vels vce - shrine of remembrance

Visual Communicat ion and Design. VELS Level 5 & 6. VCE Ar t – Uni ts 1&2, 3&4.

E D U C A T I O N P R O G R A M

Commemorating service and sacrifice:From ancient to modern times

Teacher ’s Manual

VELSVCE

E d u c a t i o n P r o g r a m R e c o m m e n d e d f o r Y e a r s 7 & 8

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OutlineMany public buildings: government offices, churches, exhibition halls, art galleries and museums have borrowed architectural styles and features from previous periods in history.

As a result of the pre and post visit activities, students come to understand that the building is based on surviving knowledge of the Mausoleum at Halicarnassus, one of the seven wonders of the ancient world, in what is now Turkey. They also discover that the artwork and artefacts associated with the building include elements from ancient societies, Christianity and the medieval period. The key symbols of remembrance, the Stone of Remembrance and Ray of Light in the Sanctuary and the Eternal Flame at the World War II Memorial, like many of the values and personal qualities recognised within the building, are cross-cultural and have been recognised by societies throughout the ages. Some of those values, such as freedom, have a different meaning today to that used in ancient Greece and other ancient societies.

Key Understandings• The design of the Shrine of Remembrance is based principally on surviving knowledge

of the Mausoleum at Halicarnassus, one of the seven wonders of the ancient world.

• The artwork and symbolism within the Shrine includes ideas from ancient and medieval societies, from Christianity and in recognition of Australia’s membership of the British Empire and Commonwealth of Nations (as it was known in 1934).

• The key symbols within the building use light or flame which have been important sacred or religious symbols across cultures and throughout the ages.

• The values recognised within the Shrine of Remembrance are also universal and timeless, although their meaning has often broadened to be more inclusive in modern times.

I N T R O D U C T I O NFocus Questions• Where did the ideas for the design of the Shrine of Remembrance come from, and why?

• Why do the artwork and symbols of the Shrine of Remembrance reflect ideas from a range of cultures?

• What values does the Shrine of Remembrance promote, and why?

• Have these values changed in meaning over time, and why is this so?

Key Terms and VocabularyAmbulatory, Ancient Society, Architecture, Battle Honours, Bravery, Buttresses, Calligraphy, Cenotaph, Ceremony, Chivalry, Choragic, Commemoration, Civic, Crypt, Doric Column, Dome, Forecourt, Fortified, Heraldry, Hero, Heroic, Inscription, Ionic Column, Knight, Laurel, Mausoleum, Medieval, Memorial, Middle Ages, Monastery, Monk, Monument, Ode, Patriotism, Pilaster, Portico, Ray of Light, Sacrifice, Sanctuary, Service, Shrine of Remembrance, Statuary, Stone of Remembrance, Symbol, Symbolism, Tympana, Values, Wreath.

Victorian Essential Learning Standards (VELS)Level 5, Level 6.

Strand: Physical,Personal & Social Learning; Discipline based learning; Interdisciplinary learning.

Domains: Interpersonal development, The Arts, English, History, Geography, Mathematics, Communication, Design, Creativity and Technology, Information and communications Technology and Thinking.

Dimensions: Interpersonal development, Building social relationships, Working in a team Personal Learning - The individual learner, Managing personal learning The Arts - Creating and making, Exploring and responding English - Reading, Writing, Speaking and listening History - Historical knowledge & understanding, Historical reasoning & interpretation Geography - Geographical knowledge and understanding, Geospatial skills. Mathematics - Measurement, Structure, Working Mathematically Communication - Listening, viewing and responding, Presenting. Design, Creativity and Technology - Investigating and designing, Producing, Analysing and evaluating Information and Communications - ICT for visualising thinking, ICT for creating, Technology (ICT), ICT for communicating Thinking - Reasoning, processing and inquiry, Creativity, Reflection, evaluation and metacognition.

‘ The above material is an extract from material produced by the Victorian Curriculum and Assessment Authority, Australia. Students and teachers should consult the Victorian Essential Learning Standards website http://vels.vcaa.vic.edu.au for more information. This material is copyright and cannot be reproduced in any form without the written permission of the VCAA.’

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• Ancient Greece, www.ancientgreece.com

• Australian War Memorial, www.awm.gov.au

• Battle of Crete, 1941, www.awm.gov.au/atwar/crete.htm

• Choragic Monument of Lysicrates, www.culture.gr/2/21/211/21101n/e211an04.html and

www.harrys-athens-greece-guide.com/ancient-lysicrates.asp

• Department of Education & Training, Veterans on Line education materials, www.sofweb.vic.edu.au/vol/teach/activindex.htm

• Greek architecture, www.cmhpf.org/kids/dictionary/ClassicalOrders.html; www.ancientgreece.com/art/art.htm and http://harpy.uccs.edu/greek/classgrkarch.html

• Greek Gods, www.hellenism.net/eng/olympians.htm and www.ancientgreece.com/mythology/mythology.htm

• Heraldry, http://heraldryorigins.tripod.com and www.clarelibrary.ie/eolas/coclare/genealogy/herald.htm

• History of flags, http://Chinese-school.netfirms.com/other-article-flags.html

• Mausoleum at Halicarnassus, www.unmuseum.org/maus.htm; http://ce.eng.usf.edu/pharos/wonders/mausoleum.html and http://middle-earth.gotdns.com/wonder/mausoleum.htm

• Middle Ages/Medieval History, www.netserf.org

• Seven Wonders of the Ancient World, www.unmuseum.org/wonders.htm and www.sevenwondersworld.com

• Simonides of Ceos, www.fact-index.com/s/si/simonides_of_ceos.html and http://68.1911encyclopedia.org/S/SI/SIMONIDES_OF_CEOS.html

• Triumphal Arches, www.infoplease.com/ce6/world/A0849457.html; http://en.wikipedia.org/wiki/Arch_and_Tomb_of_Galerius and http://sights.seindal.dk/sight/1196_ Triumphal_Arches.html

• Valuing our Veterans, www.dva.gov.au/commem/commac/studies/anzacsk/eduact3.htm

• Vesta, http://sights.seindal.dk/sight/316_Vesta.html

• Veterans On Line, www.sofweb.vic.edu.au/vol/voldg/VOLBioindex.htm

Special Shrine commemorations:Legacy children’s day - ANZAC Day Ceremony for schools: Held prior to ANZAC Day (25 April), phone 9663 3564 for details.

