the meat in a portion of the hide fromthe animal, with rifles slung over their shoulders.Corporal Theo “Tip“ Carty (left) of NSW and PrivateBill Warburton of Vic had tracked the animal forthree hours. Wearing his swimming costume, witha tomahawk on his left hip, and holes in his hat forventilation as he suffered from prickly heat, “Tip“Carty is well equipped for his hunting expedition.Hear more of “Tip“ Carty‘s story as a member ofthe Army‘s commander unit known as the“Nackaroos“ on the oral history CD.

14. McDonald, NT, 4 May 1943. A mixedcrew (Netherlands East Indies and RAAF)from 18 Squadron in front of their B25Mitchell bomber No.N5-131 (Pulk) afterreturning from a raid. AWM NWA0292The B25 Mitchell Bomber was a very versatileattack bomber, which flew extensively out ofnorthern Australia. It could carry heavy weaponry,and was equipped with machine guns in the nosesection, at the sides, the top and the rear. It wasvery effective in ground attacks but was itselfvulnerable to attacks from below. Gus Winkelis second from the left in this photo. His storyis on the oral history CD.

15. Pioneer Beach, NT, June 1943.A spitfire in trouble. AWM P02499.006Men of the 2/1st North Australia Observers Unit(NAOU), colloquially known as the “Nackeroos“,came to the assistance of the pilot of SpitfireA58-467 which landed on the beach at BynoeHarbour, west of Darwin, after suffering enginetrouble during a dogfight. From left to right: FlightLieutenant Clyde “Flying Doctor“ Fenton, whocame in with a battery after the NAOU radioedfor help; 400992 Flight Lieutenant Leeming, pilotof the plane; and Sergeant Knight, 2/1st NorthAustralia Observers Unit, a carpenter in civilian life.It was necessary to get the Spitfire off before thetide came in.

ArtworkThe Australian War Memorial art collection consistsof around 35,000 works of art. While many differentmediums and styles are represented in the collection,all the works depict armed conflicts in whichAustralians have been involved. Australia underattack! includes examples of the work of twoartists represented in the Memorial collection.

Roy Hodgkinson was born in Sydney in 1911. Hestudied at the Royal Art Society of New South Wales.Between 1929 and 1931, he worked as illustratoron the Daily Guardian and the Sun in Sydney, beforemoving to Melbourne to be an artist for the Herald.Hodgkinson travelled to Europe in 1938–39 andon his return enlisted as a trooper in the ArmouredDivision. He was appointed an Official War Artist inFebruary 1942, serving in northern Australia, NewGuinea, India, Ceylon, and Burma. His work isrepresented in the National Gallery of Victoria1.

Included in the Box are the following reproductionsof Roy Hodgkinson‘s work:

Lewis Gun, attached to 14th Australian Anti-AircraftBattery, Darwin (Gunner Tommy Hill and GunnerNeil Cook), 1942. Watercolor with gouache andcoloured crayons. (ART22720)Battin the breeze (USAAF Sergeant FrederickNielsen and Private Sam Brook), 1942. Crayon.(ART21346)14th Australian Anti-Aircraft Battery (Militia) FixedDefenses, Darwin, 1942. Crayon and watercolorheightened with white. (ART 22719). (The drawingshows unidentified members of the gun crewmanning an anti-aircraft gun in the defence ofDarwin,1942. Note the camouflage netting, witha triangular hole through which the gun is fired.)Oil tanks ablaze 16 June 1942. Watercolorheightened with white charcoal. (ART 26629)

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Sydney, 1942. An air raid shelter at Bellevue Hill. (AWM 044550)

1 Fry, G., Gray, A., Masterpieces of the Australian War Memorial, Rigby Publishers, Sydney, 1982, pp.134–135

Jimmy Pike is an Aboriginal artist whose works havereceived wide and critical acclaim for the strengthand power of their expression. Jimmy Pike was bornin 1941 at Japingka in the Great Sandy Desert ofWestern Australia and is a member of theWalmaiarri people.

