Conflict and War

Gallipoli Group Work Questions

Students are in groups of 3-4.  Their goal is to answer all the questions required, record these, then bring all the knowledge from answering the questions into a visual presentation for the classroom.  This may be in the form of a poster, booklet or other visual presentation suitable for the task. 

Group One: 
THE SETTING 
a.	Describe in detail, the three settings in this film. 
b.	The three settings have different effects on the characters. Explain with the use of examples how each setting effects the main and supporting characters. 
c.	What is the significance of Peter Weir using the 'blue' scenes in the film? Give examples of when in the film these scenes were used and why. 
d.	Are the settings in this film realistic? If so, explain why and how they are made to be realistic. If not, explain what made these settings unrealistic. 	
Group Two: 
THE CHARACTERS
a.	Draw up a t-bar chart (see t-bar.rtf)showing the differences between the two main characters (Archie and Frank). These can be physical as well as personality differences. 
b.	What is the reason for Archie's decision to go to war? How did Archie manage to get into the Light Horse? 
c.	What is the reason for Frank's decision to go to war? How did Frank end up in the Infantry? 
d.	Explain how the friendship between Frank and Archie develops. Why is their relationship so strong? How do you know it is a strong friendship? 	
GROUP THREE: 
THE PLOT
a.	The shot of Archie and his running preparation is repeated at the end of the film. Why? 
b.	What is the climax of this film? Is anything resolved? 
c.	The end of the film is based on the real events of World War One. What does the director do to make sure that viewer does not forget those events? 
d.	For each setting in this film there is a new stage in the main characters' lives. Using each setting, explain how each of the main characters changes and learns new things 	
GROUP FOUR: 
ATMOSPHERE AND MOOD
1.	What is the mood like at the start of the film? Describe in detail. 
2.	What occurs throughout the film when a race is on? How is this device important to creating a mood and atmosphere? Use examples during the film to support your ideas. 
3.	What is the mood in the second setting (Cairo) like? Give examples to support your ideas. Explain the feelings of each of the main characters. 
4.	What is the mood in the trenches at Gallipoli? How is this mood created? (e.g music). What effect might this mood have on a viewer? 	
GROUP FIVE: 
THE THEME/MESSAGE
a.	What attitude does Peter Weir have towards war? How do you know? 
b.	How do the characters tempt Frank to join up? How realistic were their reasons to join up and fight for their country. 
c.	At the beginning of the film, Archie races against time. What is he trying to race against at the end of the film? How does this tie in with what Peter Weir tries to get across to the viewer? 
d.	Do you think Peter Weir's film is objective or subjective in its account of the incident at Gallipoli? Explain with example from the film. 	
GROUP SIX: 
FILM TECHNIQUES
a.	Explain how each of these techniques are important in the film: - stop watch - music -whistle 
b.	When the soldiers are in Gallipoli and the bombs explode in the sky, what effect is taking place? 
c.	At times in the film silence is used. What effect does this have and when? 
d.	How many races are there in this film? What tells the viewer that a race has begun? 	
GROUP SEVEN: 
FEELINGS AND EMOTIONS
a.	Describe Archie's feelings about war. 
b.	Why does Frank not want to join up with his mates? 
c.	Describe the relationship between Frank, Archie and the other soldiers at Gallipoli. Give examples of how each of these men deal with the events at the end of the film. 
d.	What feelings and emotions is Peter Weir expecting the viewer to have at the end of this film? What helps to create these emotions? 	

© Ministry of Education, Wellington, New Zealand (First published 1998)