ANZAC Day 25 April

Battle for Australia First Wednesday in September, phone HTAV on 9417 3422

Remembrance Day 11 November

Check the Shrine’s website, www.shrine.org.au for other regular commemorations.

I N T R O D U C T I O NRecommended reading (Teachers and/or students)• Ash, Russell, Great Wonders of the World, Dorling Kindersley 2000

• Barrett, Paul and Collison, Kerry B., The Happy Warrior: An Anthology of Australian and New Zealand Poetry, Sid Harta Publishers 2001. Email [email protected] (Includes poetry from World War I to the present)

• Begin, Mark, Warfare in the Ancient World: Ancient Egypt, Ancient Greece, Ancient Rome, Koala Books 2004

• Bingham, Jane, Usborne Internet-Linked Medieval World, Usborne 2004

• Calanda, Angela et al, SOSE: Ancient History, Jacaranda 1998

• Chisholm, Jane; Miles, Lisa; Reid, Shaun, The Usborne Internet-Linked Encyclopedia of Ancient Greece, Usborne 2002, www.usborne-quicklinks.com

• Ciavarella, Grace et al, SOSE: Studies of Society and Environment, Jacaranda 1997

• Gravett, Christopher, Knight, Eyewitness series, Dorling Kindersley 2003

• Heffernan, Mary and Robertson, M.P., Seven Wonders of the Ancient World, Francis Lincoln 2003

• Inglis, Ken, Sacred Places, Melbourne University Press, Paperback edition 2001

• Lawless, Jennifer, Societies from the Past, Nelson 1998

• Macdonald, Fiona, Warfare in the Middle Ages: Europe, Asia, Africa, Koala Books 2004

• Peach, Susan & Millard, Anne, Usborne Internet-Linked Greeks, Usborne 2003

• Pearson, Anne, Ancient Greece, Dorling Kindersley 1992

• Schofield, Louise (Editor), Ancient Greece, Barnes & Noble 2003

• Shrine Pictorial Booklet *

• Turnbull, Stephanie, Ancient Greeks, Usborne 2004 (Suit dependent reader about Years 3 and 4 level)

• Walker, Jane, 100 things you should know about Knights & Castles, Miles Kelly Publishing 2004

Recommended novels• Gleitzman, Maurice, Boy Overboard (2002), Girl Underground (2004), Puffin

• Hill, Anthony, Soldier Boy*, Penguin 2001

• Hill, Anthony, Young Digger*, Penguin 2001

• Marsden, John, Tomorrow, When the War Began; The Dead of the Night; The Third Day, The Fish; The Night is For Hunting; The Other Side of Dawn; The Tomorrow Series, Pan 1993

• Metzenthen, David, Boys of Blood & Bone, Penguin 2003 (Set in World War I)

• Ray, James, Billy Mack’s War, UQP 2004 (Set in World War II)

Recommended Websites: (Teachers and/or students)• The Acropolis, www.athensguide.com/acropolis.html and

www.culture.gr/2/21/211/21101a/e211aa01.html

* These books are available

from the Shrine of Remembrance

Bookshop and can be ordered by phoning

9654 8415.

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E d u c a t i o n P r o g r a m R e c o m m e n d e d f o r Y e a r s 7 & 8E d u c a t i o n P r o g r a m R e c o m m e n d e d f o r Y e a r s 7 & 8

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1. Class display To introduce the unit, collect illustrations of and reference materials about ancient Greek

architecture, the Seven Wonders of the Ancient World, the Acropolis, the Mausoleum at Halicarnassus, the Choragic Monument of Lysicrates and Triumphal Arches. If practical, display these in the students’ home room or history room.

2. Introduce Key terms: Glossary Distribute Activity Sheet No. 1 to the class who work individually, in pairs or small groups to

match words and their meanings. After the pre-test of these words, focus on a specific number of new terms at the one time.

Correctly identified words and meanings are used to start a class or individual glossary. Students explain the difference between a dictionary and glossary. Using unfamiliar words, undertake word identification and vocabulary activities such as dictionary work, crosswords, ‘What am I?’, close activities, 20 questions.

Students add unfamiliar words to the glossary as they undertake further activities.

3. Assessing prior knowledge: What do we already know? Cut up Resource 1 to make cards.

Place the cards face down in the centre of a circle. Explain that this activity is designed to find out what students already know about the topic. They will not be able to provide complete answers to all questions.

Students take turns to choose a card and ask their class members to respond to it. These cards focus on information useful in understanding the Shrine of Remembrance, its architecture, works of art and symbols and the values it promotes.

Record student responses and check these after the excursion. Question cards that remain unanswered or only partly answered could be displayed on a Challenge Board in the classroom. As a home or class task, invite students to search for information that helps answer these questions.

4. What do you know about Greek architecture? Identifying architectural features

Revise key terms associated with architecture: temple, mausoleum, crypt, ambulatory, tympana, dome, buttresses, sanctuary, pilaster, column, Ionic, Doric, Corinthian, cenotaph.

In groups, students identify key features in photographs, illustrations and/or Resource 2. They label these and write a brief explanation about the feature and its purpose. Share recorded information as a class.

Studets search for an illustration of a temple. They label key features and find out the purposes to which temples were put. Visit www.ancientgreece.com or a similar website to find out about religion in ancient Greece. Relate this to the temple illustration.

