fernygroveshs.eq.edu.au · Web viewHumanities Department. Year 10 HISTORY Unit Plan. Units: 10...

Humanities DepartmentYear 10 HISTORY Unit Plan

Units:10 History – National Curriculum.

A. Australia and World War 2B. Australian Popular Culture

Duration: Semester 1 and 2/ 18 Weeks.

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

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

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 10 are:

How did the nature of global conflict change during the twentieth century? What were the consequences of World War II? How did these consequences shape the modern world? How was Australian society affected by other significant global events and changes in this period?

This unit: By the end of this semester unit of study, students should have Historical knowledge of the general background of the period between the wars, including the Roaring 20s, the Great Depression and the rise of Fascism, and Australia’s involvement in World War 2. Australia’s Popular Culture post World War 2 will also be studied. Historical skill work will include analysis and evaluation use of documents and sources from the relevant periods under investigation and research of an Australian film as part of Popular Culture. In text referencing and bibliography skills are also visited.

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By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Desc

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rs CONTENT DESCRIPTORS STANDARDS ELABORATIONS

The modern world and AustraliaWorld War 2Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.

Overview of the causes and course of World War II (ACDSEH024) Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107) Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108) The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)

“C” standard Elaboration.https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations

Explanation of patterns of change and continuity over time, referring to: key events the actions of individuals and groups beliefs and values

explanation of the context for people’s actions in the pastexplanation of the significance of events and developments from a range of perspectivesexplanation of different interpretations of the past identification of the evidence used to support these interpretationsanalysis of the causes and effects and developments and explanation of their relative importancedevelopment, evaluation and modification of questions to frame an historical inquiryprocessing, analysis and synthesis of information from a range of primary and secondary sources and use of the information as evidence to answer inquiry questions

https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations

Popular Culture (1945 - present)The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027) Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121) Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) (ACDSEH122) Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)

analysis of sources to identify motivations, values and attitudesevaluation of these sources by analysing and drawing conclusions about their usefulness taking into account origin, purpose and contextdevelopment and justification of own interpretations about the pastsequencing of events and developments within a chronological framework, and identification of relationships between events across different places and periods of timedevelopment of texts, (explanations and discussions) incorporating historical argument that includes: organisation and presentation of their arguments use of historical terms and concepts use of evidence identified in sourcesreferencing of these sources explanation of the context for people’s actions in the pastexplanation of the significance of events and developments from a range of perspectivesexplanation of different interpretations of the past identification of the evidence used to support these interpretationsanalysis of the causes and effects and developments and explanation of their relative importancedevelopment, evaluation and modification of questions to frame an historical inquiryprocessing, analysis and synthesis of information from a range of primary and secondary sources and use of the information as evidence to answer inquiry questionsanalysis of sources to identify motivations, values and attitudesevaluation of these sources by analysing and drawing conclusions about their usefulness taking into account origin, purpose and contextdevelopment and justification of own interpretations about the pastsequencing of events and developments within a chronological framework, and identification of relationships between events across different places and periods of timedevelopment of texts, (explanations and discussions) incorporating historical argument that includes: organisation and presentation of their arguments use of historical terms and concepts use of evidence identified in sources referencing of these sources.

VOCABULARY(ESSENTIAL VOCABULARY STUDENTS MUST DEVELOP WITHIN THIS UNIT. IDENTIFY WHAT LEVEL OF VOCABULARY INSTRUCTION IS REQUIRED – 1: SIMPLE INSTRUCTION, 2:

VOCABULARY MAPS, 3: FRAYER MODEL)LEVEL 1 LEVEL 2 LEVEL 3 Levels of Vocab Instruction

1. Australia and World War 2.League of NationsJazzAssembly LineHire purchaseWelfareDoleSussoRANRAAFAIFMilitiaRear guard actionPOWCoast watchersKnackeroosVDCAliensInternmentSabotageMunitionsWAAAFAWLAAWASWRANSBrisbane injuryMobilisationControversialReflectSignificance

1. Australia and World War 2.ArmisticeTreaty of VersaillesReparationsPlebiscitesRoaring 20’sProhibitionGreat DepressionStock MarketForeign investmentNaziConcentration campsBlitzkriegVichy FranceFortress SingaporeScorched Earth PolicyBushido‘Business as usual’CensorshipRationing‘Loose lips sink ships’ConscriptionBrisbane LineDiscrimination‘Keep the home fires burning’InhibitionsPerspectivesTurning Point

