State High School Unit Plan...Unit Plan Plan Name: Unit 3 - History Year 10 Popular culture - Approach B Year: 10 Status: Master Duration: 8 Weeks Learning Areas: History Page: 4 of

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State High School Unit Plan

Name: Unit 3 - History Year 10 Popular culture - Duration: 8 Weeks

Approach B

Year Level/s: 10 Type: Master

Class:

Applicable History Teachers: Learning Areas:

Unit Outline

The globalising world: Popular culture (1945-present) In this depth study students will investigate the following key questions: • How was Australian society affected by other significant global events and changes in this period?

• The following content is taught as part of an overview for the historical period:

• the nature of the Cold War and Australia’s involvement in the Cold War and post-Cold War conflicts (Korea, Vietnam, the Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War (ACOKFH023) • developments in technology, public health, longevity and standard of living during the 20th century, and concern for the environment and sustainability (ACOFH024)

In this unit, students will investigate the nature of popular culture since the end of World War II. They will trace developments and changes in popular culture and the impacts on Australian society. Students will examine the influence of overseas developments in popular culture, particularly in the areas of music, film, sport and television, and Australia’s contributions to international popular culture.

The content provides opportunities to develop historical understandings through the key concepts of evidence, continuity and change, cause and effect, perspectives and significance.

State High School

Unit Plan Plan Name: Unit 3 - History Year 10 Popular culture - Approach B

Year: 10 Status: Master Duration: 8 Weeks

Learning Areas: History

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Acknowledgement and Disclaimer

Content descriptors, achievement standards and general capabilities are extracts from the Australian Curriculum. These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:

• The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Document Table of Contents ** Section not selected for printing

Curriculum Priorities

• Australian Curriculum

• Dimensions of teaching and learning

Curriculum Summary **

Class Groups **

Teaching Sequence

Teaching Sequence Summary

• Overview

• Nature of popular culture

• Influences

• Australia’s contributions

• Assessment

Resources ** Assessment

Assessment Summary

• Assignment/Project - Supervised Assessment - Research: Popular Culture (Yr 10)

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Australian Curriculum

History- Year 10

Year Level Description

The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key/big inquiry questions at this year level are: what were the global influences and how did they impact on Australian culture and society after 1945? How do social, economic, cultural and politics influence present day Australia? How does culture shape our view of the world? How does culture provide us with ways of seeing and also blind us to other perspectives?

Content Descriptions

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Historical Knowledge and Understanding

Overview The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the year. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the Modern World and Australia includes the following:

Historical Skills

Analysis and use of sources

• Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)

• Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)

Chronology, terms and concepts

• Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)

• Use historical terms and concepts (ACHHS183)

Explanation and communication

• Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)

https://oslp.eq.edu.au/oslp/CurriculumPlanning/CurriculumPlan/ViewElaboration.aspx?CurriculumItemId=7648&CorporateDocumentVersionId=15










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• developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability (ACOKFH024)

• the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War (ACOKFH023)

Depth Studies

There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study will constitute approximately 30% of the total teaching time for the year. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or integrated with other depth study electives.

The Globalising World

Students investigate one major global influence that has shaped Australian society in

depth, including the development of the global influence during the twentieth century.

Students study ONE of these electives: Popular culture or The environment

movement or Migration experiences. Popular culture (1945 – present)

• Australia’s contribution to international popular culture (music, film, television, sport). (ACDSEH123)

• Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149)

• Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)

• The changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) (ACDSEH122)

• The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027)

• Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)

Historical questions and research

• Evaluate and enhance these questions (ACHHS185)

• Identify and locate relevant sources, using ICT and other methods (ACHHS186)

• Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)

Perspectives and interpretations

• Identify and analyse the perspectives of people from the past (ACHHS190)

























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Year 10 achievement standard

By the end of Year 10, 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 people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

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. GeSTE

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.