You will need Activity Sheet No. 1: Key terms and meanings

PART A

GET T ING READY FOR THE V IS ITSelect activities appropriate to the students in your class.

Shrine of Remembrance staff will assume students have undertaken at least Activities 2,4 and 6 prior to the excursion. They will expect students to have a basic understanding of ancient Greek architecture (particularly as it relates to the Mausoleum at Halicarnassus on which the Shrine of Remembrance’s architecture is largely based) and terms. Students should be able to identify features associated with the key terms, parts of a temple and the three orders of Greek columns: Ionic, Doric and Corinthian.

To ensure students are ready for the ‘Structure and Symbolism Education Program Tour, check the tasks in the Education Tour Booklet. You may wish to undertake additional preparatory investigations to support their work during the Education Tour.

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You will need Resource 1: What do we already know?

You will need Resource 2: Greek architecture. The following activities focus on those architectural features present in the Shrine of Remembrance.


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Which columns are which?

Groups of students identify the two orders of columns. They use reference books or search a website such as www.ancientgreece.com or www.cmhpf.org/kids/dictionary/ClassicalOrders.html to help with this activity. Students label the columns as ‘Ionic’ or ‘Doric’. They then describe the characteristics of each so their similarities and differences are clear.

Students use their dictionaries to find definitions of a column and a pilaster. In their own words, they then describe this difference. They will see pilasters in the Crypt on the excursion.

It’s all about maths! Read the background information about columns below:

The Doric columns

Doric columns are the simplest of the three Greek column designs. They have no base. The top (or capital) is made with a circle topped by a square. The main part of the column (shaft) is plain and has 20 sides. There are 8 Doric columns on both the north and south sides of the Shrine.

On the Shrine of Remembrance (as in early Greek architecture) these columns have a feature that is difficult to observe. The columns are not perfectly vertical. Each column inclines inwards and upwards to a central point. If you could draw lines in the sky from either side of each column, they would meet 2.25 kilometres above. This idea was used in early Greek architecture.

Students re-read the final paragraph. In groups they use 8 plastic straws to make a model of the columns at the Shrine of Remembrance to explain the text. Invite groups to explain their model to the class until one group is able to show how corresponding columns at either end incline inwards and meet at a point well above the building.

Note: You could collaborate with the students’ Mathematics Teacher on this activity. This could be extended to allow students to undertake an investigation of ancient Greek contributions to our understanding of mathematics.

The Mausoleum at Halicarnassus

Parts of the Shrine of Remembrance design were inspired by the Mausoleum at Halicarnassus. Ask students to use resources listed for this unit and/or search websites to find out about the Mausoleum. http://www.chloejack.com/seven_wonders/mausoleum.htm is a good starting point. Ask them to find out:

• When was it built, where and why?

• From where did the design ideas come?

Use key terms from Activity Sheet No. 1 to identify and label key features.

Note: After the Education Tour, students identify similarities and differences between the Shrine of Remembrance and the Mausoleum.

The Choragic Monument of Lysicrates, Athens

This is the only Choragic monument still in existence and is a wonderful example of Corinthian architecture.

Students conduct a website search to find out why these monuments were built. Visit a website such as www.harrys-athens-greece-guide.com/ancient-lysicrates.asp. Students can also search using the monument name.

As an extension, students could investigate Dionysius, the history of Greek drama and amphitheatres. Find out about the function of the chorus in Greek drama.

5. Medieval connections Monasteries

Students find out about monasteries and their role in education and in writing and illuminating manuscripts prior to the invention of the printing press. Find out about key features of a monastery, the ambulatory being one of these. This was a place for walking, especially an aisle or cloister in a church or monastery. It was used for contemplation and reflection. Students visit www.netserf.org/ and click on headings such as ‘Manuscript Illumination’, ‘Murals and Frescos’, ‘Religion’, ‘Religious Orders’,

Calligraphy

Calligraphy is a popular hobby today. Ask students:

• What do calligraphers do?

Research and make a display of some of the writing styles calligraphers use.

Next students search resources illustrating medieval manuscripts or search online using ‘Medieval manuscripts’. Use websites such as www.netserf.org (type in ‘manuscripts’ to search for examples of medieval manuscripts) or www.bodley.ox.ac.uk/dept/scwmss/wmss/medieval/mss/misc/towards.htm containing a selection of 9-19th century manuscripts. Discuss the role of monasteries in producing manuscripts (and in providing the few schools available at the time).

Note that the Books of Remembrance in the Shrine of Remembrance’s Ambulatory are written by calligraphers using Old English script.

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You will need Activity Sheet No. 1: Key terms and meanings


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11

Values

Students revisit class references and texts to describe and explain the role knights played in medieval warfare, including their years of preparation as a page and squire and the code of chivalry. They find out what type of person a knight was expected to be. Students make a list of the values, attitudes and personal qualities a knight was expected to possess. Students also use websites such as:

• www.netserf.org,

• http://tayci.tripod.com/chivalry.html

• www.geocities.com/TimesSquare/8449/chivalry

• www.britainexpress.com/History/knights_and Fights.html.

Note: During and after the Education Tour, students identify ancient and medieval values, attitudes and personal qualities shared with the Australian soldier.

6. Appropriate behaviour Prior to the day discuss appropriate behaviour while inside the Shrine of Remembrance and

the Shrine grounds and WWII forecourt. The ‘Information for Visiting Groups’ brochure that accompanies this kit contains relevant information. All booking literature has a comprehensive section about behaviour and expectations. Discuss the concept of sacred ground. The Forecourt has the words ‘Let all men know that this is holy ground’ inscribed on the pavement. What does this suggest about the way people should behave at the Shrine of Remembrance?

7. What do we have to do when visiting the Shrine of Remembrance?: Introducing the Education Tour task:

Prior to the Education Tour, students read the text outlining their Tour tasks so they can confidently undertake the tasks while on the Tour. Clarify any uncertainties.