1. Australia and World War 2.FascismCommunismDemocracyRepublicPutschHyperinflationMilitarismIsolationismForeign PolicyAppeasement

Level 1 – Simple concepts Mix ‘n ‘Match Flash Cards Quizlet etc Word wall

Level 2 – Complex concepts Vocabulary Maps

Level 3 – Highly abstract conceptsFrayer Model

2. POPULAR CULTURE.BiasFads and FashionsCold WarModsPower dressingAIS Rock n rollDisc jockeyBritish InvasionCountdownProtest musicBeat generationReality TVOckerCGIMultiplex

2. POPULAR CULTURE.Status QuoPopulate or PerishWhite Australia PolicyConservative

Civil Rights

2. POPULAR CULTURE.Satire

Utopia

ASSESSMENT ITEMS Due DateSUMMATIVE FORMATIVE Draft:

Final:

1. Written Research Assignment

2. Response to stimulus essay - Historical Australian Film Review.

(THESE ARE WAYS IN WHICH YOU WILL GATHER EVIDENCE OF STUDENT LEARNING / SKILL DEVELOPMENT THROUGHOUT THE UNIT OF WORK. HIGHLIGHT AS APPROPRIATE)

TOOLS – these are what you might use:

TECHNIQUES – this is how you might use the tools:

Substantial use of text book:- reading for knowledge with comprehension questions- Analysis of written and visual stimulus primary documents.-respond to stimulus - paragraph writing - Variety of knowledge review questions.Class discussions

Teacher observationPeer feedbackStudent self- assessmentStudent/teacher consultationUsing assessment vocabulary in classwork activities.Revisionary activitiesPractice tests, particularly document interpretations and paragraph responses.

ASSESSMENT AUDIT – KNOWLEDGE (CONTENT) AND UNDERSTANDING: SKILLS (CCES) BEING ASSESSED:

Task 1. Research AssignmentAustralia after World War 1The 1920s in AustraliaThe Great DepressionMajor personalities of the inter war years and World War 2Rise of Fascism, particularly Nazi Germany and JapanAustralia’s involvement in World War 2 Fall of SingaporeBombing of DarwinThe Home FrontWomen in the warBattle of KokodaPM John CurtinTASK 2. Researched EssayAn Australian film of the student’s choice.

https://www.qcaa.qld.edu.au/downloads/senior/qcs_cce_descriptors.pdf

The 49 Common Curriculum Elements

1.\Recognising letters, words and other symbol2. Finding material in an indexed collection: Examples of an indexed collection are — a dictionary, an encyclopaedia, a library Note: catalogue, a road map, an art catalogue, an instruction booklet, a share register, a classified advertisement column. 3. Recalling/remembering: Consult Test Specifications Section 2.3 to establish what might reasonably be regarded as Note: assumed knowledge, i.e. ‘an elementary level of general knowledge, and a knowledge of vocabulary and mathematical operations at a level of sophistication consistent with a sound general Year 10 education … basic arithmetic operations involved in calculation, also include fundamental mathematical concepts such as simple algebra, percentage, ratio, area, angle and power of ten notation.’ 4. Interpreting the meaning of words or other symbols 5. Interpreting the meaning of pictures/illustrations 6. Interpreting the meaning of tables or diagrams or maps or graphs 7. Translating from one form to another: Expressing information in a different form Translation could involve the following forms: Note: verbal information (in English) algebraic symbols graphs mathematical material given in words symbolic codes (e.g. Morse code, other number systems) CCEs (cont.) pictures diagrams maps

9. Using correct spelling, punctuation, grammar 10. Using vocabulary appropriate to a context

11. Summarising/condensing written text: Presenting essential ideas and information in fewer words and in a logical sequence Simply listing the main points in note form is not acceptable, nor is ‘lifting’ verbatim from the Note: given passage. 12. Compiling lists/statistics: Systematically collecting and counting numerical facts or data13. Recording/noting data: Identifying relevant information and then accurately and methodically writing it down in one or more predetermined categories Examples of predetermined categories are — female/male; odd/even; mass/acceleration. Note: 14. Compiling results in a tabular form: Devising appropriate headings and presenting information using rows and/or columns 15. Graphing: Students will be required to construct graphs as well as to interpret them (see CCE 6). Note: 16. Calculating with or without calculators 17. Estimating numerical magnitude: Employing a rational process (such as applying an algorithm, or comparing by experience with known quantities or numbers) to arrive at a quantity or number that is sufficiently accurate to be useful for a given purpose 18. Approximating a numerical value: Employing a rational process (such as measuring or rounding) to arrive at a quantity or number that is accurate to a specified degree19. Substituting in formulae 20. Setting out/presenting/arranging/displaying

