Assignment Two: 102088 History Curriculum: Rationale

In this assignment I have developed a unit of thirty lessons over ten weeks, based on the
requirements outlined in the current NSW History K-10 Syllabus (Volume 2), as relevant to Depth Study
Five: The Globalising World, with specific reference to topic 5a: Popular Culture (1945-present)
(BOSTES, 2012). As per the syllabus, the lessons outlined below are designed to develop the students’
capabilities in understanding how Australian popular culture was constructed at the end of World War II
and its changes since then, how it has changed due to domestic and global influences (for example, as
seen in the lessons on the Australian film industry), how Australian popular culture has contributed to
international popular culture (as per the lessons on the 1948 Australian cricket team and the nascent
Australian pop music industry of the 1960s), and how Australian post-war popular culture has reflected
and informed changes in Australian society and identity.

In planning this unit’s lessons I have primarily focused on cooperative learning activities where
research skills and the appropriate use of Information Communication Technology (such as online videos)
to implement active learning strategies. Cooperative learning is a legitimate pedagogical methodology,
based on Vygotsky’s theoretical underpinnings (Lim and Lam, 2013) and has numerous pedagogical
benefits. As discussed by Lim and Lam in their 2013 article ‘Cooperative Learning’, these benefits for
students include inclusiveness, academic achievement, skilled communication and psychological health.
As an example of how this pedagogical has been modelled, in the first lesson on Australian food culture
since 1945 (Week Five, Lesson Two) students are asked to work in groups researching the history of
specific Australian food products and then producing a (potentially) multi-modal timeline response. By
adopting this pedagogical strategy students will hopefully be able to work together for mutual academic
benefit, whilst developing their communication skills and encouraging an equitable contribution and
reward for the students’ work.

Most lessons in the unit outlined below utilise information communication technology as either a
resource for historical enquiry and/or as a platform for students to present their work. For example, in
week two the third lesson on Australian sport examines the Springbok tour of 1971 and the Moscow 1980
Olympics. Through utilising online resources such as the National Library’s Trove website, as well as
YouTube and an ABC podcast, students are able to engage with a multiplicity of different formatted
sources with multiple perspectives. There are advantages in this approach both for the student and for
the teacher, as outlined in Hayden, Stephen, Arthur and Hunt (2015). Additionally, as required by the
current syllabus as part of the student outcomes from this depth study “selects and uses appropriate oral,
written, visual and digital forms to communicate effectively about the past for different audiences”
(BOSTES, 2012).

The overall unit plan has also been informed and guided by the Integrated Inquiring Planning Model,
as posited by Kath Murdoch (2007). Following the structures set out in this model, and utilising the
relevant syllabus document, the unit plan addresses issues such as ‘big questions’, ‘understandings,
skills and values’ and ‘finding out’. For example, the overall ‘big questions’ that are focused on in this unit
of work are related to Australian identity, popular culture, history and globalisation. All lesson plans and
activities are designed in order to prompt and assist students in addressing these questions. This may be
seen in the oral history project stipulated as part of the students’ work on the Sydney 2000 Olympics. The
students are specifically asked to interview someone as to how the Sydney 2000 Olympics impacted on
their identity and how the event changed Australia and/or Sydney.

All lessons outlined in the unit plan below are also informed by the need to provide appropriate
differentiation for students with varying capabilities. This pedagogical strategy is supported by the
differentiated programming document published online by the NSW Education Standards Authority
(2017). For example, one of the differentiations outlined by this document is the students’ learning styles
and preferences. In the first lesson on Australian television since 1945 more advanced students will be
encouraged to develop more detailed responses as to the ‘Australian-ness’ of the television programs
they select to study. Another element of differentiated programming as documented by the NESA website
is “providing alternate methods and choices for students to demonstrate their knowledge, understanding
and skills”. As an example of supplying such a differentiated response, students who experience literacy
and/or essay writing issues may be allowed in the third lesson on Australian post-war music to submit an
audio-visual or multimedia response instead of the stipulated essay.
 As the syllabus stipulates that the depth study must “identify and evaluate the usefulness of sources
in the historical inquiry process” (BOSTES, 2012), all lessons have set the students the task of either
identifying and/or evaluating the sources for the relevant historical inquiry. Students in most lessons are
either encouraged to research for and/or are provided with primary sources (as defined by Clabough,
Turner, Russell and Waters, 2016), such as archived newspapers and other documents located on the
Trove website (as seen in the first lesson’s use of the Bluey and Curley cartoon and the ‘Woman’s
Weekly’ page from 1945). Also, as presented in the Sydney 2000 Olympic oral history project students
actively engage in facilitating the creation of a primary historical source document. Students are also
expected in this unit of work to evaluate the ubiquity and perspective of the source material presented in
their lessons, such as television news videos cited for evidence and analysis in the fourth lesson on post-
war Australian TV.

Finally, the lessons in this unit of study have been programmed based on information provided by
the ‘Quality Teaching in NSW Public Schools’ document (2003). For example, in this document it states
that “Students are regularly engaged in thinking that requires them to organise, reorganise, apply,
analyse, synthesise and evaluate knowledge and information” (this demonstrating Higher Order
Thinking). This may be seen in activities related to the Australian film history sub-unit, where students are
asked to consider what defines an Australian film, how newsreels may be understood as propaganda, or
how films reflected preceding cultural stereotypes in understanding indigenous and migrant Australian
identities.

In conclusion, unit program is designed to implement appropriate and best history teaching
pedagogy in an engaging and professional manner so as to meet the learning outcomes stipulated in the
current New South Wales K-10 Syllabus, with specific reference to the Stage Five depth study ‘The
Globalising World’, Topic 5a: ‘Popular Culture (1945-Present).

References
Board of Studies NSW. (2012). History K-10 Syllabus Volume 2: History Years 7-10. Sydney,
Australia: Board of Studies NSW
Clabough, J., Turner, T.N., Russell III, W.B., Waters, S. (2106). Unpuzzling History With Primary
Sources. Charlotte, N.C., United States: Information Age Publishing
Li, M.P. and Lam, B.H. (2013). Cooperative Learning. Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH%2024Ju
ne.pdf
Haydn, T., Stephen, A., Arthur, J. and Hunt, M. (2015). Learning to Teach History in the
Secondary Classroom. Abingdon, United Kingdom: Routledge
Murdoch, K. (2007). A Basic Overview of the Integrated Inquiry Planning Model. Retrieved from
http://www.inquiryschools.net/page10/files/Kath%20Inquiry.pdf
NSW Department of Education and Training, (2003), Quality Teaching in NSW Public Schools,
Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf
New South Wales Education Standards Authority, (2017). Differentiated Programming.
Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/programming/differentiated-programming
 Unit Outline
The Modern World and Australia – Depth Study 5: The Globalising Stage 5 Duration: 10 Weeks
World – Topic 5a: Popular Culture (1945 – Present) Detail: 30 lessons/hrs
Key Concepts/Big Ideas:
 How has Australian popular culture history since 1945 reflected changes in Australian identity,
social, political and economic status, international relations and the lives of individuals?
 How can popular culture artefacts, events and phenomena be utilised as source material for
historical inquiry? What are the inherent and external biases, perspectives, benefits and problems
when using these materials for historical inquiry?
 How may the exploration of Australian popular culture history since 1945 be used as a more
engaging method for Australian historical inquiry contrasted with more academic systems (e.g.
political history)?
 How important are popular culture artefacts, events and phenomena to Australians in their day-to-
day life (such as sport, music, film, television, the media, food)? How do they contribute to our
‘Australian-ness’?
 How can popular culture history since 1945 demonstrate the influence of globalisation and specific
overseas cultures?
Literacy Focus
 Comprehension of resources, student tasks.
 Development of personal responses informed by the appropriate use of valid historical source content.
 Critical analysis of sources.
 Development of oral historiography understanding and interviewing processes.
 Development of visual, textual and aural comprehension skills.
Numeracy Focus
 Development of chronology/timeline skills
ICT Focus
 Developing student skills in the appropriate use of the ICT and online resources for historical inquiry.
 Utilising ICT as a means to record and present historical information.
 Developing ICT historical interfaces to encourage student engagement with the study of history.