Students should be aware that they will not find complete answers to all questions. Further research and organisation of material will be required once students return to school.

Explain that there is a main task which students will undertake in three groups. There are also several Special Tasks which all students will undertake. They will be told when to do these Special Tasks by their Education Tour facilitator.

For the main task students work in three groups. Divide the class into these groups and explain each group’s task.

Group 1: This group will note all features and items (artefacts) whose origin can be traced to ancient Greece. (Teachers should note that this group will have the greater amount of note taking)

Group 2: This group will note any features and items (artefacts) whose origins can be traced to a country, culture or historic period other than ancient Greece such as Ancient Rome, Christianity and the Middle Ages.

Group 3: This group will make a list of all the words that are used to identify the values, beliefs and personal qualities of service men and women from ancient to modern times.

Within each group, encourage students to work in pairs.

Also identify students to photograph key features during the Tour. This could be a shared task.

Note: Shrine of Remembrance staff will assume you have read and discussed the task with students prior to the day. The three groups should also be organised prior to the excursion.

8. How can we make sure we get the most from the excursion? Restate that students will be visiting the Shrine of Remembrance to learn more about the ways

in which the Shrine of Remembrance and the values, beliefs and personal qualities of service men and women that it promotes link with other societies, cultures and periods of history. Ask students to reflect on what they have learnt so far and on the tasks they will be undertaking at the Shrine of Remembrance.

Pose the question:

• What else do you want to know?

In their three Education Tour groups, students list questions for which they seek answers either on the Tour or as part of their post-Tour investigations. Distribute a copy of the key understandings and/or focus questions for the unit (or draw students’ attention to them if written on a wall chart) as well as the description of their tasks in the Education Tour Booklet. These will help to guide their development of questions to ask at the Shrine.

Students each bring a copy of the questions they developed during pre-Education Tour activities to ask at the Shrine of Remembrance. Within each group, students allocate specific questions for students to ask and to record the responses received. Explain that students should ask additional questions at the Shrine of Remembrance to clarify information or to explore ideas.

Next students work in small groups, each group of experts focusing on one of the first 8 Education Tour stations. Students search the Shrine’s website, www.shrine.org.au as well as participate in listening and note taking activities based on the ‘Background Information for Teachers’. Explain to students that, as experts for their station, they need to find information to help others understand the purpose of their station and its key features as well as any links to different cultures. Each expert group will contribute information at their station when visiting the Shrine of Remembrance. As an extension, challenge individual students to find information for the remaining stations.

E d u c a t i o n P r o g r a m R e c o m m e n d e d f o r Y e a r s 7 & 8E d u c a t i o n P r o g r a m R e c o m m e n d e d f o r Y e a r s 7 & 8

PART B

AT THE SHRINE OF REMEMBRANCEHave you made a booking? Bookings are essential and can be made by contacting the Education Centre on (03) 9661 8113, (03) 9661 8116 or (03) 9661 8117 email: [email protected].

Students will need to be divided into class size groups prior to arrival. Education Program groups will be advised of the required groupings on the returned booking confirmation form. General Tour groups are advised to divide students into groups of 20-30 (i.e. class size) A ratio of one teacher/adult per 10 Primary Students and one teacher per 20 Secondary Students is required for both Education Programs and General Tours. Other adults are most welcome to accompany teachers and students.

Teachers are responsible for student behaviour at all times. Shrine staff are facilitators of the program you have booked, they are NOT responsible for checking appropriate student behaviour, participation or movement.

WELCOME TO STUDENTSWhen the teacher in charge of excursion enters the Shrine Visitor Centre:

* Please report to the Reception Desk with your booking confirmation letter showing your booking number. You will be directed to the Education Centre (for education programs) or to the introduction/viewing room for General Tours. Your group will be given an official welcome. Secure bag lockers are available in the Education Centre for Education Programs

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WHAT TO BR ING:• Digital or flash camera to record the architecture, works of art and other symbols and

features of the Shrine of Remembrance

• Student Education Tour booklets

• List of student questions that arose from pre-visit Activities 1 and 8


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Appropriate behaviourStudents will also be asked to suggest what is acceptable and what is unacceptable behaviour in the Shrine of Remembrance and on the exterior Forecourt. The importance of the building as a place of commemoration where respectful behaviour is necessary will be emphasised. This is especially required during the ‘Ray of Light’ commemoration ceremony. Students will be actively involved in this experience as the highlight of their visit. Teachers are responsible for student behaviour at all times.

Guidelines are provided in the brochure, ‘Information for Visiting Groups’ that accompanies this kit. A comprehensive outline is also included in the booking literature.

• Using the map of the Shrine of Remembrance grounds to enhance your visit prior to or after your experience, the following information will assist you and your students:

Sir John Monash Statue:

Monash is one of Australia’s most celebrated military leaders.

He was born in Melbourne on 27/6/1865. He studied arts & engineering at the University of Melbourne.

Monash’s military career began some years before World War I. In 1884, aged 19, he joined the university company of the 4th Battalion, Victorian Rifles. In 1895 he was promoted to Captain in the Garrison Artillery and in 1897 he was promoted to Major of the North Melbourne Battery. He served with them for 11 years.

In 1908 he became a Lieutenant Colonel of the Australian Intelligence Corps. At this time he and a friend were also operating their own engineering firm. In 1913 Colonel Monash commanded the 13th Infantry Brigade.

When war broke out in 1914, he became commander of the Australian Infantry Force’s 4th Infantry Brigade. He landed at Gallipoli on 26 April 1915, one day after the first Australian and New Zealand troops landed there.

In June 1916 he was in charge of his brigade in France. In July he became a Major General and took command of the 3rd Division. At this time his men fought in the Battle of Messines, one of the Battle Honours you saw at the Shrine of Remembrance. The battle was a great success. In May 1918 he became a Lieutenant General and was given command of the Australian Corps until the war ended.