ACARA Work Samples

* Sample21 * Sample22

* These work samples are generic samples provided by ACARA in relation to the Year Level Achievement Standard. They are not related to the specific Assessment Tasks contained in this unit.

http://www.australiancurriculum.edu.au/File/8ad30713-c926-4716-91f1-209665916a7d

http://www.australiancurriculum.edu.au/File/8ad30713-c926-4716-91f1-209665916a7d

http://www.australiancurriculum.edu.au/File/d9588b86-b947-4cf2-89f4-1cc351f674bb

http://www.australiancurriculum.edu.au/File/d9588b86-b947-4cf2-89f4-1cc351f674bb

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Curriculum Priorities - Pedagogy

Dimensions of teaching and learning

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Curriculum intent

What do my students need to learn?

Curriculum is the planned learning that a school offers and enacts.

Curriculum intent is what we want students to learn from the mandated curriculum.

Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.

Content descriptions This unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.

General capabilities Literacy

• Comprehending texts through listening, reading and viewing • Composing texts through speaking, writing and creating • Text knowledge • Grammar knowledge • Word knowledge • Visual knowledge

Numeracy • Interpreting statistical information • Using measurement

Information and communication technology capability • Investigating with ICT

Critical and creative thinking • Inquiring - identifying, exploring and organising information and ideas • Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability • Self-management

Intercultural understanding • Recognising culture and developing respect

Inquiry Models

TELSTAR

ISP

Guided Inquiry Design Process

http://guidedinquiryhistory.wikispaces.com/TELSTAR+MODEL

http://wp.comminfo.rutgers.edu/ckuhlthau2/wp-content/uploads/sites/185/2016/02/websiteGIDFramework.pdf


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Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples'

history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a

challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support.

Asia and Australia's engagement with Asia Students will:

• develop an understanding of the diverse histories of Asia and build an appreciation of Asia's importance and its historical

contribution to Australia and the world • develop an appreciation of the history of Australia-Asia engagement and how this influences contemporary relationships.

Relevant prior curriculum Students require the following prior knowledge, understandings and skills from their study of Rights and freedoms (1945-present):

• an understanding of the changes in the rights and status of Aboriginal peoples and Torres Strait Islander peoples in the 20th century

• an understanding of evidence, continuity and change, cause and effect, perspectives and significance • the historical skills of analysing, interpreting, and evaluating sources and developing texts incorporating historical

argument.

Curriculum working towards The teaching and learning in this unit works towards building the following knowledge, understandings and skills in the next unit of

Year 11 Modern History: Movements for change in the 20th century: • an understanding of the key features and significance of 20th century movements for change • an understanding of evidence, continuity and change, cause and effect, perspectives and significance • the application of historical skills as part of an inquiry.

https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx





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Feedback Supportive learning environment

Differentiation What do your students already know and what do your students need to learn? Consider the individual needs of your students -

including ESL, gifted and talented, and students requiring additional support.

Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and

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What do my students already know? What do my students need to learn?

How do I teach it?

Why is important for student’s to know about this?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing: • the frequency of exposure for some students • the intensity of teaching by adjusting the group size • the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks: • student groupings will offer tasks with a range of complexities to cater for individual learning needs • rotational groupings allow for more or less scaffolding of student learning.

Feedback to students Establish active feedback partnerships between students, teachers and parents to find out:

• what each student already knows and can do • how each student is going • where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include: • Students may think that primary sources are always better than secondary sources. Explain to students that this is not the

case and that secondary sources often have been developed based on a thorough examination of primary sources. This provides a more comprehensive picture than some primary sources are able to do. Additionally, secondary sources have the advantage of being more distant from the event or period, thus allowing for a different perspective and the benefits of hindsight.

• Students may have opinions about recent popular culture and dismiss it as continuity rather than an evolving mode that

challenged more traditional beliefs and values. • Students may dismiss popular culture as ephemeral.

Use feedback to inform future teaching and learning.

Reflection on the unit plan Identify what worked well during and at the end of the unit for future planning. Reflection may include:

• activities that worked well and why

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• activities that could be improved and how • monitoring and assessment that worked well and why • monitoring and assessment that could be improved and how • common student misconceptions that need, or needed, to be clarified • differentiation and future student learning needs.

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Assessment

What do my students understand and can do? How well do they know and do it?

What evidence do we gather?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.

Monitoring student learning Student learning should be monitored throughout the teaching and learning process to determine student progress and learning

needs.

Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Specific monitoring opportunities in this unit may include: Observation Collect information about students' ability to:

• use historical terms and concepts correctly • sequence historical events, developments and periods. • relate events and developments in different times and places • research and develop questions.

Consultation Consult with students about their ability to:

• pose/develop questions, identify and locate relevant sources in independent research tasks • organise and record research notes/information from sources • draft and edit written work • use historical evidence effectively in responses • work with statistics, maps and other graphical interfaces in an historical way • use ICT tools for investigation, organisation, communication and creating.

Samples of student work Check student understanding via:

• quizzes and diagnostic testing • questions that elicit a range of responses from comprehension to evaluation Essential Questions • peer reviews • collection of student work and the provision of detailed written feedback relating to structure, style, language, and

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Appropriate use of historical terms and concepts.

Assessing student learning Assessment task - Research: Popular culture

Students conduct an historical inquiry into the causes and effects, and developments as well as the relative importance of an Australian contribution to popular culture after 1945. They identify the relationship between events and the actions of individuals

and groups contributing to popular culture after 1945.

This assessment provides opportunities to gather evidence of student learning in: Historical Knowledge and Understanding

• Developments in popular culture in post-war Australia and their impact on society, including the introduction of television

and rock 'n' roll (ACDSEH121) • Australia's contributions to international popular culture (music, film, television, sport) (ACDSEH123)

Historical Skills Chronology, terms and concepts

• Use chronological sequencing to demonstrate the relationship between events and developments in different periods and

places (ACHHS182) • Use historical terms and concepts (ACHHS183)

Historical questions and research • Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184) • Evaluate and enhance these questions (ACHHS185) Essential Questions • Identify and locate relevant sources, using ICT and other methods (ACHHS186) GeSTE

Analysis and use of sources • Process and synthesise information from a range of primary and secondary sources for use as evidence in an historical

argument (ACHHS188) GeSTE

Explanation and communication • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced

(ACHHS192)

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• Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)

Sequencing teaching and learning

What do my students already know and can do? What do my students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what your students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences A suggested learning sequence is outlined below.

Overview • The changing world

Nature of popular culture • Understanding popular culture • Changing technologies and the impact on popular culture

Influences • Overseas influences on Australian popular culture

Australia's contributions • Australian popular culture on the world stage

Assessment • Introduction and posing questions • Historical inquiry process • Comparing, selecting and sequencing information • Reviewing and creating • Review, reinforce and extend learning

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Making judgments

How do I know how well my students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.

Achievement standard In this unit, assessment of student learning aligns to the following components of the Achievement standard.

By the end of Year 10, 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 people's actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

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.

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Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson (1) Overview

3 Lessons (2-3) Nature of popular culture

1 Lesson (3) Influences

2 Lessons (3-4) Australia’s contributions

7 Lessons (5-8) Assessment

14 Lessons Total Unit

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Teaching Sequence

Topic Overview Topic Duration: 1 Lesson

Overview In this lesson, students identify the relationships between events and developments in different periods and places after 1945. Students will locate information in source about Australia's involvement in a Cold War or post-Cold War conflict.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1

The changing world Initiation/Open/Tune In

Lesson objectives Students will:

Understand the effects of significant global events and developments after 1945 on Australian society. Evidence of learning How was Australian Society affected by significant

global event or development after 1945? Students to TUNE In/Open is the inquiry process of engagement and gathering of prior knowledge and early thinking and invitation to inquiry (Kuhlthau, 2014, Murdoch, 2010)

What was Australia’s population at the end of World War II? What was the reason for advancing the need to increase our population after the war? Immerse Kuhlthau, 2014

What is an Essential Question?