Key inquiry questions Skills

 How has Australian popular culture evolved and
developed differing evocations of ‘Australian’
identity since 1945?
 How have changes in Australian social,
political, economic and cultural values been
embodied in the evolution of popular culture
since WW2?
 What has been the relationship between
international popular culture influences on
Australia since WW2, and vice versa?
 How has indigenous Australia been depicted in
popular culture, and how have indigenous
Australians projected their own identity through
popular culture.
Comprehension, chronology, terms and concepts
 Read and understand historical texts.
 Sequence historical events to demonstrate the
relationship between different periods, people
and places.
 Use historical terms and concepts in
appropriate contexts
Analysis and use of sources
 Identify different types of sources.
 Identify the origin, content, context and purpose
of primary and secondary sources.
 Process and synthesise information from a
range of sources as evidence in an historical
argument.
 Evaluate the reliability and usefulness of
primary and secondary sources for a specific
historical inquiry.
Perspectives and Interpretation
 Identify and analyse the reasons for different
perspectives in a particular historical context.
 Recognise that historians may interpret events
and developments differently
Empathic Understanding.
 Interpret history through the actions, values,
attitudes and motives of people in the context of
the past.
Research
 Ask and evaluate different kinds of questions
about the past to inform an historical inquiry.
  Plan historical research to suit the purpose of
an investigation.
 Identify, locate, select and organise information
from a variety of sources, using ICT and other
methods.
Explanation and Communication
 Develop historical texts, particularly
explanations and historical arguments that use
evidence from a range of sources.
 Select and use a range of communication forms
(oral, graphic, written and digital) to
communicate effectively about the past for
different audiences and for different purposes.

Outcomes Historical concepts

A student: The following historical concepts are integrated into
HT5-1: explains and assesses the historical forces and the lesson sequences:
factors that shaped the modern world and Australia.  Continuity and Change

HT5-3: explains the causes and effects of events and

 Cause and Effect
developments in the modern world and Australia

HT5-4: uses relevant evidence from sources to support  Perspectives

historical narratives, explanations and analyses of the
modern world and Australia.  Empathetic Understanding

HT5-5: identifies and evaluates the usefulness of

sources in the historical inquiry process  Significance

HT5-7: explains different contexts, perspectives and  Contestability

interpretations of the modern world and Australia

HT5-9: applies a range of relevant historical terms and

concepts when communicating an understanding of the
past

HT5-10: selects and uses appropriate oral, written,

visual and digital forms to communicate effectively
about the past for different audiences

Related Life Skills outcomes:

HTLS-3: investigates personal connections to history

HTLS-4: explores the features of a particular society or

time

HTLS-5: recognises the significance of people and

events in the past.

HTLS-6: explores the significance of changes and

developments in the past.

HTLS-7: recognises a variety of historical sources

HTLS 9: recognises different perspectives of people,

events and issues

HTLS-11: uses historical terms to describe the past.

HTLS-12: investigates the past using historical skills.

HTLS-13: selects and uses a variety of strategies to
organise and communicate information about the past.
Literacy Focus:
 Develop and refine ability of students to
comprehend, evaluate and respond to multiple
media formats within an historical study context
(including academic historical texts, newspaper
articles, audio/visual content, personal historical
narratives).
 Develop and refine students’ abilities to
compose and present multimedia responses,
analyses and narratives demonstrating their
historical literacy
ICT Focus
 Develop and refine ability of students to use
internet-based historical sources and
information critically when researching.
 Develop and refine students’ ability to create
historically informed and critical materials in
media formats that may be uploaded and/or
manipulated on ICT platforms.
Numeracy Focus
 Develop and refine students’ abilities
chronological constructs in history such as
timelines.
 Develop and refine students’ abilities to
comprehend and use numeracy constructs
such as percentages, currency values.
Differentiation
 Supply additional content (potentially as
homework) for advanced students
 Identify and utilise rich audio/visual content for
students with literacy and/or other
comprehension and/or ability challenges
 Provide opportunities for self-directed study
where possible to encourage individual and/or
group historical study
 No of lessons: 30 (10 Weeks, 3 periods per week).
Historical Outcomes Skills Teaching and Resources/Activities
knowledge (Learn to) learning strategies
(Learn
about)
Term 1 Australian HT5-1 Introductory Artefact evaluation - Students will be allocated into groups and provided with either an
Week 1 Popular HT5-9 lesson: object (e.g. toy, book, record) or visual material (newspaper clipping,
Lesson1 Culture in  Students to image, short video clip) and asked to describe the artefact and evaluate
1945 derive from what makes it ‘popular’ and what it’s significance may be
source
material and Discussion and - Discussion of how the artefacts and students’ ideas create a definition
artefacts what definitions of ‘popular culture’. Provide more formal definitions and ask students to
popular Critical and creative evaluate whether the artefacts conform to these definitions, and
culture is learning differences and congruities between their views and the formal
 Students to definitions.
apply past
learning from Group Work - Groups are given a copy of one of two documents. The first is a comic
study of Primary Source strip from ‘Bluey and Curley’, the second is a page of advertisements
Australia in Analysis taken from the Adelaide Advertiser (23/11/1945). They are then asked to
WW2 to Comprehension note down how these documents reflect the changes in Australian
contextualise Cooperative society due to World War II and its end. The students’ observations will
what Learning then be presented to the class and mapped on the classroom
Australian whiteboard.
society and
culture looked Formative Based on contribution to discussion, and evaluation of the two
like in 1945 Assessment documents provided in the preceding activity

Resources
 Physical artefacts, print materials
 ‘Bluey and Curley’ cartoon: Trove link
 Adelaide Advertiser Ads: Trove link

Differentiation
If necessary identify and use source material with more emphasis on
audio/visual content for students with literacy challenges.

Term 1 Post War HT5-3  Students to Introduction to sub- - Students will be introduced to the first sub-section of the depth study,
Week 1 Australian HT5-5 develop an unit lesson structure focused on sport in Australia in the post-war era.
Lesson Sport: Lesson HT5-7 understanding focused on sport
2 One of sport as an Teacher focused
 area of Individual Research: - The students will be presented with 7 lessons in this sub-section
popular Inquiry Based looking at cricket, the Olympics, football, indigenous athletes and women
culture as Learning in sport.
history. ICT - The first lesson in this sub-section will focus on the 1948 Australian
 Research the tour of England.
1948 cricket
tour of Comprehension - Individual students will be provided with basic fact files on one of 17
England by Australian test cricketers who toured England in 1948 (listing
‘The biographical information and excluding Keith Miller). They will then be
Invincibles’ asked to compile a biography of their nominated player using two of
 Identify three available sources supplied by the teacher (books, oral records,
sources (oral, video, online content).
written, film, - Students will be asked to focus on what their nominated player did
audio) during the 1948 tour both on and off the field
 Evaluate - Students will be asked to reflect on and discuss differences between
differing the 1948 cricketers and either cricketers or sportspeople today
perspectives - Students will be also asked to locate information on the significance of
on the the 1948 tour for Anglo-Australian relations and what the tour meant for
significance of both countries.
the tour from - A sample answer based on the career and 1948 touring activities of
an Australian Keith Miller will be provided to the students as a template
and a British - Students to complete this work either as a written response in 2-3
viewpoint, paragraphs or as an audio/video presentation for submission by the next
and/or how lesson.
important
cricket was in Formative Based on completion of individual research task with appropriate use of
Anglo- Assessment resources used in an historically valid manner. The individual student
Australian task will also be evaluated for an understanding of the social and political
relations significance of the 1948 tour.

Resources
 Assorted cricket history books (e.g. ‘Bradman’s Band’ by Ashley
Mallett 0702231412, ‘A History of Australian Cricket’ by Chris
Harte 0233051309)
 Assorted cricket websites (e.g. Wisden Australians in England
1948: link)
 YouTube videos (e.g. ABC Documentary https://youtu.be/am-
yWedE2BA)

Differentiation
 Students with learning difficulties and/or issues with using text rich
evidence will be encouraged to use audio and video formats for their
research and submission.
Term 1 Post War HT5-1  Students to Introduction - Brief introduction summary of Australia’s participation in the Olympic
Week 1 Australian HT5-3 learn about Games up to World War II
Lesson Sport: Lesson HT5-4 the
3 Two background to Timeline Activity - Students to complete a timeline detailing steps in the Melbourne
the Melbourne Numeracy Olympic bid and organisation, in parallel with world and Australian
Olympics Comprehension history events (e.g. Korean War, Hungarian Revolt, Suez crisis)
including the
political Aural Presentation - Play students the podcast ‘Melbourne’s Cold War Games’ and ask
background to Secondary source them to note down information about the interaction between western
the games analysis and eastern bloc nations’ competitors in their work books.
including the - Questions students after presentation of the podcast as to their
Cold War and observations, notes, questions etc
the Suez crisis
 Outline and Mapping Exercise - Discuss with students the issue of boycotts related to Cold War politics
examine the in 1956. Ask students to map relevant nations to specific issues that lead
importance of to boycotts and how they may have fitted into the overall rivalry between
the Games East and West.
and specific
Australian Individual Research: - Students will be given a photocopy of the chapter ‘When the Magic
athletes to the Inquiry Based Came to Melbourne’ from ‘Australia & The Olympic Games’ (Harry
wider Learning Gordon, 1994). They will be asked to identify one Australian athlete and
Australian one issue relating to the game and summarise the significance of these
community, to the Melbourne Games and Australia in 1956, either in bullet points or
identity. in two paragraphs (dependent upon student capabilities). If unfinished
this is to be completed as homework and handed in before the next
lesson.