Back in Australia Monash became manager of the State Electricity Commission that was then responsible for making and selling Victoria’s electricity. He became a leading figure in Melbourne’s Jewish community and supported the welfare of ex-service men and women.

Sir John Monash was the driving force behind the construction of the Shrine of Remembrance. The credit for inaugurating and achieving the erection of the Shrine belongs to the National War Memorial of Victoria Committee, and the Chairman ex-officio was the Rt. Hon. the Lord Mayor of Melbourne. Regular meetings of the committee were held over the twelve years of its existence, and although often confronted with many delicate situations, complete harmony was continuously maintained.

The success of the committee was largely attributed to the incessant energy and enthusiasm of Sir John Monash, who acted as Deputy Chairman from the inception of the Committee in 1921 until his lamented death in October 1931. His knowledge as an engineer was an asset, and his views on the most intricate subjects were invariably adopted.

Upon his death some 25,000 people attended his state funeral.

Students look at the statue and its inscriptions. They recall any information they recorded about him at school. Look at the statue and describe the type of person students think Monash was. Students record any additional information from the statue and its base that they believe would be useful starting points for writing a biography or lifestory about him.

South African Monument

This monument was erected to honour and remember the Victorians who served during the Boer War, 1899-1902. The British and Dutch had both occupied parts of southern Africa since the early nineteenth century. Both the British and the independent Dutch-Afrikaners, known as Boers, wanted to control southern Africa. The discovery of gold and diamonds there in the 1880s made control more inviting.

The Boers attacked the British in 1899 when they believed that the British were getting ready to conquer them. The Australian colonies offered troops to help the British. At least 12,000 Australians served. Other Australians also joined the British and South African units. Over 600 Australians died during the war, about half from disease and half from actual fighting.

The monument particularly remembers those Victorians from the 5th Victorian Contingent who went to South Africa. The main battles in which they fought are named on the monument. On the top of the crown you can see three important inscriptions: ‘Lest we forget’; ‘King and Empire’; ‘Honour the brave’. Monuments like this one tell us a great deal about the values, ideas and beliefs of people at the time they were built.

The first soldiers were sent to South Africa by the six colonies. When Australia became a nation on 1 January 1901, responsibility for defence was taken over by the Commonwealth. Australia then sent three more contingents to fight. Australian soldiers became well-known for their horsemanship, for their ability to shoot and ride. Conditions for both soldiers and horses were harsh and disease was common. Australian quarantine regulations meant that once the war was over, Australian horses could not return.

Five Australians won the Victoria Cross during the Boer War.

Student activity

Ask students:

• Why do you think the memorial is in the shape of a crown? Are there any words on the memorial that might give you the reason for this?

• Students then identify the six major battles of the Boer War.

The Shelter of Peace

Students need to gather information to enable them to answer three questions.

For Question 1, students are asked to identify what the Shelter commemorates.

For Question 2, students are asked to record ideas listed within the Shelter that they think should be universal.

To answer Question 3, students note two or more things that impressed them about the way people defended Malta or about things others have said about their defence of the country.

For Question 4, students find and write down the 8 personal characteristics or values mentioned on the memorial.


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The two women’s statues

This activity is undertaken at the statues of Edith Cavell and Sybil Howy Irving

Students create a table with biographical information about the two women. They also search for Edith Cavell’s last message.

Australian-Hellenic memorial

Students look for information revealing why the memorial was built and record their response.

Sir Thomas Blamey

At this memorial, students note down any biographical information that they would find useful in writing Blamey’s biography.

“Weary” Dunlop

Students note down information on Sir Edward “Weary” Dunlop that they would choose to include in his biography.

THE EDUCATION PROGRAM ‘Structure and Symbolism’ Visual Communication and Design will support student understandings about how the Shrine of Remembrance has used features from ancient societies. The Shrine has also incorporated many values that were important to people in those times and the 21st Century. This is particularly true for the artworks and the symbols or objects around the building.

There are also examples of architectural features and values and beliefs on inscriptions in and around the building which come from societies other than ancient Greece.

Shrine of Remembrance staff will assume students understand the key terms for this unit and have a basic understanding of ancient Greek architecture. Students should be clear about the nature of their tasks while at the Shrine of Remembrance. Refer to pre-visit Activity 7 and the tasks listed in the student Education Tour Booklet.

This Education Program will culminate with the viewing of the DVD “The Spirit of ANZAC”.

Note: Following the Education Program and optional activities, teachers may wish to provide time for students to draw a rough sketch of the outside of the Shrine and to label it. Please mention your intention to do so when booking this Program.

This program does not incur a fee but donations are gratefully accepted. Travel assistance is also available to schools who meet the criteria, so please enquire about this when making your booking. Bookings are essential.

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Note: This activity is optional and must be directed by the teacher as the relevant memorial is located outside the Shrine of Remembrance precinct. Follow the map included in the kit to find the location of the memorial.

At the conclusion of the Education Program, take students to view the Australian-Hellenic Memorial. This provides a neat rounding off of the Education Tour, linking the past and present.

Ask students:

• Why was this memorial built?• What was the relationship between

Australia and Greece during the two World Wars?

• What features of the memorial can you identify that are Greek in character?

• Is Melbourne a suitable place for a memorial from the Greek Government? Why? (The third largest Greek community outside Europe)

Students may record their observations on pages 13 to 15 of their Discovery Trail Booklets.

‘ STRUCTURE AND SYMBOLISM’

STATION 1Visitor Centre - Entry Courtyard

Students start the Main Task: Do You Agree Or Disagree? in their Discovery Trail Booklets. This task will be

completed as students move through different stations.

STATION 2Visitor Centre -

Gallery of Medals and Garden Courtyard

DVDStudents write notes in response to

questions in their Discovery Trail Booklet.

