Topic 5A: Popular Culture (1945-Present) (Depth Study 5: The Globalising World)

Stage 5

Duration: 5 weeks

Detail: 3 lessons p/ week. 15 lessons total.

CONTEXT STATEMENT: This depth study is highly relevant. Stage 5 students are living in a contemporary world where their actions and lifestyle are shaped by popular culture. They continue to be influenced by it as it constantly changes. In this depth study, historical skills are assessed and these include analysis of primary and secondary sources. However there is also a multitude of ICT and web based activities which can be linked to the everyday lives of students. In terms of engagement, globalisation is a topic which affects everyone, regardless of background. Therefore students in a class of diverse backgrounds should find it engaging to focus on a wide range of cultural influences rather than one specific history topic. It is also a highly engaging depth study as it includes a lot of highly visual sources and video sources which should appeal to all students, including those who may come from a non-English speaking or Indigenous background. Tasks vary to include written, visual, web based and oral sources. The depth study is dynamic and the constant moving from activity to activity should keep all students engaged regardless of their ability or background. The topic itself is not a difficult depth study, and it can easily be altered for different abilities while remaining challenging and interesting. For example, most activities are visual which appeal to lower ability students. However, extension questions and activities can be included to cater for higher ability students. The prior knowledge for this depth study would include students having completed Stage 5 depth study 3 which includes WWI and WWII; and mandatory depth study 4 which includes Changing Rights and Freedoms.
KEY INQUIRY QUESTIONS What were the key features of Australian popular culture following World War II? What was the impact of outside influences on popular culture in Australia? How have Australian values and attitudes changed over time? SKILLS - Comprehension - Chronology - Analysis and use of sources - Perspectives - Empathetic understanding - Research

Explanation and communication

OUTCOMES HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process HT5-7 explains different contexts, perspectives and 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, HTLS-4, HTLS-5, HTLS-6, HTLS-7, HTLS-9, HTLS-11, HTLS-12, HTLS-13

KEY CONCEPTS Continuity and change: continuity and change in the beliefs and values that have influenced Australian life Cause and effect: what caused developments in the modern world and how did these have an effect on Australia? Globalisation: Impact of this on Australian popular culture from 1945 to the present day Intercultural understanding: creating empathy amongst different cultures in Australian society.

CONTENT

TEACHING, LEARNING AND ASSESSMENT Students:

RESOURCES Students need individual access to laptops or iPads for entirety of depth study.

WEEK ONE: Overview Developments in technology, public health, longevity and standard of living during the twentieth Complete jigsaw task. Topics are: TV, radio, automobile, computers, manned space flight, aeroplanes and the development of vaccines/antibiotics.

RESOURCE 1A) Worksheet for jigsaw activity.

century, and concern for the environment and sustainability.

Class brainstorm on key questions, including how these technological developments lead to a better standard of living for Australians. Class setup of EDMODO group. Majority of work in this depth study can be shared through the class EDMODO group. Students choose one technological development which was not their original allocation. Synthesise the information on one of these technologies into a 100 word paragraph to be submitted on EDMODO.

The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027) identify the main features of Australian popular culture at the end of World War II, including music, film, fashion and sport

Students watch 3 min YouTube clip on changes in Australian popular culture after WWII. Students look at timeline of Australian social, cultural and political changes in the 1940s. Students highlight the important elements of popular culture on the timeline, such as film, music, fashion and sport achievements. Teacher leads class discussion with key inquiry question: Why would the end of the war lead to changes in popular culture?

RESOURCE 1B) https://www.youtube.com/watch?v=I9uPTE3swjs

RESOURCE 1C) ABC timeline http://www.abc.net.au/archives/timeline/1940s.htm

Teacher directs students to Australian Music Centre website. Students asked to read the information and listen to the clips of music prominent after WWII in Australia.

RESOURCE 1D)
http://www.australianmusiccentre.com.au/guides/1945-1959

Using the above website as an example, students complete their own individual ICT research using similar websites, and complete the table on features of

RESOURCE 1E) Worksheet: table

Australian popular culture after WWII. Students assume the identity of a person their age who lived during the 1940s in Australia. Students make a Fakebook profile from the perspective of this person, uploading status updates and photos which include information on the features of popular culture that were filled out in the table. This is shared to EDMODO for marking. WEEK TWO: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock 'n' roll
(ACDSEH121)

RESOURCE 1F) Fakebook: http://www.classtools.net/fb/home/page/

Students are to conduct a guided inquiry in the one change in pop culture in the 1950s, delving into the origins on this change and how this change occurred in Australia. Students read the new rock and roll craze article on womens weekly. Compare Johnny OKeefe with Elvis Presley. Comparison worksheet. RESOURCE 2A) http://trove.nla.gov.au/ndp/del/article/41855792?searchTerm=rock and roll&searchLimits=l-australian=y

explain ways in which Australia in the 1950s was influenced by American culture assess the way American and British music influenced post-war Australian entertainment, such as rock 'n' roll use a range of sources to explain the nature and impact of television on Australian popular culture

Completion of a worksheet on history videos from YouTube followed by a class discussion explaining the impact television had and how it became the biggest recreational activity. This would be followed by a comparison between Johnny and Elvis as the students make connections on how outside influences could get to so many Australians.

