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What is the big question? How was Australian society affected by other significant global events and changes in this period?
Unit The Modern World and Australia Depth study: Popular culture (1945 present)
Year Level 10
Rationale This unit is part of The Modern World and Australia, and focuses specifically the Globalising World and the nature of Australian Popular Culture after World War II. Students investigate how this time in history shaped Australian society in depth by investigating music, film, and fashion and also the introduction of television and other technological innovations. Using the Year 10 History knowledge and understanding as a guideline, this unit also incorporates Year 10 Science and students investigate how the values and needs of contemporary society can influence the focus of scientific research and how to formulate questions or hypotheses that can be investigated scientifically. It relies on inquiry approaches to explore how significant global events and changes have impacted on Australian society. Students begin to understand how their place in society has been influenced by important events in history as far as certain rights are concerned, especially freedom of expression and speech. Through inquiry they also begin to realise how change can happen when values and beliefs are shared and fought for. Students engage in activities that inspect the evolution of fashion and music and how these go beyond the aesthetic surface. They also learn about challenging the status quo and how being a teenager is a relatively new concept and this understanding is supported by an active exploration of what their lives are like today compared to how it would have been pre-1945, or just after WWII. Another significant focus of this unit is the representation of people - Australians as a whole, but also the myriad of cultures that make up our society. Questions that shape inquiry can include: o What is popular culture? o What shapes subcultures? o How can people bring change? o What is a protest song? o What did the media of the time look like? o Who were the Freedom Riders? o What is a teenager? o How did fashion change after the war? o How did the role of women change? o What is the role of technology in the changes that occurred after the war? o What impact has Australian film and music had on the rest of the world
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Achievement Standards General capabilities & Cross-Curriculum priorities In English: Aboriginal and Torres Strait Islander histories and cultures All students will develop an awareness and appreciation of, and respect for the literature of Aboriginal and Torres Strait Islander Peoples including storytelling traditions (oral narrative) as well as contemporary literature. Students will be taught to develop respectful critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features. In Science: Asia and Australias engagement with Asia In this learning area, students appreciate that the Asia region plays an important role in scientific research and development. These can include research and development in areas such as medicine, natural resource management, nanotechnologies, communication technologies and natural disaster prediction and management. In Mathematics: Sustainability In this learning area, students can observe, record and organise data collected from primary sources over time and analyse data
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Science
History
Students investigate the nature and history of the concept of human rights. They become aware of national and international legislation designed to protect those rights.
Students explain the concept of energy conservation and model energy transfer and transformation within systems. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the role of DNA and genes in cell division and genetic inheritance. They apply geological timescales to elaborate their explanations of both natural selection and evolution. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They compare the properties of a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation and combustion. They explain natural radioactivity in terms of atoms and energy change. They explain how different factors influence the rate of reactions. They explain global features
Students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for peoples actions in the past. Students explain the significance of events and developments from a range of perspectives. Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their
arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
1. ICT for visualising thinking At Level 10, students use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding. Students are efficient and effective in their use of appropriate ICT tools and editing techniques for assisting in visualising thinking. When solving problems, students discriminate between such tools and strategies based on their suitability for problem solving in new situations. 2. ICT for creating At Level 10, students appraise different strategies for organising and managing resources involved in problem solving and creating information products. They use ICT to devise detailed plans that sequence tasks to be done, resources needed, and timelines for completion. They annotate their plans to explain changes made during the project. 3. ICT for communicating At Level 10, students exchange ideas and considered opinions with others through online forums and websites. Students apply techniques to locate more precise information from websites, including searching general and specialised directories, and applying proximity operators. They use accepted protocols to
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Personal and social capability Work together to participate in learning experiences. Intercultural understanding Critically analyse the complex and dynamic nature of knowledge, beliefs and practices after the second world
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Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149) Identifying, planning and investigating (individually and as part of a team) specific historical questions or issues (ACHHS184) Explaining the reasons for changes in government policy, for example the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901; the Displaced Persons Scheme in the aftermath of World War II (ACDSEH145) Analysing the views of both men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes (ACHHS190) Analysing post-World War II population growth and the development of Australias culturally diverse society using different types of graphs (ACDSEH147) The nature of popular culture in
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Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191) People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194) The values and needs of contemporary society can influence the focus of scientific research (ACSHE230) Formulate questions or hypotheses that can be investigated scientifically (ACSIS198) Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199) Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS200) Analyse patterns and trends in data, including describing relationships
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Aboriginal and Torres Strait Islander histories and cultures How was an Aboriginal teenagers life different in the 50s to a White teenager? How is Aboriginal culture packaged to sold by popular culture? Is it an accurate representation of the culture? Asia and Australias engagement with Asia How did Asia effect pop culture in Australia?