Can the student: • Describe how Australian society was affected by a

significant global event or development after 1945. Example learning sequence

• Explore the focus of the unit and the requirements of the

assessment task • Identify and discuss key events and developments since

1945 • Describe how Australian society was affected by a

significant global event or development after 1945

Example resources • Video - The changing world • Slideshow - The changing world • Supporting learning resource - The changing world • Sheet - Year 10 History - Unit Approach B Unit 3: Popular

culture (1945-present) • Sheet - Glossary • Supporting learning resource - Evidence • Supporting learning resource - Cause and effect • Supporting learning resource - Significance • Supporting learning resource - Essential History Year 10 • Website - Australians at war (Australian War Memorial)

Helpful information • Video - Hans Rosling's 200 Countries, 200 Years, 4

Minutes - The Joy of Stats - BBC Four (BBC, YouTube)

Attachments

• GeSTE- Situated • GeSTE- Transformative • Essential Questions by Jay McTighe and Grant Wiggins

What is an Essential Question?

Explicit instruction of what is an Essential question

When looking at resources introduce the Situated and Transformative window and what elements of questioning the resource will support the resources information literacy

Teaching Sequence

https://learningplace.eq.edu.au/cx/resources/items/d3736996-e3f8-4276-bce6-d77098a95811/0/His_Y10_Dig_ChangingWorld.mp4

https://learningplace.eq.edu.au/cx/resources/items/aa8a46e3-ef5a-4d59-b136-c5d24253d1a6/0/His_Y10_SS_ChangingWorld.pptx

https://learningplace.eq.edu.au/cx/resources/items/4c561eaa-425a-4939-b6e5-76bf98150f47/0/His_Y10_SLR_ChangingWorld.docx

https://learningplace.eq.edu.au/cx/resources/items/0cf6d386-350a-449f-8489-5fe6c304d9fa/0/His_Y10_DS4_SH_UnitOverview.docx



https://learningplace.eq.edu.au/cx/resources/items/e288fd38-bcfa-4be1-bef9-7fc2e0faeb50/0/His_Y10_DS4_SH_Glossary.docx

https://learningplace.eq.edu.au/cx/resources/items/d72cfcf8-c4e8-4d01-8539-dfb6561a6c66/0/His_SLR_Evidence.docx

https://learningplace.eq.edu.au/cx/resources/items/78743a47-6b1f-f8e1-d293-46d7d78bf3a4/0/His_SLR_CauseAndEffect.docx

https://learningplace.eq.edu.au/cx/resources/items/ddb44fbf-2895-4408-9646-0e5adc7fae7a/0/His_SLR_Signficance.docx

https://learningplace.eq.edu.au/cx/resources/items/23648bc7-b083-4b9e-b50f-083611e49509/1/His_Y10_SLR_EssentialHistoryY10.docx

https://www.awm.gov.au/atwar/

http://www.youtube.com/watch?v=jbkSRLYSojo



https://inquirylearningblog.wordpress.com/2016/07/20/critical-evaluation-of-information-situated-window/

https://inquirylearningblog.wordpress.com/2016/07/22/critical-evaluation-of-information-transformative-window/


http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx

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Topic Nature of popular culture Topic Duration: 3 Lessons

Overview Throughout this lesson series, students consider the nature of popular culture in post-war Australia. They investigate how technological developments have changed the way popular culture is accessed and how this access has influenced Australian culture.


Lesson 2

Understanding popular culture Selection Explore/Look


• Understand the nature of popular culture in Australia during

the 1940s, including music, film and sport. Evidence of

learning What music have your grandparents and parents listened to?

Have you watched any old black and white films and where and

which era? When did Australia become known in sports? Can you

relate/ connect these pop culture events to yourself? Have they

some familiarity with you and why? Open questions Can the student:

• Describe the nature of popular culture in Australia at the end

of World War II, including music, film and sport Example learning sequence

• Discuss the meaning and nature of popular culture in

Australia • Identify the nature of popular culture in Australia during the

1940s • Develop a text to describe the nature of popular culture in

Australia during the 1940s

Example resources • Slideshow - The meaning and nature of popular culture • Supporting learning resource - Understanding popular culture • Supporting learning resource - Paragraph writing • Supporting learning resource - Continuity and change • Supporting learning resource - Perspective