Pike spent his early life hunting and gathering, as partof a nomadic family group and later moved north,working as a stockman in the Fitzroy Crossing area.While serving a prison sentence at Fremantle Gaol,Pike was introduced to print-making by arts advisersStephen Culley and David Wroth. Pike has sincereturned to his traditional homeland, where hepaints and produces designs for linocuts, screenprintsand fabrics2.

Included in the Box is the work entitled Jarlujangkawangki 1985. It is a screenprint from a linocut. It is apowerful image of Australia under attack and helpsto provide an understanding of the impact of theSecond World War for Aboriginal Australians. Theimage is especially significant for those Australiansstill living according to traditional means, with noinvolvement or understanding of a war thatnevertheless had an impact on their lives.

VideoThe Australia under attack! Memorial Box containstwo films:

Death in Sydney HarbourA visual interpretation of the Japanese midgetsubmarine attack on Sydney Harbour on the night of31 May/1 June 1942. The video runs for 20 minutesand tells the story through a young narrator. The starof the video is the midget submarine that can beseen in the Australian War Memorial‘s ANZAC Hall.

A selection of 1940sCinesound newsreel footageThe film runs for twenty-five minutes and comprisesthe following segments (in order):“Australia at Battle Stations““Daring raiders enter Sydney Harbour““Secrets of submarine revealed““Subs shell Sydney““Survivors of hospital ship Centaur, SisterSavage interview““Burning oil tanks and bomb damage, Darwin““Searchlight crews, NT““Japanese bomber Darwin, Dick Cresswell“

WARNING: The segment “Japanese bomber Darwin,Dick Cresswell“ contains footage that may bedisturbing for some viewers. This includes thewreckage of an aircraft and its dead crew.

Oral history CDThe CD contains the voices and stories of thefollowing people:

Prime Minister John Curtin“We are at war with Japan”

Bob RandallMr Randall was one of 95 mission children ofAboriginal descent evacuated south from CrokerIsland in 1942. The group travelled 3,000 miles toSydney via Adelaide. Mr Randall recalls hisexperiences and performs two songs about thisperiod of his life.

Phil ChapmanMr Chapman worked for radio AWA Darwin. Hedescribes the first attack on Darwin and the scenesin town that afternoon. Also discussed are thecoastwatchers and the censorship of theDarwin raids.

George BonifaceMr Boniface was the 4th Engineer on the MerchantVessel Neptuna, which was sunk during the firstbombing raid on Darwin by the Japanese.

Theo “Tip“ CartyMr Carty was a member of the 2/1st North AustraliaObserver Unit. The Army formed this commandounit, known as the “Nackeroos“, in 1942. Hedescribes the duties and the living conditionsendured by the 500 men of the unit.

Elly KoensElly Koens was 11 years old when her family wasamong those bombed by the Japanese at Broomeon 3 March 1942. An actor reads her account.

Gus WinckelA Dutch Pilot with 18 Squadron (Netherlands EastIndies), based in Canberra in 1942. Gus describes asuccessful anti-submarine patrol off the NSW Coast.

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2 Butler, R., My head is a map: a decade of Australian prints, Australian National Gallery, 1992, p.16

For school users

Memorial Boxes can be used in different ways bystudents of all ages, from primary through to seniorsecondary. They can be adapted to cover a widerange of curriculum areas, including history, socialstudies, politics, language, visual arts, cultural andgender studies. The boxes have been specificallydesigned to enable teachers to use the contents tosuit their own classroom strategies. Remember thatyou don‘t have to use all the objects in the box;select those, which are appropriate for your classand curriculum area.

The Memorial Boxes are designed to promote theuse of primary resource material and student-centred,hands-on learning. Any of the information foldersor documents may be photocopied for classroom use.

The Education Section of the Australian WarMemorial recommends an average time of twoweeks for a class to use the Memorial Box.

A) Curriculum linksThe learning experiences offered by this MemorialBox are applicable to many different areas ofcurriculum, but the strongest links are to thestudies of society and environment (SOSE),especially in the area of history.