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The Arts, Music 1. In response to learning and performing songs that reflect the human spirit students, individually or collaboratively, compose and using conventional or unconventional notation, write down, then present their musical response to an issue holding personal interest for them. Interpersonal development 1. Building social relationships At Level 10, students demonstrate awareness of complex social conventions, behaving appropriately when interacting with others. They describe how local and global values and beliefs determine their own and others social relationships. They evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it. 2. Working in teams At Level 10, students work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams. Working with the strengths of a team they achieve agreed goals within set timeframes. Students describe how they respect and build on the ideas and opinions of team members and clearly
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Introduction: The power of people Introduction to Pop Culture and idea of change that can be brought about by the coming together of people with shared value s and beliefs Students start referring to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change at moments in time Introduction using example of Sound Relief 2009 concert: People uniting to raise funds for vict ims of the floods and bushfires - promoting awareness through social media. Defining terms that shape culture: beliefs; attitudes; lifestyle - and how these are reflected through: actions; products they choose; media. Group work: Students break into groups to research and identify cultural groups they are familiar with and list the attributes that define them: fashion; music etc. Their findings are listed on the board and discussed. Start looking at influential young people.
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Informal students can discuss the nature of popular culture and give specific examples General capabilities & Cross-Curriculum priorities Other curriculum History Science
Assessment Curriculum
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Students apply techniques to locate more precise information from websites, including searching general and specialised directories
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http://aifs.org.au/institute/pubs/diversity/DiversityAndChange.pdf http://trove.nla.gov.au/
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Summative: The results from this are fed into their timelines General capabilities & Cross-Curriculum priorities Other
Informal - Mind maps of the information they found vs. the teenager of today History Science
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Wardrobe Netbooks
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Adjustment Summative: The results from this are fed into their timelines General capabilities & Cross-Curriculum priorities Other History Science Assessment Curriculum
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Science in action! How STEM subject lead to changes in pop culture. How and why did technology influence the pop culture movement? Introduction using 50 videos that show what they predicted the future might look like (on schoology) Discussion on how this compares to what the future (now) really looks like. What was right? What was wrong? Using some of the changes that they found on the videos and through discussion what changes do they think have occurred in Science and Technology? In pairs investigate the various branches of tech etc that they have show they can see differences in. If not very forthcoming can prompt with
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Youtube videos http://www.youtube.com/watch?v=VowfYuhx1-o http://www.youtube.com/watch?v=OpfxwRDRGY4 http://www.youtube.com/watch?v=RQZcXCDr4Wc Capzules Summative: The results from this are fed into their timelines Informal students can discuss the of Science in popular culture and give specific examples Informal - Australian key person/event on timeline. Does the student show an understanding of the importance of this event/person? History Science
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ICT
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Summative: The results from this are fed into their timelines Other ICT
informal - Class discussion at the end about the key differences and where they came from. History Science
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Informal - Did the class all contribute to figuring out the questions they wanted to answer and how to best do it. Other History Science
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Protest songs Investigating the changing face and power of music What is music with a message?
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Variety of videos: Elvis performance; Beatles arrival in Melbourne footage; Woodstock footage; Bob Dylan music video Sheets of A3 paper and black markers
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Literature and Context: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Literacy Critical and creative thinking.
Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia
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Do protest songs work? Complete posters for music videos. Go out into school grounds to film videos. Return to class and edit videos Filming and editing protest songs and Presenting Class discussion
Video cameras from library Netbooks Movie editing program Formal: Strength and clarity of cause and message. Accurate choice of imagery and music. General Other History Science
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Assessment
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Literature and Context: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Literacy Critical and creative thinking.
Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia
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What makes a good dress fabric? Performing the practical on different fabrics, using the tests devised by the class
What fabric makes the best dress? PracticalGuided inquiry. For each of the different fabrics identified each pair tests one of -Washability -Crease resistance -colorfastness -Flammability -Wear (pumice test) -Drape These results are then shared on schoology enabling all students to come to a conclusion. Then using this they write a media message for the assessment. Practical resources as identified by students -Range of fabrics -Detergent -Iron -Bleach -Bunsen burner - Pumice Netbooks and links to schoology to Summative Mark themselves against the group work component of the rubric, then discuss with the teacher. General Other History
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Exploration Power of the media and how it was used to convey certain messages
Did the developments in technology change the way messages were conveyed? Contestability should Australia have local content rules? The Menzies government decided not to require a quota of local content that had to be broadcast when television was introduced. Use the TV guides shown at TELEVISION.AU http://televisionau.com/classic-tv-guides to examine what was actually shown on Australian TV in the late 1950s and early 1960s. How can this information be used to argue for or against the argument that Australia should have local content rules to ensure Television is used to support and develop Australian culture? Mapping and groupings of people Relevance to aboriginal rights Discuss the following key dates and events that occurred: 1962: Receive right to vote 1965: Freedom Ride NSW students draw public attention 1966: PM Holt takes over from PM Menzies Reflective activity where students think about and list rights they currently have; rights they think could be taken away; wh at theyll do when it happens
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Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability (cultural).
They explain how the Australian Constitution affects their lives, and human rights issues, both national and international. They explain how citizens influence government policy through participation in political parties, elections and membership of interest groups. They explain the development of a multicultural society and the values necessary to sustain it.
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Australias contribution to international popular culture Australias contribution to international popular culture (music, film, television, sport).
What does it mean to be Australian? Case study: Jedda. Why is Jedda a significant film in Australian film history? Consider the information at Australian Screen and 'Chauvel's Jedda led the way' Key questions: What view of Australia is portrayed? Was it relevant to Australia in the 1970s? Is it relevant to Australia today?
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Summative: The results from this are fed into their timelines General Cross-Curricular
Assessment Curriculum
Aboriginal and Torres Strait Islander histories and cultures Sustainability (cultural).
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