•

Attachments

• GeSTE generic • GeSTE situated

Inquiry Models

TELSTAR

ISP


Teaching Sequence

Topic Nature of popular culture Topic Duration: 3 Lessons

https://learningplace.eq.edu.au/cx/resources/items/bfc77041-b67c-4ec9-afdc-c69e29afe9b4/0/His_Y10_DS4_SS_MeaningNaturePopCulture.pptx

https://learningplace.eq.edu.au/cx/resources/items/8a74d0c1-5653-413a-8fe5-0851a2695f6c/0/His_Y10_DS4_SLR_UnderstandingPopCult.docx

https://learningplace.eq.edu.au/cx/resources/items/8a74d0c1-5653-413a-8fe5-0851a2695f6c/0/His_Y10_DS4_SLR_UnderstandingPopCult.docx

https://learningplace.eq.edu.au/cx/resources/items/0e0126d0-9cce-44c6-800e-1d5c965265e1/0/His_SLR_ParagraphWriting.docx

https://learningplace.eq.edu.au/cx/resources/items/38d2ec64-92f7-413b-8156-76fd8b9df6fa/0/His_SLR_ContinuityAndChange.docx

https://learningplace.eq.edu.au/cx/resources/items/7d42dadc-643c-44e0-a0e9-2668b4380847/0/His_SLR_Perspective.docx

https://inquirylearningblog.wordpress.com/2016/06/02/critical-evaluation-of-information-generic-window/





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Overview Throughout this lesson series, students consider the nature of popular culture in post-war Australia. They investigate how technological developments have changed the way popular culture is accessed and how this access has influenced Australian culture.


Lessons 3-4

Changing technologies and the impact on popular culture Selection Explore


• Understand how significant developments in technology

impacted on popular culture in post-war Australia. Evidence

of learning Can the student:

How have significant developments in technology impacted on

popular culture in post-war Australia? Example learning sequence

• Discuss developments in and access to changing

technologies in post-war Australia • Locate information in sources about the impact of

technologies on events and developments in post-war

Australian popular culture • Develop a text that explains the significance and impact of a

changing technology on Australian popular culture in the post-war period

Example resources • Sheet - Developments in Australian popular culture after

World War II • Supporting learning resource - Changing technologies and

the impact on popular culture Helpful information • Website - Overview of Australian broadcast media (National

Film and Sound Archive)

Attachments

• GeSTE situated

Inquiry Models

TELSTAR

ISP


Teaching Sequence

Topic Influences Topic Duration: 1 Lesson

https://learningplace.eq.edu.au/cx/resources/items/dd53720e-941c-4bc4-98f2-37cf783fe436/0/His_Y10_DS4_SH_DevelopPopCult.docx

https://learningplace.eq.edu.au/cx/resources/items/dd53720e-941c-4bc4-98f2-37cf783fe436/0/His_Y10_DS4_SH_DevelopPopCult.docx

https://learningplace.eq.edu.au/cx/resources/items/068d32be-0500-44db-ab3a-c3a445ed46a7/0/His_Y10_DS4_SLR_ChangeTechPopCult.docx



http://dl.nfsa.gov.au/module/690/





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Overview Students consider influences on Australian culture since 1945, including American and Asian influences, and how those have affected national identity in Australia.


Lesson 5

Overseas influences on Australian popular culture Collection Explore/Look Sorting out


• Understand the influences of overseas developments on

Australian popular culture and national identity. Evidence of

learning Can the student:

What were the influences of overseas developments on

Australian popular culture and national identity?

Identify the influences of oversea these

developments. Example learning sequence

• Examine the influences of American popular culture on

Australian society since World War II • Consider global influences on popular culture after 1945 • Explain the effects of changes in Australian popular culture

on national identity

Example resources • Sheet - Overseas influences on Australian popular culture

Helpful information • Supporting learning resource - Overseas influences on

Australian popular culture • Website - From wireless to web (National Film and Sound

Archive)

Inquiry Models

TELSTAR

ISP


Teaching Sequence

Topic Australia’s contributions Topic Duration: 2 Lessons

https://learningplace.eq.edu.au/cx/resources/items/f144ca14-ef82-4866-9734-1b7e036fee17/0/His_Y10_DS4_SH_OverseasInfluences.docx

https://learningplace.eq.edu.au/cx/resources/items/6ae4ad52-94fe-4886-a5e3-b3459fd0af1e/0/His_Y10_DS4_SLR_OverseasInfluences.docx



http://www.fromwirelesstoweb.com/




State High School




Overview In this lesson sequence, students research and explain the contribution to international popular culture of an Australian event, individual, group or film after 1945. Students will require ready access to ICT at a whole-class or small-group level.