STATION 3The Crypt

STATION 4The Ambulatory

Special Task No. 1

STATION 5The Sanctuary

STATION 6In front of the Shrine of Remembrance

Special Task No. 2

STATION 7World War II Memorial

STATION 8The Forecourt

Special Task No. 3

STATION 9Australian-Hellenic

Memorial


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PART C

POST V IS IT ACT IV IT IESSelect activities appropriate to your class’ needs and the time available for follow-up activities.

OPTIONAL PROGRAMS TO ADD TO YOUR VISITTeachers may book an extra half an hour in the Education Centre classroom to work further with their students and/or deliver the following programs. Visual representation of the Bayeux Tapestry, the Tympana and Columns is available via a Powerpoint presentation for student and teacher convenience. Please be sure to mention your extra classroom time when booking your Education Program.

1. How does the Bayeux tapestry relate to the Shrine?

Students examine the Bayeux tapestry and how it records the story of military events which happened in 1066. They compare this tapestry with the Shrine of Remembrance’s Sanctuary friezes, a series of panels which tell stories from World War I. Students use their findings from this session to create a tapestry or mural back at school to tell the story of one of Australia’s military engagements.

2. Bringing the Tympana to life

In this session students recreate the story of a figure portrayed in one of the Shrine of Remembrance’s two tympana friezes, “The Call to Arms” and “The Homecoming”. Working in small groups, students examine the figures depicted and ask questions such as “Who are they? What do they represent? Why are they included?” to help them interpret the friezes and create an oral story.

3. Design and name a Fourth Order

In this creative and reflective activity, students take a closer look at the two columns of classical Greek architecture: Doric and Ionic. They reflect on service and sacrifice of Australian men and women in war and peacekeeping and the qualities associated with the ANZACs by designing and naming their own symbolic fourth ‘order’.


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You will need Activity Sheet No. 3: Ideas from other societies

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You will need Activity Sheet

No. 2: Similarities & differences & students’

Education Program Booklets

1. Question and answer session Review the lists of class questions prepared before the Education Tour. Display those questions and

their answers if the class is satisfied with the quality of information they have collected in response to the questions.

All remaining questions should be returned to the Question Board and revisited regularly. Students continue to research for the required information in the school and local libraries and at home. To develop their history skills further, ensure students can cite the full reference details (bibliographical information) and page numbers when providing answers.

2. Shrine of Remembrance architecture: Students consider the following questions.

Question 1: Do you agree with these two statements? If so, why? If not, why not?

To answer this question, students meet in small groups and discuss the two statements cited on page 11 of their Education Tour Booklets, at Special Task No. 3. Ensure each group contains at least 2 members from each of the three groups undertaking tasks at the Shrine. They decide what information they would need to demonstrate if they agreed with these statements or what they would need to prove if they disagreed with the statements totally or partly.

Share ideas as a class. List main points to guide decision-making.

Students next look at a photograph of the Acropolis and their Education Tour notes for Special Task No. 3. Focus on the location of the Acropolis and the Shrine of Remembrance. Students imagine the Shrine of Remembrance as it would have looked in the 1930s or 1940s. Photographs on the Activity Sheet, can be viewed further photographs and illustrations at:

• www.shrine.org.au

• www.awm.gov.au/database/collections.asp (In the ‘Search items’ box type in the numbers: 089323 (1945 view); A028211 (c.1933 aerial view) and 089302 (1945 view)

• www.athensguide.com/acropolis.html

• www.culture.gr/2/21/211/21101a/e211aa01.html

Ask students:

• Do you agree with the first statement?

• Why or why not?

Distribute Activity Sheet No 2. Students identify similarities and differences between the Shrine of Remembrance and the Mausoleum at Halicarnassus. For additional photographs of the Mausoleum, visit:

• www.unmuseum.org/maus.htm

• http://middle-earth.gotdns.com/wonder/mausoleum.htm

Students compare their lists and if necessary, collate findings to make a class list. Resolve any differences of opinion.

When the activity is completed, pose the questions:

• Do the similarities outweigh the differences?

• Are the differences or similarities more significant?

• Does this influence your position in relation to the second statement in the Education Tour task description?

Question 2: Do any of the design features remind you of any other ancient or medieval societies?

Explain that while the previous activity appears to answer the question about the architectural origins of the Shrine of Remembrance, students need to ask themselves whether or not the architecture also reflects ideas from any other ancient or medieval societies before they can confidently respond to the two statements about the architecture of the Shrine of Remembrance.

In their small groups, students review the information they recorded while at the Shrine of Remembrance. Was there any suggestion that the Shrine of Remembrance also contains architectural features borrowed from other societies? If so, list these.

Students challenge the conclusion that the Shrine of Remembrance’s architecture is essentially inspired by ancient Greece. Any challenges must be supported by evidence. Students locate evidence in resource materials from the class, school or local library.

Students suggest possible reasons why they think the architects decided to use the architecture of ancient Greece and not a more modern design. Consider ways in which the ancient architectural style helps to create the feeling that this is a special or sacred place. Students could compare churches and other places of worship in traditional and modern styles to see if this helps them to understand this.

In their small groups, students now synthesise their evidence from this part of the activity (Responding to Questions 1 and 2) by preparing a visual presentation (Powerpoint) agreeing with or challenging the two statements. To cater for different learning styles (Blooms and Gardiner’s Multiple Intelligences), encourage them to use visual materials and graphic organisers to explain their viewpoint clearly.

Question 3: Can you find any evidence at the Shrine of Remembrance that it reflects other ancient and medieval societies in some way? You will need Activity Sheet No. 3: Ideas from other societies

Explain that these could be works of art, symbols and furnishings as well as the values, beliefs, attitudes and personal qualities that the Shrine of Remembrance incorporates or promotes in some way. For example, flags have a history that covers many societies from ancient times onwards though flags as we know them have medieval origins. One of the four buttresses represents patriotism which is common to most cultures.