Formative Based on timeline activity, boycott mapping activity and submission of

Assessment individual research

Resources
 PowerPoint Timeline
 ‘Melbourne’s Cold War Games’ podcast
http://www.abc.net.au/radionational/programs/sundayextra/2017-
08-27/8843142
 ‘Australia and the Olympic Games: Chapter 15 – When the
Magic Came to Melbourne’ (Harry Gordon, 07022226270)
 Differentiation
If necessary arrange for an audio version of the Gordon extract to be
available for students with literacy issues.
Make available a glossary of terms for students unfamiliar with historical
constructs such as ‘Cold War’, ‘Boycott’ etc.

Term 1 Post War HT5-1  Examine how Group Work: Inquiry - Students are divided into four groups. Two groups are to research the
Week 2 Australian HT5-3 Australians Based Learning issues relating to the 1971 South African Springbok rugby tour of
Lesson Sport: Lesson HT5-4 responded to Cooperative Australia. The other two are to research the issues pertaining to
1 Three HT-5-10 overseas Learning Australia’s attendance at the 1980 Moscow Olympics.
political issues ICT - Students will be expected to identify relevant issues such as the
via sport, and practice of apartheid and the protests that eventuated during the 1971
examine Springbok tour, and the role of the Soviet Union’s invasion of
history of Afghanistan and Malcolm Fraser’s pressure on Olympic athletes to
politics and boycott Moscow 1980
sport in
Australia.
Debate/Empathic - After researching the history and issues a selected spokesperson from
Learning each group is to argue for or against either the protests during the 1971
Springbok tour, or for or against Australia’s participation in the 1980
Moscow Olympics.

Class Discussion - Based on research and debate of issues pertaining to the two research
Comprehension subjects, teacher and class engage in a discussion on the role of politics
in Australian sport history.

Formative Based on contribution to group work and research, appropriate selection

Assessment and use of evidence to formulate a debate position

Resources
 1971 Springbok tour online source material (e.g. Guardian article,
ABC Sports Factor’)
 1980 Moscow Olympics online source material (e.g. Australian
article, AOC Moscow 1980 website)
 Trove online newspaper articles pertaining to each event.
 Podcast: Pitch Battle (1971 Springbok Tour)
 Video: Australia Olympic Committee Cold War

Differentiation
 Audio/Video content to be focused on for students with difficulties
comprehending textual information.
Supporting glossary to be provided regarding technical terms (e.g.
apartheid, Springboks, USSR)

Term 1 Post-War HT5-3  Examine the Pairs Work I: Inquiry -Students are divided into pairs and asked to jointly study the life and
Week 2 Australian HT5-7 historical Based Learning achievements of one of the following indigenous sportsmen or
Lesson Sport: Lesson HT5-10 context and Cooperative sportswomen:
2 Four challenges Learning Lionel Rose
faced by ICT Nova Perris
indigenous Comprehension Arthur Beetson
Australian Doug Nichols
sports icons. Charlie Perkins
 Evaluate how Cathy Freeman
Australia Andrew Symonds
if/has changed Patty Mills
in terms of its Anthony Mundine
treatment of Adam Goodes
indigenous Evonne Goolagong
people via Mark Ella
sport

Pairs Work II -Students are to then develop a short interview script between
Empathic Learning themselves where one student asks questions as to how the indigenous
Cooperative athletes understood their sporting success in terms of their racial and
Learning cultural heritage
- This interview is then presented to the class

Class Discussion - Students asked to consider if current indigenous athletes face similar
discrimination or other issues faced by those sportsmen and women
examined in this lesson. They will be expected to be able to draw their
conclusions based on cross-referencing information provided in the
‘interviews’ with what they understand of today, and present supporting
evidence for their position.

Formative Based on how the students present historically viable ‘interviews’ that
Assessment demonstrate a functional knowledge of the athlete’s biography and
context, and the ability to abstractly empathise with the indigenous
sportsperson.
 Resources
 Oral history testament from each athlete (e.g. Charles Perkins
interview) to be provided by the teacher

Differentiation
Where necessary provide oral testament not as text but in audio/video
format
Provide more recent examples of indigenous athletes to students with
lesser capabilities

Term 1 Post-War HT5-1  Examine the Introduction - Teacher provides a PowerPoint timeline with key events in post-war
Week 2 Australian HT5-4 history of Teacher focused Australian soccer history. For each event the teacher will discuss the
Lesson Sport: Lesson HT5-7 Australian learning historical details and ramifications
3 Five HT5-9 soccer as a - This timeline will also be made available as a print out for students to
HT5-10 sport that has put into their workbooks
been on the
periphery of Group Research: - Students will be divided into groups and asked to research one of the
Australian Inquiry Based following issues as it pertains to the history of Australian soccer and its
sporting Learning place in wider Australian history
culture, its Cooperative  The Socceroos history of participating in global football
importance for Learning  Migration and ‘Ethnic’ Football
multicultural Comprehension  Bidding for the World Cup
Australians, ICT  Soccer: The Girls’ Game? (The Matildas as Australian sportswomen)
and recent  New Football, the A-League and the Wanderers
developments  Soccer in the media
in the Empathic Learning -Students will then be asked to use the information they have gathered
domestic and as a group to write a response to one of the following questions, citing
women’s evidence from the relevant sources
game.  Is soccer an accepted form of Australian football?
 How does soccer represent Australia internationally as a
reflection of our changing culture and population?
 Is old Australian soccer different from new Australian football,
and if so how?

Based on evidence based responses to questions, with appropriate

Formative historical citations from their research.
Assessment
Resources
 ‘Sheilas, Wogs & Poofters’ by Johnny Warren (1740512227)
  ‘A-League: The Inside Story of the Tumultuous First Decade’ by
John Stensholt & Shaun Mooney (9781863957595)
 ‘The Death and Life of Australian Soccer’ by Joe Gorman
(9780702259685)
 ‘Welcome to Wanderland’ by Michael Visontay
(9781743792566)
 ‘A History of Football in Australia’ by Roy Hay & Bill Murray
(9781742707648)
 Trove (e.g. http://trove.nla.gov.au/newspaper/result?l-
decade=198&q=National+Soccer+League)

Differentiation
Students with more ability or desire to use and interpret audio/video
content will be allowed to use YouTube and other appropriate online
sources.

Term 1 Post-War HT5-1 Outline the history Teacher – Teacher presents a mixed media lecture on Sydney 2000, ranging
Week 3 Australian HT5-3 and impact of Presentation from the bid, through the organisation of the games, hosting the
Lesson Sport: Lesson HT5-4 Sydney 2000 Olympics, the ceremonies, athletes and life in the Olympic village
1 Six HT5-10 Olympics on - Teacher to also bring in artefacts from the games including
Australia, Sydney memorabilia, documents, toys, pins etc
and individuals.
Oral History Project - Students are asked to talk to their older family members or friends
about their memories of the Olympics, what the games meant to them
and how they think Australia, Sydney or their own lives changed
because of the Olympics.
- This project is to be completed at home and presented either in a
written or audio/video format for the end of the sub-section on sport.

Formative Submission of the students’ Sydney 2000 project based on their oral
Assessment history work.

Resources
 Digital content provided by the teacher
 Artefacts from teachers own personal collection
 Scaffold for the oral history project

Differentiation
 Students to be given flexibility to present their projects in a format they
most confident in.
More advanced students will be encouraged to provide a more complex
project response.
Students without access to a family member or friend who remembers
the Olympics can interview the teacher.