21. Structuring/organising extended written text 22. Structuring/organising a mathematical argument: Generating and sequencing the steps that can lead to a required solution to a given mathematical task. 23. Expounding a viewpoint24. Empathising25. comparing/contrasting26. Explaining to others: Presenting a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation27. Expounding a viewpoint: Presenting a clear convincing argument for a definite and detailed opinion 28. Empathising: Appreciating the views, emotions and reactions of others by identifying with the personalities or characteristics of other people in given situations 29. Comparing, contrasting: Comparing: displaying recognition of similarities and differences and recognising the significance of these similarities and differences Contrasting: displaying recognition of differences by deliberate juxtaposition of contrary elements 30. Classifying: Systematically distributing information/data into categories that may be either presented to, or created by, the student

31. Interrelating ideas/themes/issues 32. Reaching a conclusion which is necessarily true provided a given set of assumptions is true: Deducing 33. Reaching a conclusion which is consistent with a given set of assumptions: Inferring 34. Inserting an intermediate between members of a series: Interpolating 35. Extrapolating: Logically extending trends or tendencies beyond the information/data given36. Applying strategies to trial and test ideas and procedures 37. Applying a progression of steps to achieve the required answer: Making use of an algorithm (that is already known by students or that is given to students) to proceed to the answer 38. Generalising from information: 39. Judging/evaluating40.creating/composing/devisingEstablishing by inference or induction the essential characteristics of known information or a result 41. Hypothesising: Formulating a plausible supposition to account for known facts or observed occurrences The supposition is often the subject of a validation process. 42. Criticising: Appraising logical consistency and/or rationally scrutinising for authenticity/merit also critiquing — critically reviewing Note: 43. Analysing: Dissecting to ascertain and examine constituent parts and/or their relationships 44. Synthesising: Assembling constituent parts into a coherent, unique and/or complex entity The term ‘entity’ includes a system, theory, communication, plan, set of operations.

45. Judging/evaluating: Judging: applying both procedural and deliberative operations to make a determination Procedural operations are those that determine the relevance and admissibility of evidence, whilst deliberative operations involve making a decision based on the evidence. Evaluating: assigning merit according to criteria 46. Creating/composing/devising 47. Gesturing48. Justifying: Providing sound reasons or evidence to support a statement Soundness requires that the reasoning is logical and, where appropriate, that the premises are likely to be true.49. Perceiving patterns: Recognising and identifying designs, trends and meaningful relationships within text.

Ferny Grove SHS Humanities Department Year 10 HISTORY

This Ferny Grove State High School Unit is based on

Unit 1

Unit 2

Australia in World War 2.

Australian Popular Culture.Duration: World War 2 -9 weeks

Pop. Culture -8 weeksTeaching and Learning Sequence and Related Resources

Week 1 – Title: Background to WW2KNOWLEDGE – Students will learn about:

End of WW1 Treaty of Versailles Roaring 20s

SKILL – students will learn to: Analysis Using sources Explain Perspectives Chronology

Text References: P.2 – 7. P. 10 – 13

Glossary terms: armistice, reparations, Allies, plebiscites, mandates, assembly line, hire purchase, prohibition, radicals, lynchings, anarchists, War Guilt Clause, League of NationsAdditional Resources: Clickview: Treaty of VersaillesWorksheets – Causes of WW2- Treaty of Versailles; German response, Allies response

Title: Background to WW2KNOWLEDGE – students will learn about:

Great DepressionSKILL – students will learn to:

Explain Outline Using sources

Text References: P.14 -17Glossary terms: stock exchange, stockbrokers, welfare, dole.

Additional Resources: Supporting learning resources:

Clickview: ‘The Great Depression’ (48 min.)