While schools in the various states and territorieshave developed their own history curricula, acommon strand is “Time, continuity and change“.An associated strand is “Investigation, communicationand participation“, where students learn about thetechniques of inquiry and how to participate incollaborative learning and decision-making. ThisMemorial Box is directly relevant to teaching boththese strands.

The following curriculum links refer to the documentStudies of Society and Environment – a CurriculumProfile for Australian Schools. This profile wasdeveloped in a national curriculum developmentproject initiated by the Australian Education Council.This document has formed the basis for individualstate and territory curricula for the teaching of SOSE.

The outcomes describe the progression typicallyachieved by students during the years of schoolingapproximating Year 3 to Year 10. (NB The numberingsystem for these outcomes does not equate directlyto year level.)

Strand: Time, continuity and change

OUTCOMES FOR STRAND ORGANISER:UNDERSTANDING THE PAST3.1b Interprets accounts and artefacts of people

in other times4.1a Describes significant events and ways of

life in some periods of Australia‘s past4.1b Describes the achievements of selected

people and groups5.1a Describes the significant ideas, people

or events that have contributed toAustralian identity

6.1a Describes and explains lasting and changingaspects of Australian society and environments

7.1a Critically analyses the ways core valuesof Australian society have endured orchanged over time

8.1 Analyses people, issues and events in thecontext of their time

OUTCOMES FOR STRAND ORGANISER:TIME AND CHANGE3.2 Constructs a sequence from a set of events4.2 Constructs a sequence of some major

periods and events7.2 Analyses how causes, motives and

consequences may be related8.2 Analyses why causes and consequences can

vary in importance

OUTCOMES FOR STRAND ORGANISER:INTERPRETATIONS AND PERSPECTIVES3.3 Gives reasons why the local community

and environment have changed and arelikely to change

4.3 Portrays an event or occasion from aparticular perspective

5.3 Interprets people‘s motives and actions fromvarious perspectives

6.3 Critically compares representations ofpeople, events and issues

7.3 Uses knowledge about the past to explaincontemporary events

8.3 Explains why different individuals, groupsand societies have interpreted andreinterpreted history in different ways

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Strand: Investigation, communicationand participation

OUTCOMES FOR STRAND ORGANISER:INVESTIGATION3.16 Frames questions and identifies sources of

information4.16 Identifies the types of data and sources

required by a task and decides how they willbe used to gain information

5.16 Recognises significant issues in an area ofinvestigation and selects suitable ways ofinvestigating them

6.16 Explains the various ways of viewing an issueand the information associated with it.

7.16 Uses the methodologies of the learningarea to investigate different perspectives on an issue

OUTCOMES FOR STRAND ORGANISER:COMMUNICATION3.17 Presents information to explore a key idea4.17 Translates information from one form

to another5.17 Uses supporting evidence to argue for a

personal point of view6.17 Discusses the logic of and evidence for an

argument or viewpoint

OUTCOMES FOR STRAND ORGANISER:PARTICIPATION6.18 Comes to an informed personal decision

through discussing and consideringviewpoints and evidence presented by others

7.18 Judges actions of self and others in the light ofavailable choices and avowed value positions

8.18 Plans action in the light of conflicting andinconsistent information and values

(B) Suggested class activities

Using the photosInterpret photos by considering the following:Where was the photo taken?Who is the photo of? How do you know?What does it show?What are conditions like?Why was it taken?Why isn‘t the photo in colour?Could you possibly date this photo?Make up a story based on one photographand act it.Look for links between photographs and otherobjects or stories within the Memorial Box.Tell one of the stories from the information foldersusing the photographs as a stimulus.Develop a collage based on “remembrance” usingthe photos as a stimulus.Photocopy the photos and using balloons abovethe heads of people write in what they arethinking or saying.Discuss the usefulness of photographs ashistorical evidence.