Term 1 Post-War HT5-3  Sydney 2000 Site excursion to - Students are escorted by the teacher to Sydney Olympic Park and
Week 3 Australian HT5-10 Olympic Park Sydney 2000 Newington (the site of the previous Olympic village). They are taken to
Lesson Sport: Lesson and Village Olympic Park and locations around the two precincts and given information as to the
2 Seven Site Visit Village area previous historical status of the venue (e.g. the Sydney brickpit,
 Evaluate the Homebush abattoir), the construction and development of the site for the
physical Olympics (with associated information on costs etc), the role of specific
environment facilities during the Olympics (e.g. main stadium, light towers, shopping
of the Sydney precinct for the Olympic village) and the repurposing of the venues for
2000 Olympic current use.
venues - Students will be asked to work in groups to use smart phone devices to
take images and note down location and history before, during and after
the Olympics. They will be asked at the end of the site visit to show the
teacher at least one picture from the site and explain its purpose and
significance for the Sydney 2000 Olympics.

Formative Based on the use of ICT by students to take photos of the relevant
Assessment locations and venues and note appropriate historical information, and
then present this evidence and information at the end of the site visit.

Resources
 Teacher’s guiding material and on-site information

Differentiation
Students without smart phones will be given an opportunity to work with
those students who do
Questions as to sustainability, expense etc of the Sydney 2000 venues
will be given to more advanced students.

Term 1 Post-War HT5-1 Summary lesson Olympic Oral History - Students submit their written or audio/video projects based on Sydney
Week 3 Australian HT5-3 on Australian 2000 oral histories
Lesson Sport: Lesson HT5-5 post-war sport and - Students are asked to evaluate the value of oral histories as they have
3 Eight HT5-7 its historical undertaken them, in contrast to other historical sources used throughout
context the last seven lessons
 - Students are divided into groups based on level of interest and
Group Presentations demonstrated expertise in preceding lesson subjects (1948 Invincibles,
1956 Melbourne Olympics, 1971 Springbok tour and 1980 Moscow
Olympics, indigenous sportsmen and sportswomen, Australian soccer,
Sydney 2000) and give a 5-minute mini-lesson to the rest of the class on
what the historical significance of these sporting events and people are.

Formative Presentation of mini-lesson to the rest of the class, including appropriate

Assessment use and evaluation of historical sources.

Resources:
 PowerPoint showing what has been achieved over last seven
lessons and how to conduct the mini-lesson.

Differentiation
- Students will be accorded the right to choose whichever previous
lesson they wish to teach to the rest of the class based (in part) on their
confidence and engagement with the subject, and in part on their own
knowledge.

Term 1 Post- War HT5-5  Establish a Introduction - Teacher introduces the next segment of the unit, focused on Australian
Week 4 Australian HT5-7 foundation for film since 1945
Lesson Film: Lesson understanding - Students will be asked to name an Australian film they have seen and
1 One post-war to map ‘what makes it Australian’. These results will be mapped onto the
Australian film whiteboard in the classroom and written down by the students in their
 Develop an workbooks.
understanding - Teacher will provide a time line work sheet that will be used for the next
of the lack of four lessons. As the students work through the next four lessons they will
an Australian be asked to place relevant Australian film history events in the
film industry in appropriate position
the early post-
war era and Group Work: Inquiry - Students, working in new groups are asked to use in classroom ICT to
how British Based Leaning research three separate early post-war Australian films. These are ‘The
film culture Cooperative Overlanders’, ‘Smithy’ and ‘Eureka Stockade’.
influenced our Learning -Using a supplied worksheet, the students in their groups are to provide
own self- ICT appropriate information as to year of production, director, stars, plot
image. details, production company. They are also to map the three films into
 Develop an their Australian film timesheet.
understanding - Students are shown clips from each of the three films.
 of how cultural Aural/Visual - Students are asked to develop three responses in their groups based
and political Learning on their research and the clips shown to them. These are:
paradigms 1. How ‘Australian’ is the film you have been asked to study? (With
were reference to subject matter, characters, actors, production etc)
established in 2. How may these films inform Australians of the immediate post-
Australian war era about themselves and the country?
feature films 3. How can these films be used to help us understand Australian
of this era. history?
These responses are to be written into their worksheet and then
presented orally to the class

Formative Completion of first timeline task and presentation of answers to the three
Assessment questions about the early post-war films

Resources:
 ‘The Overlanders’ Video Clip: https://youtu.be/tq3GoVQmWh0
 ‘Smithy’ Video Clip https://youtu.be/bGzGHBy-Jqw
 Eureka Stockade’ Video Clip https://youtu.be/2JvvAawjByU
 Worksheet
 Classroom ICT

Differentiation:
Students with visual impairment issues will require an alternate lesson
based on radio or another audio popular culture artefact.

Term 1 Post- War HT5-1  The Newsreel: Introduction - Students are asked five questions relating to the previous lesson and
Week 4 Australian HT5-3 examining their answers are to be given verbally.
Lesson Film: Lesson HT5-5 Australian - Students are shown an excerpt from ‘This Fabulous Life’ that will
2 Two HT5-9 news film as a demonstrate what a newsreel was.
HT5-10 historical
phenomenon Cinesound & - Students will be provided with information regarding the history and
and source Movietone: A Case format of Cinesound and Movietone newsreels. In their workbooks they
Study will be asked to summarise/identify the information into five areas:
Comprehension 1. How long did the newsreels operate in Australian cinemas?
2. What form did they take (length, colour or black and white)?
3. Key dates in post-war Australian film history as pertaining to
newsreels
4. Key personnel involved with the production of newsreels.
5. What role did the newsreels have in maintaining Australian film
production during the 1950s and 1960s?
 The Newsreel as - Students will complete this work in pairs and present their responses to
History, Film and the class when questioned by the teacher.
Propaganda - Students will be shown a sizable extract from the Cinesound newsreel
summarising the events of 1950. Then, working in groups they will be
asked to produce a response to one of the following questions
1. How appropriate is it to use newsreels as historical evidence?
2. How does the newsreel reflect values, politics and technology of
the time they were filmed and shown?
3. Can this newsreel be considered as propaganda, and if so, why?
- This response is to be presented to the class for evaluation and
discussion

Formative Students will be informally assessed on their contribution to both

Assessment activities, their arguments as to the historical value of the newsreels, and
their application and understanding of historiographical issues such as
bias, text format, context etc.

Resources:
 ‘This Fabulous Century: Stage & Screen’ excerpt (taken from
https://youtu.be/bvSd_MN6v2U)
 Cinesound Review Newsreel
Information:https://aso.gov.au/titles/collections/cinesound-
movietone-newsreels/
 Australian film timeline
 Cinesound 1950 in Review video https://youtu.be/Muwt4VleFdU

Differentiation
Students unsure as to what constitutes film propaganda may be given
other examples
Again, students with visual impairments may need replacement lesson
content.

Term 1 Post- War HT5-1  Indigenous Introduction - Students will be given shown selected clips from two Australian films
Week 4 Australian HT5-5 and New that focused on non-Anglo-Saxon Australian experiences in the 1950s
Lesson Film: Lesson HT5-7 Australians in and 1960s. These will be ‘Jedda’ (1955) and ‘They’re a Weird Mob’
3 Three Early Post- (1966)
War Films: An Group Research: -Students will be put into four groups and asked to examine each film
Examination Inquiry Based from a differing perspective
Learning - Two groups will be allocated ‘Jedda’. One group will research the
history of the film’s production, including the role of Charles and Elsa
 Cooperative Chauvel, Robert Tudawalli and Ngarla Kunoth. The second group will
Learning research the representation of indigenous peoples in the film and how
ICT this reflects then current attitudes towards aboriginal Australians by
European Australians.
- Two groups will be allocated ‘They’re a Weird Mob’. One group will be
asked to research the films presentation of non-English migrants coming
to Australia in the 1960s, and how accurately it reflects values held at
the time. The other group will map how Anglo-Australian society and
suburban life in the 60s is depicted.
- The students will complete their research project as homework and
have them ready for submission at the beginning of the next lesson.
They are also to place both films in their Australian film timeline

Formative To be completed at next lesson

Assessment
Resources:
 Film clips extracted from ASO website for ‘Jedda’:
https://aso.gov.au/titles/features/jedda/
 Curator’s notes for ‘Jedda’:
https://aso.gov.au/titles/features/jedda/notes/
 Film clips extracted from ASO website for ‘They’re a Weird Mob’
https://aso.gov.au/titles/features/theyre-weird-mob/
 Curator’s notes for ‘They’re a Weird Mob’:
https://aso.gov.au/titles/features/theyre-weird-mob/notes/
 Online resources for Australian government indigenous policies
in the 1950s (e.g. stolen generation)
 Online resources for immigration experiences in Australia (e.g.
Immigration Museum Melbourne web site
https://museumsvictoria.com.au/immigrationmuseum/)
 Australian film time line

Differentiation
Students who require assistance with research may be supplied with
guidance to specific web sites that will assist.