RESOURCE 2B) https://www.youtube.com/watch?v=oVHA_GKjqdo RESOURCE 2C) https://www.youtube.com/watch?v=ydWlAtymp6I

Hreosurce 2D) ttps://www.youtube.com/watch?v=tFtAOltn7iw

WEEK THREE The changing nature of the music, film and television industry in Australia during the postwar period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) (ACDSEH122) describe how advances in communication technology changed at least ONE of the following during the post-war period in Australia: music, film or television discuss how overseas influences have affected ONE aspect of Australian popular culture Students conduct survey about televisions in their own homes. Students fill out survey moving around the room to interview five peers. Class discussion about why they think television is so saturated into Australian households. Students watch video clip of interview with Liz Jacka about the launch of television in Australia. Students enter website From Wireless to Web. Students enter the first of three options: From Wireless to Web: Key Moments in Broadcast Media in Australia. Using data from the website and the video clip, students construct a timeline of the development of television in Australia, using an online time line builder. Individual comprehension task about Liz Jackas video interview: worksheet to be filled out on Word and posted into EDMODO for marking. RESOURCE 3A)Survey worksheet.

RESOURCE 3B) http://fadlmedia.s3.amazonaws.com/wireless/clips/tvlaunch_pr.mp4

RESOURCE 3C) http://fromwirelesstoweb.com.au/

RESOURCE 3D) Time line creator: http://www.softschools.com/teacher_resources/timeline_maker/

RESOURCE 3E) Comprehension worksheet.

Class discussion about favourite TV programs: Why is it your favourite program? What channel is it on? What type of program is it? Is it made in Australia? Choose one of the programs mentioned and discuss as a class how this program represents Australian beliefs,

attitudes and national identity. Show students an example of a digital resource kit on influence of Hollywood on Australian television. Set expectation of what theirs is to be like. In groups, students create a digital resource kit on the impact of one of the following on Australian television: Bollywood or Japanese/Chinese animation. Created through Prezi, must include information, relevant links to websites, primary sources, music, video clips. Post to EDMODO for marking.

RESOURCE 3F) Example of digital resource kit of influence of Hollywood on Australian TV and film.

WEEK FOUR Australia's contribution to international popular culture (music, film, television, sport)
(ACDSEH123)

assess the contribution of Australian men and women to international sport, eg Olympic Games and Test Cricket

Class activity: teacher to lead students through a brainstorm of famous Australian sportsmen and sportswomen post WWII. Teacher to explain that there are a variety of sport stars that collectively have an impact on Australias national identity. Students to be given source 4.6.6 and 4.6.7 from the Pearson textbook and complete source analysis question worksheet. As the class share answers and discuss the changes in Test Cricket relative to players and crowds across time and context. Class to be divided into three groups. One group to focus on the contribution of Australian men and women to: international music, film or television. Each group is to do a presentation analysing their area. They are to include at least 2 primary and 2 secondary sources (though this may be modified), and must include at least 1 man and 1 woman from their area. The teacher is to assist groups in preparing their presentation. RESOURCE 4A) Source analysis question worksheet.

using a range of sources, investigate and assess the contribution of Australian men and women to

international music, film and television

Students given sheet which has logos from American companies. They must guess the brand. Afterwards, explain that these are all American brands. RESOURCE 4B) Logo worksheet

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

outline and assess the impact of Americanisation and global events on Australian society over time

Class activity: asking students what types of phones they have, what they ate for dinner the night before etc. Explaining just how huge of an impact American culture has on everyday lives of students. Links to influence of smartphones, social networking (Facebook, Twitter), food (McDonalds, KFC), what did they watch on TV last night (reality TV, Hollywood movies, American TV shows), what music do they listen to (impact of Miley Cyrus, Beyonce, Lady Gaga, Eminem, Lincoln Park, One Direction). Class brainstorm: Why is American culture so engrained into Australian culture today? Students complete comparison activity. Gen Y values compared to Gen X values. Students watch YouTube clip from Rove Live about how Americans see Australian people. Class discussion: Why do Americans see us this way? What types of popular culture have left a lasting legacy on how Australia is seen in the world? E.g. Crocodile Dundee, INXS, Skippy etc. Students research the life of one Australian who has enjoyed significant international success and present their findings as five minute episode in the style of This is Your Life. RESOURCE 5A) Rove Live clip: https://www.youtube.com/watch?v=gWmv5RzJiuE

discuss the nature of Australian popular culture today and the legacy of past influences

RESOURCE 5B) Assessment task sheet with marking criteria.