Noah: The Dog Of The Anzac Spirit

(9798322918844)

Written & illustrated by Steven Huynh

Published by Steven De GC

Theme/topic: Health and Physical Education and Humanities and Social Sciences

The story weaves themes of courage, kindness, and resilience with an appreciation for Australia’s history. Noah, a lovable and compassionate dog, dreams of becoming a hero like his owner’s grandfather, an Anzac veteran. Inspired by stories shared through photos of Grandpa (ACHASSK013 – Foundation Year, Humanities and Social Sciences), Noah finds daily motivation to use his strength—kindness—to help others (ACPPS001, ACPPS015 – Foundation to Year 2, Health and Physical Education).

The story also touches on the importance of commemorating past events, such as Anzac Day, that hold deep meaning for communities (ACHASSK012 – Foundation Year, Humanities and Social Sciences) and highlights a historical site dedicated to honouring Anzac soldiers (ACHASSK045 – Year 2, Humanities and Social Sciences). Through vibrant illustrations and an engaging narrative, Noah: The Dog of the Anzac Spirit inspires young readers to embody the Anzac values of perseverance and resilience (ACPPS020 – Years 1 and 2, Health and Physical Education), while fostering a connection to Australia’s rich cultural heritage.

Buy

Curriculum Alignment:

These AC codes are suggested purely based on the book’s content and are provided for reference only.

ACHASSK012 8.4 (Humanities and Social Sciences Foundation): How they, their family and friends commemorate past events that are important to them

• making a calendar of commemorative events that students, their family and friends celebrate (for example, birthdays, religious festivals such as Easter, Ramadan, Buddha’s Birthday, Feast of Passover; family reunions and community commemorations such as NAIDOC week and Anzac Day) and discussing why they are important
• recognising ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to recognise that the Country/Place and traditional custodians of the land, sea, waterways and sky are acknowledged

ACHASSK013 8.4 (Humanities and Social Sciences Foundation): How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums

• engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander Peoples and recognising that the past is communicated through stories passed down from generation to generation
• sharing the story of an object from their family’s past (for example, a photograph, old toy, statue, medal, artwork, jewellery, stories), describing its importance to the family and creating a class museum
• recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)
• using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)

ACHASSK045 8.4 (Humanities and Social Sciences Year 2): The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved

• discussing why a particular site has heritage significance/cultural value for present generations (for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)
• identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, natural sites or features such as the Birrigai rock shelter, creeks or mountains)
• identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)

ACPPS001 8.4 ( Foundation): Identify personal strengths

• identifying things they are good at and describing how these have changed over time
• participating in a range of minor games and exploring which ones they enjoy and what makes them enjoyable
• describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful
• identifying ways they can use their strengths to help themselves and others

ACPPS015 8.4 ( Year 1,Year 2): Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities

• describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities
• accessing stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they possess
• participating in games and physical activities and describing how others’ strengths contribute to successful outcomes

ACPPS020 8.4 ( Year 1,Year 2): Identify and practise emotional responses that account for own and others’ feelings

• recognising own emotions and demonstrating positive ways to react in different situations
• identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses
• predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
• understanding how a person’s reaction to a situation can affect others’ feelings

The picture book follows the journey of Noah the dog to fulfil his deepest longing: to become a hero in the modern day. The courageous stories of Ben’s (his human friend) Grandpa back in the battlefield have always inspired him. But until he discovers the legend of Simpson’s donkey, the heroic animal from the Great War, his desire to become a hero truly ignites. Like a guiding light, the depiction of the donkey confirms Noah’s belief in his heroic mission as an animal. With his Anzac Spirit and Ben’s support, Noah sets out on an exciting journey to answer his heart’s call.

After reading, parents and/or educators could explore many lessons from Noah and Ben’s story. Among them is the Anzac Spirit demonstrated by Noah (Courage, Initiative, Endurance, Discipline, Mateship). You could engage children in discussions highlighting Noah’s personality, such as courage, resilience, and care for others. Children then reflect on which of these characteristics they believe they possess to become a hero at ‘their age’. Here are some examples of how children could embrace the Anzac Spirit: speaking up for what they believe is right (Courage), taking action (Initiative), working towards their goals (Endurance), taking responsibility (Discipline), being kind and helpful to others (Mateship/Friendship). Questions such as ‘When was the last time you helped someone at school? What did you do?’, ‘When was the last time you cleaned up after yourself?’ would be useful prompts during the discussions.

Ben’s gratitude towards Noah, community helpers, and those who died serving the country is also worth discussing. You could start by exploring the reason Ben expresses gratitude to Noah, and consider what would have happened if Noah had not saved Ben? From there, the discussions could be expanded to include the vital role of community and country helpers: What would happen if there weren’t community helpers such as police, doctors, fire fighters, teachers, cleaners and others that keep our communities safe, clean and healthy? By doing so, children may come to understand the importance of, and respect, these helpers in their lives.

Noah: The Dog Of The Anzac Spirit

Stay up to date about The Shouting Girl our latest publication!

Curriculum Alignment:

Related Books