Term 1 Post- War HT5-1  How the Introduction - Students are to submit their research project from the previous lesson
Week 5 Australian HT5-3 Australian film at the beginning of this lesson
Lesson Film: Lesson HT5-5 industry Teacher Centred - Students will be given a brief outline by the teacher as to what
1 Four responded to Instruction constituted the so-called Australian film renaissance or new wave in the
overseas films 1970s, supported by 2013 New York Times article ‘When Australia
in the 1970s; Soared on Film’ (see below)
an
examination of Individual Research: - Students will be given the titles of five different Australian films from the
the Australian Inquiry based 1970s and will be asked to use ICT to identify when they were made and
film learning place them on their Australian film timeline.
‘renaissance’ ICT - The films to be identified are
 ‘Wake in Fright’
 ‘The Adventures of Barry McKenzie’
 ‘Picnic at Hanging Rock’
 ‘Breaker Morant’
 ‘Mad Max’

Audio/Video - Students will be asked to actively listen to the ABC podcast about the
Learning Mad Max movies (see below) and note down information as to the
process of making the film, how successful it was and its showing in the
US market as ‘The Road Warrior’
- Students will be shown a clip from the first ‘Mad Max’ film
- Students will be surveyed on how ‘Australian’ the film is
Competitive informal - Students will be given a Kahoot quiz at the end of the lesson about the
assessment/learning Australian film industry from 1945 through to 1980 based on the lesson.

Formative Kahoot Quiz

Assessment Completion of Australian film timeline

Resources:
 New York Times Article: ‘When Australian Film Soared’
http://www.nytimes.com/2013/01/24/movies/the-last-new-wave-
70s-australian-film-at-lincoln-center.html?_r=0
 ABC Podcast ‘Mad Max Movie Special’:
http://www.abc.net.au/radio/programs/overnights/mad-max-
special/8587486
 ‘Mad Max’ clips and information from ASO website:
https://aso.gov.au/titles/features/mad-max/

Differentiation
Students with hearing issues may be supplied with a transcript of the
‘Mad Max’ podcast
Term 1 Post-War HT5-1  How did Introduction - Students split into five groups
Week 5 Australian HT5-4 Australia
Lesson Food Culture: HT5-10 develop its Group Research: - Students given one of five major Australian commercial food/drink
2 Lesson One unique Inquiry Based products (Vegemite, Chiko Rolls, Arnotts Biscuits, VB Beer, Harry’s Café
commercial Learning de Wheels Pies)
food and drink Cooperative - Students are to use classroom ICT to research the information needed
culture after Learning for their timeline.
1945, and ICT - Students are also to assess the Australian identity of the product being
what do these researched, with specific reference to the corporate history of the
foods product and how it is placed in Australian popular culture (for example,
contribute to through advertising).
the Australian - Students to present to record their timeline in their workbooks, and for
identity group homework create a video, PowerPoint or poster version for
presentation at the end of the next lesson.

Formative Informal assessment of contribution to group work, and feedback on

Assessment video/PPT/poster completed

Resources:
 An exemplar and scaffold for the timeline poster/video/PowerPoint
presentation based on another Australian food product.
 ICT and internet resources (e.g. corporate web sites such as ‘The
Vegemite Story’ https://vegemite.com.au/heritage/the-vegemite-
story/)

Differentiation
Students with lack of access to appropriate online resources may be
provided with text based information and can produce a poster instead of
a video/PPT.

Term 1 Post-War HT5-1  Examine and Introduction - Students present their work on Australian commercial food brands.
Week 5 Australian HT5-4 discuss the Teacher centred
Lesson Food Culture: HT5-7 changing learning
3 Lesson Two nature of food
culture in Videos - Show a selection of videos from the 1960s and 1970s showing early
Australia post- representations of foreign food & takeaway
1945 because
of migration Group Work - Students placed into groups and tasked with researching the history of
and Inquiry Based one of the major American fast food chains or a non-British cuisine from
globalisation Learning 1945-2010 online, as per their previous lesson. They are to focus on
 Cooperative issues such as when and from where the cuisine came from and how it
Learning became popular
ICT - Students will be asked to present their research to the class before the
end of the lesson as an oral presentation.
Class Discussion
Empathic Learning - As part of a discussion about the findings of the group research
students will be encouraged to explore their own personal experiences
with Australian food culture.
Formative
Assessment Engagement with group research task and presentation to class.

Resources:
 McDonalds 1978 Ad https://youtu.be/H-ne3ZgbPT8
 Pizza Hut 1980s Ad https://youtu.be/j0Xq2DzKJBk
 KFC Ad https://youtu.be/F3pUtHG6X3Q
 Kingswood Country Clip https://aso.gov.au/titles/tv/kingswood-
country-episode-19/clip3/#
 ABC Spaghetti clip
http://splash.abc.net.au/home#!/media/28674/generational-change-
for-italian-migrants
 Internet sites such as Trove and
https://australianfoodtimeline.com.au/

Differentiation
Students with an ethnic heritage may be encouraged to focus on their
associated food culture
Students with less critical capabilities may find researching US
takeaways more suitable.

Term 1 Post-War HT5-1  A study in Introduction - Introduce the lesson with a brief talk (with supporting documentation
Week 6 Australian HT5-3 early Teacher focused drawn up into an information sheet) about Australian music culture pre-
Lesson Music: HT5-5 Australian learning rock, including references to Jazz, Classical and Country
1 Lesson One rock music:
the life of Video - Students will be given a question sheet about the life of Johnny
Johnny Comprehension O’Keefe. They will be required to fill this out individually, after they have
O’Keefe been shown selected excerpts from the biopic ‘Shout’, as well as video
clips.
- At the end of this exercise students will then be asked to provide
answers as they have written them down.
 Classroom - After the videos have been shown and answers given a printed
Discussion biography will be distributed that may or may not diverge with the video
Source analysis evidence.
- Students will be asked to consider if any of the information provided in
the videos may now be considered suspect, plus also how O’Keefe’s life
and career fits the paradigm of an Australian rock star.

Formative - Students’ demonstrated ability to critically assess the value of ‘Shout’

Assessment as a fictional biopic for historical purposes.

Resources
 ‘Shout’ music video https://youtu.be/V8N1Ln__A-o
 ‘Shout’ DVD
 National Film & Sound Archive digital exhibition
https://www.nfsa.gov.au/collection/online-exhibition/johnny-okeefe
 Johnny O’Keefe ‘This Is Your Life’ excerpt https://youtu.be/6v4ep-
ea9B8
 Worksheet and biography

Differentiation
Students unsure how to define an Australian rock star will be prompted
to consider someone they know from their current music knowledge.
Term 1 Post-War HT5-1  Australian Pop Pairs Work - Students are grouped in trios and randomly given the name of an
Week 6 Australian HT5-3 in the 60s; Inquiry Learning Australian pop or rock band from the 1960s
Lesson Music: HT5-4 exploring how Cooperative - They will be tasked with giving a 5-minute mini-lesson on the random
2 Lesson Two our music Learning act, having researched key facts about them. These facts will be
began to be ICT organised into a worksheet
exported to - Students will also have to find a video clip of their selected act
the world performing
- Acts may include: The Seekers, The Twilights, Billy Thorpe and the
Aztecs, The Easybeats, Frank Ifield, Lionel Rose, The Masters’
Apprentices, Normie Rowe, Slim Dusty

Student led - Students will then teach the rest of the class and the teacher about
Teaching each act. Once all presentations are done each trio will get to ask one
question of the teacher about their musical act

Formative Students will be informally assessed on their cooperative research and

Assessment use of ICT
 Resources
Classroom ICT and the web (including web sites such as YouTube and
http://www.milesago.com/)

Differentiation
Students who may not have refined online research skills may need
assistance with suggested web sites
Advanced students will be prompted to find more esoteric information
and or devise harder questions for their teacher
Term 1 Post-War HT5-1  Examining two Individual Research - Students will be asked to select either the Beatles tour of Australia in
Week 6 Australian HT5-3 overseas Video 1964 or the ABBA tour of Australia in 1976
Lesson Music: HT5-4 music ICT - As part of the lesson they will be shown excerpts from the two ABC
3 Lesson Three HT5-10 phenomena in documentaries on each band
Australia: the - Students will also be asked to research using classroom ICT each tour
Beatles and - They will be tasked with writing a 500-page essay on the
ABBA circumstances of each tour, what may have assisted the band’s
popularity in Australia, and cite an eyewitness account (including, if
possible, someone from their family who may have experienced the
tours).
- The assignment is to be completed as homework and submitted at the
beginning of the next lesson.