Students use the notes from the Education Tour made by all groups to think of more examples. Use Activity Sheet No. 3 to help organise information. For each example, students should indicate whether the feature or value originated in an ancient or a medieval society.

Compare lists and resolve any differences of opinion.

3. Exploring common values: Question 4: Are there any important ideas, beliefs and values about service, sacrifice, war and

peacekeeping that the ancient Greeks believed that are different to the way we view these ideas, beliefs and values?

You will need Activity Sheet No. 4: Values and Personal Qualities: From where did they come?


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You will need Activity Sheet No. 6:

Reflecting the Empire and Christianity

Students use Activity Sheet No. 4 to help them to respond to this question. This sheet identifies the range of values and ideals represented in art forms, symbols and in other ways at the Shrine of Remembrance. Explain that in ancient times some of these words had a different meaning. Students work in pairs or small groups.

For each word in the first column, students find its modern meaning and place this in the second column. They then discuss and decide what this value or personal quality meant to people in ancient Greece and write an explanation in their own words in the third column of the table. To help them students should read reference materials such as those listed in the ‘Recommended reading’. Share findings as a class and resolve any differences of opinion.

Students compare modern and ancient meanings. Challenge them to use this information to help explain how our society is different to that of ancient Greece.

Students revisit the list of words on Activity Sheet No. 4. and the work undertaken prior to the Education Tour when students listed values and personal qualities important to medieval knights. Students circle any values on Activity Sheet No. 4 shared with the knights. This suggests a significant degree of continuity. Students use reference materials such as those listed in ‘Recommended reading’ and in the school library to help them. Share findings and resolve any differences of opinion.

Ask students:

• Is chivalry alive today?

• Why do you think the meanings of some of these words have changed?

• Do you think the changes have been for better or for worse? Why?

• Are there any of these values, attitudes or personal qualities from the list which you think are more important for service men and women?

• Are there any values, attitudes or personal qualities missing from the list that should be there? Why?

• Are there any values, attitudes or personal qualities that you would remove from the list for today’s citizens? Why?

4. Reflecting the Empire and Christianity Explain to students that when the Shrine of Remembrance was dedicated in 1934 most Australians

would have described themselves as being members of the British Empire and Commonwealth of Nations and belonging to a Christian country.

As a class, discuss the meaning of these terms.

Students then work in two groups, one group focusing on the Christian elements and the other group focusing on the British Empire and Commonwealth. For each station visited during their excursion to the Shrine of Remembrance, they list as many features that reflect membership of their group as they can. Use Activity Sheet No. 6 to organise information.

Share findings as a class.

5. Who and what are we commemorating? Students first focus on ancient and medieval societies. First, they find out about triumphal arches

in Ancient Rome and Ancient Greece, why they were constructed and to whom, by visiting websites listed under ‘Triumphal arches’ in the ‘Recommended websites’ section of the Introduction. Students also find out about mausoleums and cenotaphs, built to honour emperors and exceptional military leaders.

Next students reflect on the place of warfare in medieval times and how this is commemorated. Students need to understand the role of the Church in society during this period as this will explain why most memorials and tombs were often placed in churches rather than in public squares and meeting places such as The Forum in Rome. These were again for individuals rather than for whole armies or sections of them. There are some exceptions such as the Bayeux Tapestry, housed previously at Canterbury Cathedral and now at Bayeux Cathedral, France which details the Battle of Hastings and events leading to it as well as showing some of the horrors of war.

Next ask students:

• Why was the Shrine of Remembrance built?

• Who is remembered there?

• In what ways is commemoration at the Shrine of Remembrance and in ancient and medieval societies similar and in what ways is it different?

Students should come to an understanding that in ancient and medieval societies the focus in public buildings and structures of commemoration was on victory whereas the Shrine is a place to remember service and sacrifice. In the past, commemoration was about the heroes and leaders - generals and emperors - whereas the Shrine of Remembrance acknowledges all service men and women irrespective of rank or title.

This comparison is also evident by reading odes and ballads from these periods. See The Ode for the Victors at Plataea in Resource 4 and download examples of medieval ballads at http://skell.org/explore/indexF.htm. Compare these with Kipling’s Ode in Resource 4.

6. Commemorating service and sacrifice Explain to the class that commemorative ceremonies are conducted at the Shrine of Remembrance

and similar war memorials on important national days, especially ANZAC Day and Remembrance Day and increasingly for the Battle of Australia. If students visit the Shrine of Remembrance’s website, www.shrine.org.au they will notice that many other commemorative ceremonies also occur for specific units or military events. These are listed in a calendar students can access from the homepage.

If students attend a commemorative ceremony anywhere in Australia or at Gallipoli or any other overseas Australian war memorial on important national days they will notice that these ceremonies have many common features. The customs and traditions are a mixture of ancient, medieval and more recent practices.

In groups of 12 or more, students visit the Australian War Memorial website at www.awm.gov.au/commemoration/ANZAC/ANZAC_tradition.htm. They use the links under the heading ‘Features of a commemorative ceremony’. Ask each student to find out about one of these 12 features.


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In particular they search to find out:

• what happens during that part of the ceremony

• why particular items or symbols are used

• when this feature was first used.

Explain that in relation to the period exact dates are not always given. Students may need to know when a particular period (for example ‘Roman times’) occurred.

Using the information about the origins of that feature, students place all features along a timeline to illustrate their origins, from earliest to most recent. Use bold lines to delineate ancient times, medieval times and modern times on the timeline. Annotate each feature using information recorded in response to the first two research tasks for this activity. Students explain what this timeline & accompanying information tells them about the development of customs and traditions.

7. Rays of Light Explain that the use of light in ways similar to that used in the Shrine of Remembrance

on 11 November has a long history. Resource 3 explains some of these.

Students explain how the Ray of Light at the Shrine of Remembrance works. Discuss the impact of daylight saving and the consequent need to use a mirror.