Lessons 6-7

Australian popular culture on the world stage

Gather Test/Act


• Understand Australia's contributions to international popular

culture. Evidence of learning Can the student:

• Evaluate an Australian contribution to international popular

culture? Example learning sequence

• Examine the significance of Australia's contributions to

international popular culture • Investigate the contribution to international popular culture of

an Australian event, individual, group or film after 1954 • Evaluate and explain the contribution to international popular

culture of an Australian event, individual, group or film after 1954

Example resources • Supporting learning resource - Australian popular culture on

the world stage

Inquiry Models

TELSTAR

ISP


Teaching Sequence

Topic Assessment Topic Duration: 7 Lessons

https://learningplace.eq.edu.au/cx/resources/items/484e5c0a-d1b0-411e-948c-a796c7c340e8/0/His_Y10_DS4_SLR_AustraliasContribution.docx






State High School




Overview Throughout this lesson series, students complete the assessment task by conducting an historical inquiry analysing causes and effects and developments after 1945, identifying the relationships between the event(s) and the actions of individuals and groups who have made a contribution to popular culture.


Lesson 8

Introduction and posing questions Identify/Test


• Understand how to conduct the historical research process

through the close examination of and interaction with a

model exemplar. Evidence of learning Can the student:

• Understand the functions of key questions and subquestions

when engaging in the research process? Example learning sequence

• Review the assessment and discuss the task • Revise the historical research process • Analyse a model response to understand the requirements

of the task • Devise a key research question

Example resources • Assessment task - Research: Popular culture • Assessment task - Research: Popular culture - Model

response • Supporting learning resource - Introduction and posing

questions • Supporting learning resource - Research process • Supporting learning resource - Historical questions

• Essential Questions by Jay McTighe and Grant Wiggins

Teaching Sequence


https://learningplace.eq.edu.au/cx/resources/items/89a7e56c-3b29-433f-8fa4-ba2ebdad572e/0/His_Y10_DS4_SLR_IntroductionPosingQuestions.docx



https://learningplace.eq.edu.au/cx/resources/items/2ea7fe5c-1158-c859-cf52-5e8aae213e26/0/His_SLR_ResearchProcess.docx

https://learningplace.eq.edu.au/cx/resources/items/e7390b95-559f-454a-b6de-708feb06e545/0/His_SLR_HistoricalQuestions.docx


State High School






Lesson 9

Historical inquiry process Identify/Test


• Understand how to locate sources to answer inquiry

questions. Evidence of learning Can the student: locate sources to answer inquiry questions? Example learning sequence

• Refine a key inquiry question and pose sub-questions to

inform an historical inquiry • Identify and locate relevant sources to answer inquiry

questions


response • Supporting learning resource - Referencing sources • Supporting learning resource - Introduction and posing

questions

• Essential Questions by Jay McTighe and Grant Wiggins • GeSTE-Transformative

Teaching Sequence


https://learningplace.eq.edu.au/cx/resources/items/f589585e-e84e-4fd1-8248-d24ff55b2fcf/0/His_SLR_ReferencingSources.docx






State High School






Lessons 10-11

Comparing, selecting and sequencing information Act


• Understand how to compare, select, record and sequence

relevant information from a range of sources as evidence to

answer inquiry questions. Evidence of learning Can the student:

• Compare, select, record and sequence relevant information

from a range of sources as evidence to answer inquiry

questions? Example learning sequence

• Locate, compare and select information from a range of

sources as evidence to answer inquiry questions • Examine and sequence information from sources as

evidence to answer inquiry questions


response • Supporting learning resource - Note taking • Supporting learning resource - Introduction and posing

questions Helpful information

• GeSTE Situated

• GeSTE-Transformative

Teaching Sequence


https://learningplace.eq.edu.au/cx/resources/items/1b0bdca4-203a-f98f-99a9-a53fbe03ab61/0/His_SLR_NoteTaking.docx