Formative - Essay written and submitted by the beginning of the next lesson
Assessment
Resources
 ‘When The Beatles Drove Us Wild’
http://www.dailymotion.com/video/x1z4zmw
 ‘Bang a Boomerang’ https://youtu.be/MxF-QXetBgI
 Classroom ICT
 ‘The Band That Fell To Oz’ (ABC Podcast
http://www.abc.net.au/radionational/programs/hindsight/the-beatles-
tour-of-1964/5474080)

Differentiation
Students experiencing difficulties with research technique or evaluating
the value and using personal testimony may require scaffolding.
Students who may have literacy/writing issues may be given the
opportunity to submit an audio/video/multimedia document instead of an
essay
Term 1 Post- War HT5-1  Music of Group Research - Students work in groups on researching the following songs and
Week 7 Australian HT5-2 Protest and of Inquiry Based performers:
Lesson Music Lesson HT5-7 Change: Learning  Redgum - I Was Only 19
1 Four Examining Cooperative  Yothu Yindi - Treaty
Politics and Learning  Beds are Burning - Midnight Oil
Popular Music ICT  Let the Franklin Flow - Gordon Franklin
in Post-War Source Analysis  Took The Children Away – Archie Roach
Australian  And the Band Played Waltzing Matilda – Eric Bogle
History  I Like It Both Ways – Supernaut
- Using classroom ICT students are to establish the link between the
songs/act and the political issue that is being addressed.
- Students will also be asked to look for possible international protest
songs from a similar era that speak to the same issue and discuss what
makes local song specifically ‘Australian’.
- Students will also be asked to present their arguments as to the
importance of either the specific song or pop music generally can have a
political effect in Australian post-war history.

Students will be informally assessed on their cooperative work and

Formative research skills, as well as how appropriately and critically apply historical
Assessment source material.

Resources
Classroom ICT

Differentiation
Students who may be challenged in understanding the relevant political
issues related to the songs may be provided with additional supporting
resources and information by the teacher.
Term 1 Post War HT5-1  International Individual Research - Students are asked to identify either a local music act that they like
Week 7 Australian HT5-4 Music and Activity from the last 30 years, and find a parallel act from overseas in the same
Lesson Music Lesson HT5-7 Australia ICT genre. Students will use classroom ICT for their research.
2 Five Parallels: Inquiry Based - For the first half of the lesson the students will map the similarities and
Current Learning differences between their chosen acts, looking at issues such as culture,
Trends race, economic status, religion, gender, sexuality or any other influence
on the act and their music.
- Students will be asked to assess and/or interpret whether the
international act has influenced the local act, or perhaps vice-versa.
They will also be asked to provide an evidence based response on the
 overall international influence on Australian music, and how the local
music culture has retained its independence.
- Students will need to write their response in their workbooks, and
selected students will present these to the class.

Music Quiz - Students will be given a revision assessment in the form of a Kahoot
ICT quiz, with questions based on the past five lessons on Australian post-
war music

Formative Informal assessment will be undertaken through the individual research

Assessment activity, and with the Kahoot quiz.

Resources
 Classroom ICT
 Student ICT/Kahoot

Differentiation
Those students who may need assistance with understanding constructs
such as genre or interpreting influence could be provided with specific
cues and pre-selected comparisons.
Term 1 Post-War HT5-1  Mapping the Classroom Activity - Students will be provided a card referring to a specific Australian car
Week 7 Australian HT5-3 rise and fall of Timeline Mapping industry event, company, person, policy or technology since 1945 (e.g.
Lesson Car Industry HT5-7 the Australian ICT John Button’s Car Plan, the first Holden, Leyland P-76)
3 car industry Individual Research - Students will be then tasked with researching their item using
classroom ICT
- All students will then be asked to present their research confirming the
time and significance, with a source, to the class so that a time line for
the post-war Australian industry can be constructed
- The class will be asked to discuss questions related to their research
findings re why the local car manufacturing industry rose and fell, and its
place in Australian culture and identity since 1945

Formative Students correctly identifying the significance and timing of their

Assessment nominated car industry research issue, and use of historiographic
appropriate resources

Resources
 Car Industry Cards
 Classroom ICT
 Differentiation
Advanced students will be asked to consider the future of the Australian
car industry, or explain with historically appropriate reasoning the
potential effect on Australian industry and society with the end of car
manufacturing in this country.
Term 1 Post-War HT5-1  Outline the Group Work - Students will be put into groups and asked to research one aspect of
Week 8 Australian HT5-3 development Collaborative the post-war history of the Packer family and their influence on
Lesson Media: The HT5-5 of ACP and Learning Australian media and popular culture (e.g. World Series Cricket, Channel
1 Packer HT5-10 the Packer ICT Nine, Woman’s Weekly, sale of Daily Telegraph to Rupert Murdoch),
Empire dynasty, with using classroom ICT
(Magazines) reference to - Students will then present their findings to the class, citing appropriate
‘Woman’s historical sources
Weekly’
magazine Group Work - The same groups will then be allocated an article each from a
 Critically Collaborative preceding edition of ‘The Woman’s Weekly’ as found on Trove.
assess the Learning - They are to critically analyse the article in terms of how it reflects (then
historiographic Source Analysis current) attitudes to social and political issues
value of - Students will present their findings to the class with appropriate
popular historical reasoning and evidence
magazines - Students will be questioned as to the validity/value of the magazine
extract as a source for social history, and expected to provide informed
responses.

Formative Students will be informally assessed depending upon their research

Assessment activities, findings and evaluation of the source material

Resources
 Classroom ICT
 ‘Woman’s Weekly’ Magazine extracts from Trove

Differentiation
Advanced students will be asked to provide contextual and source
information as to their assessment of the validity of the ‘Woman’s
Weekly’ magazine.

Term 1 Post-War HT5-1  Outline the Group Work - Students will be put into groups and asked to research one aspect of
Week 8 Australian HT5-3 development Collaborative the post-war history of the Murdoch family and their influence on
Lesson Media: The HT5-5 of News Learning Australian media and popular culture (e.g. Acquisition of Daily
2 Murdoch HT5-10 Limited and ICT Telegraph, Superleague war, Foxtel, establishment of ‘The Australian’),
Rupert using classroom ICT
 Empire Murdoch, with - Students will then present their findings to the class, citing appropriate
(Newspapers) reference to historical sources
Australian
newspapers Group Work - The same groups will then be allocated an article each from a
Collaborative preceding edition of ‘The Advertiser’ as found on Trove.
Learning - They are to critically analyse the article in terms of how it reflects (then
Source Analysis current) attitudes to social and political issues
- Students will present their findings to the class with appropriate
historical reasoning and evidence
- Students will be questioned as to the validity/value of the magazine
extract as a source for social history, and expected to provide informed
responses.

Formative Students will be informally assessed depending upon their research

Assessment activities, findings and evaluation of the source material

Resources:
 Classroom ICT
 ‘Advertiser’ extracts taken from Trove

Differentiation
Students having trouble understanding how to analyse sources for
historiographic value may be provided with prompts/scaffolding.