One of the first ways in which humans used light was to make a sundial. Students search the following websites for introductory information (including history) about sundials. The first and second websites include instructions on making a sundial:

www.sundials.co.uk/projects.htm

http://liftoff.msfc.nasa.gov/Academy/Earth/Sundial/Sundial.html

www.hps.cam.ac.uk/starry/sundials.html

Investigate the use of Rays of Light in buildings using Resource 3. The following websites can provide additional information:

www.knowth.com and www.knowth.com/newgrange.htm

www.memphis.edu/egypt/abusimbe.htm

www.gap.dcs.st-and.ac.uk/~history/HistTopics/Light_1.html

Students undertake further searches using the names of buildings in which rays of light appear.

Work in collaboration with the Science teacher to extend students’ understanding of light & optics.

8. Picture collection Using disused magazines and websites, students build up a photographic collection of other

public buildings in Australia and around the world that use architectural features similar to those used in the Mausoleum at Halicarnassus and the Shrine of Remembrance. Find photographs of war memorials in other Australian capital cities as part of the search. This activity could be extended to include ancient Greek architecture (and/or ancient societies) generally. Also include photographs or illustrations of triumphal arches, pillars of victory such as Trajan’s Column and memorials and tombs in churches & cathedrals. Students should identify each building, its city of location, & identify relevant architectural features. How many of these are used to commemorate service & sacrifice?

You will need Resource 3:

Rays of Light

9. Heroic Odes Read Kipling’s heroic Ode in Part A of Resource 4. Identify values, beliefs and personal qualities

also promoted by the ancient Greeks. Explain that this is an heroic ode. Heroic odes were common in ancient times.

Students look at how the language of Kipling’s Ode creates moods and images. Discuss the following in relation to Kipling’s Ode:

• Does this ode have values that you would want to include in a similar poem today? • Would you use some or all of the same images? • What new images, if any, would you include? Read and discuss the poems in Part B as a class or in groups. These are heroic ballads from

ancient Greece. For examples of medieval ballads to war heroes visit http://skell.org/explore/indexF.htm. Identify unfamiliar words and names and discuss these and their meanings. Discuss the types of images used in these poems. Challenge students to search their school and local library for further examples of these ancient odes and ballads.

Part C includes copies of The Ode, For the Fallen and In Flanders Fields used in modern commemorative services. Repeat the activities for Part B for these two poems.

Compare and contrast the messages in the poems in Part B and Part C with those in Kipling’s Ode. In small groups and/or as a class, discuss how the language in each is similar and how it is different. Consider how accessible each poem is to the modern reader. Ask students to identify aspects of these poems that require ‘teaching’ or explanation before a modern reader could understand the poem fully. Challenge students to search anthologies in the school or local library to find more recent poems about war, service and sacrifice. They could use Barrett and Collison’s The Happy Warrior (see Recommended reading) as a starting point. Share and discuss and compare these with earlier examples.

10. Do works of art really tell us what happened? Resource 5 contains a photograph of the northern tympanum at the Shrine of Remembrance and

a drawing by Will Dyson from the Australian War Memorial collection. You can supplement these if you wish with examples of art works from ancient buildings and/or additional works of art identified in Resource 5.

In four small groups, students look at these photographs and use the questions on Activity Sheet No. 5 to guide their discussions. They consider the advantages and disadvantages of using works of art to record historical events.

Next, pose the questions:

• What are some of the things that you can record using the written word that you might not be able to show in a work of art?

• Is it useful to be able to do this? • Does this mean that the written record is always better and more reliable than the work of art? • Do works of art, photographs and the written word have the same purposes or objectives? • If you were a slave in ancient Greece or a serf in medieval Europe do you think you would

see the same advantages and disadvantages as someone looking at these works of art today? • What do you think are the lessons for the student of history?

You will need Resource 4: Commemorative poetry

You will need Resource 5: Works of art and Activity Sheet No. 5: Discussion questions

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11. Going Further: Research Topics - Extension and special interest investigation Students may work in pairs or trios to investigate a related topic that interests them. They are

responsible for locating relevant source materials, organising information and presenting it in appropriate written, oral and/or visual/graphic formats to ‘teach’ the class or a group of students within the class. Encourage students to use their preferred learning style when ‘teaching’ the class.

Some suggested topics are:

• The Spartans and their attitudes to warfare • Ancient Greek gods and goddesses • Warfare in ancient and/or medieval times • The Seven Wonders of the Ancient World • How cities defended themselves in ancient/or medieval times. Compare this with modern ideas

about defence. Consider how technology has played a role here. • The history of flags • What is heraldry? • Knighthood: Training and/or Ideal versus the reality. Medieval & modern

knighthoods- change or continuity? • Greek contributions to Mathematics. The website www.mlahanas.de/Greeks/TLMathematics.htm

is a good starting point. • Links between ancient Greece and modern Australia (democracy, trade and cultural cooperation

and exchanges, Olympics, etc) • Investigate similarities and differences in the role of women during peace and wartime in ancient

Greece and in Australia today. Provide explanations for this.

12. Reflection Students select three or four of the values, beliefs or personal qualities identified during their visit

to the Shrine of Remembrance that they think are of the greatest importance to service men and women today. They explain what each of these means to them and why they think they should be essential ideals for service personnel today.

13. Taking Social Action Develop an action plan to teach students at your school or the local primary school about the

ancient, medieval and modern roots of the traditions and customs used in commemorative services today.

and/or

Plant a garden at your school incorporating plants associated with remembrance in ancient, medieval and modern times: rosemary, olive tree, laurel, poppies. Prepare explanatory historical and botanical notes for each to include as part of the garden. You could also work with the Technology teachers to make features with an ancient Greek or medieval theme to include in the garden. Invite members of the public including RSL members, Legacy and Greek community representatives to the opening.

supporting education at the Shrine of Remembrance.

vels vce - shrine of remembrance

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