Using the objects and uniformsInterpret the objects by considering:What is the object?How do you think it was made?How old is it?Where was it made?Why was it chosen for the Memorial Box?Which theme is it related to?Try on uniform pieces and encourage studentsto go back to the situation and the time theuniforms represent.Ask a student to describe an object withoutactually stating what it is and have others selectthe object based on the description.Ask relatives if they have any memorabilia fromthe Second World War to allow students toinvestigate their own family experience.Try and find the uniform in photographsin Australia under attack!Learn how to put together a sailor‘s round rig.Compare the round rig to the other uniformssailors are wearing in the photographs.Why are they different?

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Using the artworkInterpret the artwork by considering:What is depicted?Who was the artist?How do you think it was made?Which of the themes is the work related to?When was it created?Roy Hodgkinson was an official war artist.He was commissioned to depict the conditions,people and actions where Australians were at war.Ask students to imagine that they have beenappointed as official war artists. Then afterlearning about one event in Australia underattack! ask students to create an artisticinterpretation of that event.Ask students to compare Roy Hodgkinson‘sdrawings to the photographs of Darwin.How are they different?How are they similar?Discuss the use of both photographs and artby historians.Roy Hodgkinson‘s work, Battin‘ the breeze(Sergeant Frederick Nielson and Sam Brook), isa drawing of a US serviceman and an Australianserviceman. Compare and contrast their uniforms.Where might this drawing have been executed?Jimmy Pike describes the story that is the subjectof his print as “Old time story, not Dreamtime.People story—real one.“ His father passed thestory of the attack onto Jimmy. Ask studentsto interpret one of the oral histories inAustralia under attack! in a similar way.Older students could be encouraged to discussthe value of Jimmy Pike‘s print to historians.For example while there is no conventionalevidence to date or locate the attack depictedby Jimmy Pike, does this matter?

Using the videoThe film footage can be viewed independently or inrelation to one of the four themes. Students shouldlook for evidence of conditions, 1940s fashions, andbe alerted to the issue of propaganda.

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Using the stories and official recordsInterpret the documents by asking questions:What is it about?Who wrote it?Why was it written?When was it written?Where was it written?Is it reliable?How is it useful to historians?

Individual stories have been included in Australiaunder attack! They can be used simply as a source ofinformation or as a stimulus for creative or researchtasks. For example:After learning about the experiences of ArthurKennedy, Dick Cresswell or Tip Carty, ask studentsto write a letter home about life in northernAustralia in 1942.Ask students to write their own naval diary entriesafter reading those of Bob Widdows.Students could write their own short story aboutevacuation after studying the materials in Australiaunder attack!After reading a Department of Information,“Radio Special”, students could produce theirown 1940s style radio plays about Australiaunder attack!Ask students to put themselves in the positionof a character they have learned about throughmaterial in the Box and, as that person, writea letter to a loved one from whom they areseparated, describing their situation.Encourage students to ask their parents,grandparents and family friends to show anymemorabilia and to share stories about theirexperience of Australia in conflict.

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Using the oral history cdOral history is a history built around people.It thrusts life into history itself and widens its scope.It allows heroes not just from the leaders, but fromthe unknown majority of the people. It encouragesteachers and students to become fellow-workers.It brings history into, and out of, the community.It helps the less privileged, and especially the old,towards dignity and self-confidence. It makes forcontact—and thence understanding—betweensocial classes, and between generations… In shortit makes for fuller human beings.

British historian Paul Thompson in Oral History Handbook, OralHistory Association of Australia (South Australian branch) Inc, p.3

The CD has been produced to be entertaining andstimulating through the use of music and soundeffects. Narration is used to link the archival sections,giving the program continuity. However, each oralhistory can also be listened to independently.A suggested activity is to encourage students tolisten closely to the oral histories and to write theirown transcripts. They could even work in groups todo class presentations on one of the oral histories.

The oral histories have been chosen because oftheir relationship to one of the themes in Australiaunder attack! They also bring diversity and interest,and compliment the stories already in Australiaunder attack!