Term 1 Post-War HT5-1  Examine the Classroom Activity - Students will be provided a card referring to a specific event and/or
Week 8 Australian HT5-3 development Timeline Mapping person, program or policy relating to the history of Australian Television
Lesson Television: HT5-4 of the ICT - Students will be then tasked with researching their item using
3 Lesson One HT5-7 Australian Individual Research classroom ICT
television - All students will then be asked to present their research confirming the
industry from time and significance, with a source, to the class so that a time line for
its birth to the post-war Australian TV industry can be constructed
today
Individual Research - Students will be asked to specify a current Australian television show
ICT that they enjoy (based on genres such as sport, police drama, comedy,
documentary, cartoons, news, soap operas, talent quests, music video)
- Students will be asked to find an example of a similar Australian
program from the period 1960-2005 that mirrors or replicates their
current program.
 - Students will be asked to note down the differences and similarities
between the two programs, and selected students will be asked to
present their findings for the class so that they can be mapped

Formative Students will be informally assessed on their research skills and their
Assessment ability to compare and contrast Australian television shows across the
decades

Resources
 Classroom ICT
 Television Industry Cards

Differentiation
Students unclear as to what a television genre is may be provided with
prompts.
Advanced students may be asked to discuss the ‘Australian-ness’ of the
programs they select and research in the second activity.

Term 1 Post-War HT5-1  An Group Work - Students will be shown a compendium of clips from Australian
Week 9 Australian HT5-5 examination of Collaborative television ranging from the 60s to the 90s
Lesson Television: HT5-7 how Learning - Each group will have a specific social, cultural or political issue that
1 Lesson Two HT5-9 Australian Video Analysis they will be asked to identify in one or more of the clips (for example, an
television ICT extract from ‘In the Wild’ from Harry Butler and how it reflected
reflected past Source Analysis environmentalism, or a segment from ‘Neighbours’ circa 1988)
cultural, social - Students will then be directed to conduct online research on the issue
and political they are examining, using the television clip as a prompt to align the
attitudes video presentation with (then) contemporary attitudes.
- Students will be asked to write one to two paragraphs outlining how
accurately the television clip reflected then contemporary Australian
values
- Students will also be asked to assess the value/validity of using old
television programs as an historical source.

Resources
 Video clips (e.g. ‘Neighbours’ https://youtu.be/578rEWZKutg ,‘In
The Wild’ https://youtu.be/jgUcgR6_hnY)
 Classroom ICT

Differentiation
 Students with literacy issues may present their response to the source
as bullet points. If necessary additional scaffolding or resource
information may be provided.

Term 1 Post-War HT5-1  How Group Work - Students will be divided into groups and provided examples of
Week 9 Australian HT5-4 Australian is Collaborative television broadcast schedules from each decade from the 1950s to the
Lesson Television: HT5-7 Australian Learning 2010.
2 Lesson Three Television? ICT - Students will be tasked to identify those programs that represent 100%
 Has Australian Source Analysis Australian content, those with a mix of Australian and overseas content,
culture been and 100% overseas programs
colonised by - Students will be provided with a copy of the current Australian content
American and regulations
other - Students make an assessment on how ‘Australian’ local television has
international been since 1960, and extrapolate from that how our culture has been
television? shaped by this situation
 How have - Students will also be asked to assess the value of the broadcasting
local regulations both as policy and as a way to shape our culture and identity
producers and
the Formative Students will be informally assessed in relation to their interpretation of
government Assessment the source material presented to them. They will also be informally
responded assessed in how they use historical evidence to justify their arguments
re Australian and imported television regulations and culture.

Resources
 Selected television schedules from each decade, printed as a
hand out to each group
 Classroom ICT
 Australian content regulations (
https://www.screenaustralia.gov.au/fact-
finders/television/industry-trends/content-regulation)

Differentiation
Students with limited skills and capabilities will be encouraged to focus
on the content identification exercise.

Term 1 Post-War HT5-1  Post-War Video presentation - Students will be shown a series of clips of news reports broadcast
Week 9 Australian HT5-4 Australian Classroom during major events during post-war Australian history.
Lesson Television: HT5-5 History - On Discussion - The students will then be tasked to identify what was going on in each
3 Lesson Four the News: an clip, commenting both on the content and presentation, as well as what
examination of they believe to be the historical relevance of the clip.
 how TV news - Students will also be asked to comment on their perceptions of bias
presents and perspective in the broadcast, and thus how that may determine the
events and value of the clip as a historical document.
informs our
understanding Group Work - Students will be split into groups
of history ICT - Students will be asked to identify a major historical event in the last
Inquiry Based year
Learning - Students will then be tasked to find two separate news video clips, one
Source Analysis Australian, the other from overseas, and then draw up a list of comments
as to the cultural differences between the two clips, value as historical
documents for the future, bias, etc.

Formative Student responses to the video clips and ability to identify major
Assessment historical events. Understanding of perspective and bias in sources.

Resources
ABC News Clips from ‘Splash’ website, for example:
 Vietnam War Moratorium March
splash.abc.net.au/home#!/media/29052/melbourne-moratorium-
against-vietnam-war
 Whitlam Dismissal
http://splash.abc.net.au/home#!/media/1248989/powerful-words-
gough-whitlam-s-dismissal
 Classroom ICT

Differentiation
Students challenged by interpreting videos for bias, perspective etc will
be given prompts by the teacher.

Term 1 Post-War HT5-1  Evaluating Group Work - Students will be broken into two groups
Week 10 Mass Events: HT5-3 Australia’s Video - Students will be shown two videos on the 1954 Royal Tour of Australia
Lesson The Royal HT5-7 colonial past Collaborative and the 1988 Bicentenary celebrations.
1 Tour of HT5-9 through Learning - They will be provided with a worksheet and list of online resources to
1954/The HT5-10 modern mass ICT assist in forming a report
1988 celebrations - Students will be asked to compose a time line and summarise the
Bicentenary history of the events, including at least one source citation and if
possible an audio/video link

Group Work - Two groups to be split into two, forming four groups
 Collaborative - Students then asked to research the same events from the
Learning perspectives of monarchists or republicans (for the Royal Tour) or
ICT European Australians or Indigenous Australians (for the Bicentenary)
Empathic Learning - Students will be asked to present a response to the class from these
perspectives, including a source (preferably contemporary to the event)
and comments as to what informs the perspective they have researched
and presented.

- Students will be informally assessed on their research skills and use of

appropriate evidence. They will also be informally assessed on their
Formative ability to form an understanding of perspective and bias in their sources
Assessment and their response.

Resources
 Worksheet
 Online resource list
 ASO Video clips (Royal Tour
https://aso.gov.au/titles/sponsored-films/australia-post-royal-
tour/clip1/# Bicentenary
https://aso.gov.au/titles/documentaries/australia-daze/clip3/ )

Differentiation
Students with more advanced skills may be guided into the groups
considering the republican perspective on the 1954 Royal Tour or the
indigenous perspective of the 1988 Bicentenary

Homework
Students will be asked to bring in an object from home (for example a
toy, a CD, a book, a bottle, an item of clothing etc) for the next lesson

Term 1 Post-War HT5-1  An Classroom - Students will bring in their artefacts from home for this lesson.
Week 10 Australian HT5-3 examination of Discussion - They will be asked to give a brief summary of what the artefact is and
Lesson Popular HT5-4 how personal what it means to them.
2 Culture: HT5-5 objects
Personal represent Pair Work - Students then split into pairs
Artefacts popular ICT - The artefacts will be swapped between the pairs and students will be
culture history Empathic Learning tasked to research the history of the object using prompts from a
Source Analysis worksheet.
 - Students will also be asked to develop a response based on the
significance of the artefact in terms of post-war Australian popular
culture.
- Pairs will then be asked to present their findings about the historical
background of the artefacts to the class
- The teacher will lead the class in a discussion on how everyday
artefacts reflect and embody history through popular culture.

Formative Students will be informally assessed on their collaborative learning

Assessment processes, empathic understanding and analysis of the historical
significance of their artefact.

