EDSS Assignment Two Museum Artefact Reflection

3. Annotated photo of my artefact

This diary includes the recounts of
William Siddeley first landing in
Gallipoli in 1915.

He describes
his
experiences
in graphic
detail. He
later
survived the
sinking of
HMT Afric in
1917.

William explains how after the war he continued

to suffer from side effects from the war and
ended up in a Neurotic Ward. However from this
William discusses how he turned his life around
from that moment.

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EDSS Assignment Two Museum Artefact Reflection

4. Explain the relevance of your artefact to the teaching and learning of Primary Humanities
(with specific relevance to Victorian Curriculum - Humanities).
My artefact is aimed at the middle years 3-4. However can be adapted to other year levels the questions would just
vary.

I chose an artefact from the Melbourne Museum which was a diary written by William Siddeley
whom was a member of the Australian Army Medical Corps and took part in first landing in
Gallipoli on the 25th of April 1915. The history that is encapsulated within a diary/testimony
holds so much precious significance that the one reading can only get a glimpse of
understanding. It is known that museums have the ability to motivate students and make
learning exciting and engaging. (Wishart & Triggs, 2009) It is the interaction with authentic
artefacts such as a diary that is fundamental to achieve optimum learning within a museum. It
can make learning real and relatable which allows students to make connections easily whilst
also having the ability to carry conceptual learning back in the classroom. (Evans, Mull & Poling,
2002)

Comment [GN1]: A resource to engage students

Comment [GN2]: Exposing students to a range
of resources is very beneficial to their learning

The importance of exposing authentic materials that highlight and signify our history and
geography can assist in the learning for teachers and students.
This artefact includes many links that can be made to the Victorian Curriculum with strong
connections and links to History, Geography and English. Siddeleys diary unravels the harsh
truth of what he encountered and what he was exposed to during the War, which allows
students to read a powerful insight of one of the most significant days which is commemorated
and celebrated in Australia today; ANZAC Day. (VCHHKO76) William discusses his recollection
of the first landing and his battles during and post war which would give students a perspective
from someone who was present at a significant and cultural event from the past. (VCHHC068)
(VCHHK077) From this students can explore and gain an understanding of what happened
during World War I from a soldiers perspective which became a bigger commemoration with
the country proclaiming a national day of recognition for all soldiers who served Australia.
Level 4 is when students start to deepen their understanding into significant events,
celebrations and commemorations that are important in todays Australian society. Students
are able to use the artefacts to directly link an individual soldiers recollection to a significant
symbolism in Australian history of what an ANZAC means. This directly links and connects to
(VCHHC071).
Through the artefact and in conjunction with other information that is available students can
gain an insight into how an experience like the war went on to shape an individuals
development and character. (VCHHK074) This concept descriptor can be explored by linking the
effects of the ANZAC experience which motivated William to peruse his career as an eye
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Comment [GN3]: Relevance to the curriculum

EDSS Assignment Two Museum Artefact Reflection

specialist. Students can learn that certain events that occur in an individuals life can shape the
way he lived his life. Students may wish to explore from this an event in their life which may
have led to a significant change. Being able to make a personal connection from Williams
experiences by relating to an event in their own life would show a development of character to
society.
The significance of a diary is a measure of the past and present capturing feelings, moods and
stories in every entry. From this artefact we can gain a first-hand account of the geographic and
climatic conditions that a soldier experienced during World War I. Students can explore the
differences between those that existed in Turkey and in comparison to Australia. (VCGGC073)
(VCGGK081) (VGGC074)

Comment [GN4]: Different resources

Students can also investigate the ANZAC legend and what led thousands of young men willingly
volunteering to fight in a war half way around the world in which Australia wasnt directly
involved or threatened. This directly links to (VCCC006) (VCCC007) as students can learn what
it meant to Australia in its development as a newly established country. This highlights how
factors and events can shape the Australian identity and sense of belonging.
Incorporating an authentic material such as a diary can create a tangible element which
students are able to see but also enable the teacher to use in the development of an inquiry
unit. Applying this artefact into the classroom as an inquiry unit would allow students to
deepen their understanding through individualized learning, collaboration with other students
and hands on experiences. It is important to create questions that encourage critical inquiry
and higher order thinking which enables students to fully understand the topic being explored.
5. Devise a set of questions you would pose to students about this artefact to engage them
and to encourage critical inquiry and higher order thinking.

What are some of the reasons why people joined the Army in 1915?
Why do you think William Siddeley wrote a diary account?
What is the difference between writing a diary entry and using social media (internet)
today?
What are the climatic and geographic differences between Turkey and Australia?
Why do we as a nation celebrate ANZAC day?
What would be the biggest difference of going to War in 1915 and going to War today?
What effects did the War have on the returning soldiers like William?

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Comment [GN5]: Supporting student

engagement

EDSS Assignment Two Museum Artefact Reflection

Evans, E. M., Mull, M. S. & Poling, D. A. (2002). The authentic object? A childs-eye view. In S. G.
Paris (Ed.), Perspectives on object-centered learning in museums (pp. 5577). Mahwah, NJ:
Lawrence Erlbaum Associates.
Victorian Curriculum and Assessment Authority. (2016). The Humanities. Retrieved from:
http://victoriancurriculum.vcaa.vic.edu.au/level4
Jocelyn Wishart., & Pat Triggs (2009). MuseumScouts: Exploring how schools, museums and
interactive technologies can work together to support learning . Retrieved April 29, 2016, from
http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S0360131509002681

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