The CD can be used to explore individual experiencesof the Second World War, either as a stand-aloneresource or in conjunction with other resourcesfrom the Australia under attack! Memorial Box.

A suggested activity for older students would be todiscuss the importance of oral history as a historicalresource. Students could then be encouraged toconduct their own interviews to discover more aboutthe war experiences in their local area.

C) Beyond the Memorial BoxDesign and pack a time capsule to be opened atsome time in the future. Ask students what theythink future students would like to see and knowabout their current experience at school. Gatherthe material and seal it in the school grounds.Investigate how your local community remembersthe Second World War by looking in the schoolgrounds, the local park, the cemetery and at streetnames. You may find honour boards, avenues oftrees, guns in parks and names on headstoneswhich indicate that the experience of war touchedmany lives in your town.

www.skp.com.au/memorials

Plant a memorial grove. Plant trees in your schoolgrounds and dedicate each one to a veteran fromyour area. Investigate the military history of theindividuals. Graphic design students could designa suitable plaque.Initiate an oral history project of local men andwomen who experienced war in 1939–1945.The State branch of the Oral History Associationof Australia may be willing to give advice.

“Air raid precaution: Cover all food. Plates will protect the contentsof basins against splinters of glass. Food in airtight tins or jars isprotected against gas.” (AWM 011525)

Set up your own Memorial Boxor mini museum

1. Gather materialAsk around your local area for relevant material;these may include items such as medals, badges,discharge certificates, photos, uniforms, diaries andletters. You could also record your own oral histories.

2. DocumentationTo help keep track of the items donated or lent youwill need to set up a register to record information oneach item. Include information such as: who donatedthe item, what the item is, what condition it is in,and any background information about the item thatwill help you understand more about the impact ofthe war.

3. ConservationOnce you have registered the items you will needto assess their condition to know how best to storeor display the items. There are different storagerequirements for different materials.

Paper – Remove metal paperclips and staples—plastic paperclips are safer. Metal paperclips, pinsand staples can rust and cause damage. Store itemsflat and keep away from direct light.

Photographs – Remove photographs from adhesive(sticky) photo albums. Adhesive photo albumsdamage photographs by making them difficultto remove if left too long. Store photographs in flipalbums or acid-free paper albums. Store away fromdirect sunlight in a dry, dark place. Direct sunlightfades and discolours photographs.

Protective wrapping – To store items such asphotographs, metal objects and important papersuse polyethylene plastic such as “GLADWRAP”.Do not store items in Polyvinyl chloride (PVC) plasticas it causes damage; examples of PVC are cheapcling wrap and plastic shopping bags.

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4. Devising an exhibitionOnce your collection has started to grow you canstart planning your own exhibition. This is the mostexciting and rewarding part of museum work. Whatdo you want to say through your museum display?What will visitors to the exhibition need or want toknow about? What do you want to tell them—isthere a story or theme that links the items together?

You will need to consider carefully what items toinclude and what they explain about the experienceof war. You may need to purchase items from adisposal store to help illustrate the story. You mightalso consider using video or sound as part ofyour exhibition.

The location of your exhibition is important. Who doyou want to see it? Suggested venues are at schoolduring parent-teacher nights or drama nights whenthere is a captive audience. The local library or townhall may also be available for a display. Considerhaving your exhibition coincide with ANZAC Day orRemembrance Day as people are already thinkingabout the impact of war on these anniversaries.

5. Other places to go for information:the Australian War Memorial‘s website hasextensive databases to help with your research.

www.awm.gov.au

your local war memorial may list the names ofmost of the soldiers who enlisted from your area.the library will hold books and perhaps otherresources which will give more information aboutthe war.the RSL will have members who went to warand who could be called upon to tell oftheir experience.the local newspaper office should have copies ofnewspapers from the war years in which you willfind stories of local interest. The newspapers couldalso be used to send an SOS calling for moreinformation on a specific topic or person.

AUSTRALIA UNDER ATTACK!

04M M E M O R I A L

BOX

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Education SectionAustralian War MemorialGPO Box 345Canberra ACT 2601