State High School






Lessons 12-13

Reviewing and creating Act/ Create/Share Present


• Understand how to compose a text to explain the effects and

relative importance of an Australian contribution to an aspect

of popular culture. Evidence of learning Can the student:

• Develop an explanation about the effects and relative

importance of an Australian contribution to an aspect of

popular culture? Example learning sequence

• Examine a model response to identify text and language

features • Plan paragraphs on the effects and relative importance of an

Australian contribution to an aspect of popular culture • Compose an explanation on the effects and relative

importance of an Australian contribution to an aspect of popular culture


response • Supporting learning resource - Paragraph writing • Supporting learning resource - Introduction and posing

questions

• GeSTE-Transformative

Lesson 14

Review, reinforce and extend learning Assess/Evaluate Reflect

Review, reinforce and extend learning • Use this time to revise, reinforce and extend history learning.

Consider the individual needs of your students. • How has this affected me and my perspective of how culture has influenced me?


response • Supporting learning resource - Paragraph writing

Attachments

• GeSTE expressive







https://inquirylearningblog.wordpress.com/2016/07/24/critical-evaluation-of-information-expressive-window/f

State High School




Assessment

Assessment Task Summary Type Learning Areas Status Date

Supervised assessment - Research: Popular culture (Yr 10)

Students conduct an historical inquiry analysing causes and effects and developments as well as the relative importance of a post-1945 event(s). They identify the relationship between the event(s) and the actions of individuals and groups who have made a contribution to popular culture and develop a written explanation incorporating historical argument, using historical terms and concepts, including evidence identified in sources and a list of correctly referenced sources.

Assignment/Project History Unscheduled TBA

State High School




Assessment Task - Criteria Sheet

Assessment Task Name: Supervised assessment - Research: Popular culture (Yr 10) Type: Assignment/Project

Date: TBA

Description: Students conduct an historical inquiry analysing causes and effects and developments as well as the relative importance of a post-1945 event(s). They identify the relationship between the event(s) and the actions of individuals and groups who have made a contribution to popular culture and develop a written explanation incorporating historical argument, using historical terms and concepts, including evidence identified in sources and a list of correctly referenced sources.

Learning Area History

Criteria A B C D E

Historical knowledge and understanding

Refers to key events and the contributions of individuals and groups to popular culture Analyses the causes and effects of events and developments and explains their relative importance.

Justifies the view taken on the significance of key events and contributions of people or groups to popular culture.

Analyses the significance of the effects of events, people or groups to popular culture.

Refers to key events and the actions of individuals and groups . Analyses the causes and effects of events and developments and explains their relative importance.

Describes the causes and effects of an event or development.

Describes an event, person or group.

Questioning and researching

Develops, evaluates and modifies questions to frame an historical inquiry.

Refines the questions to develop a clear and directed focus for the research.

Devises targeted subquestions related to the key inquiry question.

Develops, evaluates and modifies questions to frame an historical inquiry.

Poses questions about an event, person or group.

Writes questions.

State High School




Analysing and interpreting

Processes, analyses and synthesises information from a range of primary and secondary sources to answer inquiry questions. Identifies relationships between events across different places and periods of time.

Uses evidence to draw conclusions about the relative importance of causes and effects.

Makes inferences using information from sources.

Processes, analyses and synthesises information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Identifies relationships between events across different places and periods of time.

Selects information from sources to answer questions

Lists events, people or groups

Communicating

Sequences events and developments within a chronological framework. Develops an explanation incorporating historical argument, using historical terms and concepts and evidence from referenced sources.

Uses the structures and features of coherent historical argument and the conventions for citing sources.

Integrates evidence to communicate relative importance

Sequences events and developments within a chronological framework. Develops an explanation incorporating historical argument, using historical terms and concepts and evidence from referenced sources.

Summarises information. Lists facts.

Documents

State High School Unit Plan...Unit Plan Plan Name: Unit 3 - History Year 10 Popular culture - Approach B Year: 10 Status: Master Duration: 8 Weeks Learning Areas: History Page: 4 of