Resources
 Worksheet
 Student artefacts
 Classroom ICT

Differentiation
More advanced students will be prompted to evaluate the significance of
their artefact in more deeply historic terms (e.g. a Japanese
manufactured toy may reflect the growing importance of Asian culture
and industry to Australia)
Term 1 Unit HT5-1  From 1945 to Student - Individual students will be asked to present an oral summary to the
Week 10 Summary HT5-3 2017: How presentations class of how they believe Australia has changed since 1945, in the
Lesson Lesson HT5-4 has Australia context of popular culture, with reference to at least one aspect of
3 popular popular culture studied during this unit of work.
culture - Students will also be asked to present their views on how popular
changed and culture may be interpreted historically, and its validity and values
its historical compared with other forms of historical inquiry (e.g. political history,
significance? military history)

Kahoot Quiz - Students will be quizzed on their knowledge of Australian post-war

ICT popular culture and the learning they have (hopefully) developed during
the unit of study

Student Feedback - Students will be provided with a response sheet that will provide the
opportunity for personal responses to the unit of study, including
observations on the value of the lessons, how it has helped them enjoy
and learn history, and what they would recommend for any future
implementation of the unit.
Formative Students will be informally assessed through their presentations and
Assessment their Kahoot quiz answers

Resources
 Kahoot Quiz
 Student response form

Differentiation
Students with less capability to develop an oral presentation may be
given the opportunity to submit a short written summary as homework.
Source Resource (Term 1 Week 2 Lesson 2 Post-War Australian Sport: Lesson Four)

Charles Perkins Oral History

http://www.australianbiography.gov.au/subjects/perkins/interview2.html

(Interviewer) But later you made up for it, and we'll come to that later. But what ... what I wanted to ask you too, was how did you discover sport?

(Perkins) Well, it came to us naturally. You know, we just played sport, and when a bloke says, 'Kick a football', you just grab it and you kick it, and you kick it
further and better than anybody else. And somebody says, 'Where did you learn that from?' and he said, 'Well I just kicked it'. And the same with soccer. When I
... soccer's been my ... Aboriginal Affairs and soccer have been my passions, have been where I could work out my problems, through both of those two things.
Soccer because I could relate to the ... to all the ethnic groups and migrants, where I got my relationships, where I got my fellowship, where I got my satisfaction,
where I developed my lifestyle. Not with the ordinary Australians. I hardly knew any ordinary Australians. You know they didn't want to know me so I didn't want
to know them. But the migrants usually did. And then soccer was where I got my other great satisfaction from, my fulfilment. Previously it was Aussie Rules, I
was good at that ...

(Interviewer) I would have thought in Adelaide you would have been taught Aussie Rules or one of the rugby games rather than ...

(Perkins) Aussie Rules, Aussie Rules was the one. Yeah, well I was good at Aussie Rules. I could have played for Port Adelaide. I could have been a good Aussie
Rules player. My nephews and my cousins were all ... played for the top teams. And you know, we could play any sport. Every type of sport we played rugby
union, rugby league, Aussie Rules, we beat all the white kids hands down, no trouble at all. And it just came to us naturally. And I was sitting one day, when I
was about fourteen at the boys' home, and we were on a big stone fence just in front of the house - about twenty or thirty of us sitting and watching these lads,
and somebody said to me, 'They're playing soccer. And you know watch what they do, they hit it with their heads. In a minute they put it on top and hit it with
their heads'. And we waited for that and we thought it was really funny that these people bounce the ball off their heads. And then they were playing with the
ball and I thought geese it looks interesting to me, and I ... They came over to us and said, 'Listen, we want to play with someone. Would you boys form the other
team for us? We're the under-eighteen team'. They were, and we said, 'Yeah, we'll play'. So we played them, and they were the state under-eighteen team, all
ready, trained ready to go, and so we formed a team and I said, 'Well, where do we stand and what do we do?' They said, 'You get the ball. Don't touch it with
your hands, and you kick it in the net'. 'Oh', we said, 'That's easy'. So we beat them about eight nil. And they said, 'You know that's so easy'. And I enjoyed the
game. And I said, 'Well, look, what else do we do?' They said, 'Well you can go now because we want to get on with our training. You're not supposed to beat us,
we're the top team'. So our lads were good, and I said ... from that day on, I said, 'Well, I'm not playing Aussie Rules anymore. I'm going to playing soccer',
because I really enjoyed it. And from then on, the next year, I played in the juniors and the year after that I was the youngest person ever to play in the first
division in South Australia. And I enjoyed it. It was great. But it brought me into the migrant community, where I found great satisfaction and no prejudice, no
history of bad relations, no sort of embarrassing conversations, no derogatory remarks, and they just welcomed me into the fold and I've been there ever since.
Oral History Scaffold

Term 1 Week 3 Lesson 1 Post-War Australian Sport: Lesson Six

Sydney 2000 Oral History Task

Outline: You are to interview either a family member or an acquaintance who is old enough to remember the Sydney 2000 Olympic Games, focusing on two
questions:
1. What did the games mean to them?
2. How do they think Australia, Sydney and their own lives changed or were affected because of the Sydney 2000 Olympic Games?
If you have difficulty finding a family member or acquaintance who fits the requirements of the assignment please approach the teacher who may be able to
assist.
Oral History Format: The following types of document are acceptable:
1. Word/written document with questions and answers transcribed
2. Video recording of the interview (mpeg/wmv/avi/mp4)
3. Audio recording of the interview
Due Date: Beginning of Week 3 Lesson 3
Assignment Length: The assignment must meet the minimum length requirements to be accepted for submission. Assignments that exceed the maximum
length requirements will not be accepted or marked
 Word/written document: 8-12 questions
 Video/Audio Recording: 5-7 minutes
Recording Method: Students are allowed to use ICT devices (e.g. smartphone, video camera) to record the interview, and if submitting the answers in a Word or
written document edit the responses. Audio and Video submissions may also be edited to meet the length and marking requirements.
Marking
Unsatisfactory Satisfactory Highly Satisfactory
 Does not meet length requirements  Meets minimum length requirements  Meets maximum length requirements
 Does not provide responses from the  Provides responses from the interviewees  The interviewer asks detailed and
interviewee based on two questions based on the two questions historically provocative questions,
 Questions are closed (i.e. ‘yes’ or ‘no’  All questions are open (i.e. the interviewee developed from the two task questions,
answers are given by the interviewee) can’t answer with a simple ‘yes’ or ‘no’) and allows the interviewee to develop
 Interview subject is not clearly identified  Interview subject is clearly identified detailed responses.
(i.e. who the person is)
  Interviewee is not advised the purpose of
the interview, and he or she confirms that
they understand their material will not be
used for alternate or commercial purposes.
 Numerous spelling and grammar mistakes
(if assignment submitted in Word/written
format)
 Interviewee is advised of the purpose of
the interview and that they understand
that their material will not be used for
alternate or commercial purposes.
 Minimal spelling and grammar errors (if
assignment submitted in Word/written
format)
 Detailed interview subject information is
provided (e.g. including age during the
Sydney 2000 games, whether they
attended or not, knowledge of issues
relating to the games, racial/national
identity/heritage etc)
 Issues and events specific to the Sydney
2000 Olympics are included (e.g. ‘How did
you respond to the Opening Ceremony?’)
 No spelling or grammar errors (if
assignment submitted in Word/Written
format)

Examples of Unsatisfactory, Satisfactory and Very Satisfactory questions

 Do you think that Australia was changed by the Sydney 2000 Olympics? (Unsatisfactory)
 How do you think Australia was changed by the Sydney 2000 Olympics? (Satisfactory)
 How do you think Australia was changed by the Sydney 2000 Olympics, and can you include some personal examples from your experiences before,
during and after the games that illustrate your thoughts? (Very satisfactory)

Generic examples of open questions:

 How do you manage to raise those children alone?

 What is the matter with the people in that class?
 Where are you going to find the time to write all those letters?
 Why is it that every time I talk with you, you seem irritated?
INTERVIEW RELEASE FORM

Name of Interviewer: ____________________________________

Name of Interviewee: ____________________________________

The interview that you have been asked to participate in is a required assessment task for the student’s History unit of work, focusing on oral history and
popular culture. You have been asked to be interviewed as you are known to the student and understand what happened during the Sydney 2000 Olympics
through personal experience. Your responses will not be kept by anyone associated with this assignment (including the student, teacher and/or school) after
the completion of the unit of study. Nor will your answers be supplied to anyone else, nor used for commercial purposes. Your responses will remain
confidential to yourself, your interviewer and the teacher, Mr McDonald.
If you wish to discuss this interview with the teacher please contact Mr McDonald as per the details below:

I accept this offer to participate in this oral history assignment and understand the requirements and purpose of the interview:

Signature: ____________________________________

Date: ________________________________________

I confirm I have discussed this assignment interview with the above person:

Student Signature: _____________________________

Date: _______________________________________
Digital Artefact: Term 1 Week 10 Lesson 3 Unit Summary Lesson – Kahoot Quiz
https://play.kahoot.it/#/k/d0d59689-d959-46ec-90d6-03f873cc7c63