Title: Background to WW2KNOWLEDGE – students will learn about:

CommunismSKILL – students will learn to:

Comprehend Consider Analysis of sources

Text References: P.18-19Additional ResourcesGlossary terms: Communism, dissidents, socialists, USSR, Soviets, Bolsheviks, revolution

Supporting learning resources:

Supporting learning resources: Worksheet Learning Place “The Inter-War Years’

Week 2 – Title: Rise of Fascism.KNOWLEDGE – students will learn about:

The Nazi’s rise to powerSKILL – students will learn to:

Explain Outline Interpret Perspectives Analysis

Text References: P.20 -23. P.34 – 37Glossary terms: indoctrinate, putsch, right-wingers, Weimar Republic, Reichstag, paramilitary, left-wing, Aryan, concentration camps, hyperinflation. Additional Resources: Clickview: The Rise of Hitler (6 min.)Supporting learning resources:

Title: Rise of FascismKNOWLEDGE – students will learn about:

Japanese Militarism The Rape of Nanjing Alliances

SKILL – students will learn to: Chronology Explain Perspectives

Text References: P.38 – 39.Glossary terms: militarism, ideologies, Luftwaffe, partisans, RAF.Additional Resources: Clickview: The Rise of Tojo in Japan (6min.)Pacific Theatre - Japan’s entry into the war (16 min.)Supporting learning resources:

Title: Causes of WW2/An Overview WW2KNOWLEDGE – students will learn about:

Causes of WW2 Foreign policies Appeasement The Battle of Britain

SKILL – students will learn to: Analyse Consider Assess Perspectives

Text References: P. 40-47Additional Resources: Clickview: Conflict in the Pacific (18 min.)

Week 3 -Title: Australians at WarKNOWLEDGE – students will learn about:

How Australia entered the war Australians in the Mediterranean theatre of war

SKILL – students will learn to: Explain Analysis Understand the Geography of the war

Text References: p.48-49Glossary terms: rear-guard action, spearhead.Additional Resources: Clickview: ‘Sunday Night 2011 April 3: Rats of Tobruk’ (15 min.)Supporting learning resources:

Title: Australians at WarKNOWLEDGE – students will learn about:

Japan enters war/ Australia threatened Fall of Singapore (15th February 1942) Bombing of Darwin (19th February 1942)

SKILL – students will learn to: Create a list of useful sources Analyse Independent source investigation on Rats of Torbruk (2 sources) Develop hypothesis

Text References: P.50-51 ActivitiesAdditional Resources: Clickview: In Their Footsteps 2011 July 3: Japanese Bombing of Darwin (Ep.9) 43 min

Title: Australians at WarKNOWLEDGE – students will learn about:

Australian and US Alliance John Curtain’s ‘Look to America’ speech Battle of Brisbane (26th November 1942)

SKILL – students will learn to: Explain Analyse Use sources perspectives

Text References: (P.64-65)Additional Resources: Supporting learning resources: Clickview: Singapore 1942 – End of Empire 2015 April 12 (Pt.2) 52 minYouTube: John Curtain Speech

https://www.youtube.com/watch?v=pwGSPd4hMWw Week 4 Title: Australia at War in the PacificKNOWLEDGE – students will learn about:

The significance of KokodaSKILL – students will learn to:

Analyse Explain Perspectives

Text References: P.52-53Glossary terms: scorched earth strategy

Additional Resources: Clickview: Kokoda 2012 July 19: The Invasion (Pt.1) 57 min.Supporting learning resources:

Title: Australia at War in the PacificKNOWLEDGE – students will learn about:

Beyond Kokoda in the Pacific war. RAAF (Royal Australian Air Force), RAN (The Royal Australian Navy)

Australian Military campaigns

SKILL – students will learn to: Explain Perspectives Analyse

Text References: P. 54-55Glossary Terms: Bunker, fox holeAdditional Resources: Clickview: ‘In their footsteps 2011 May 15: RAAF Fighter Pilot – WWII (Ep.2) 42 min.

Title: Prisoners of WarKNOWLEDGE – students will learn about:

The Sandakan Death March, Burmese Rail SKILL – students will learn to:

Analyse Explain Perspectives Interpretations Locate sources

Text References: P. 56-57 Historical Questions and Research – Independent Source Investigation (3 sources)Glossary terms: POW, Sandakan, Borneo, death march, dysentery, malaria, cholera.Additional Resources: Clickview: Remembrance 1hr – contains 8 interviews with veterans, some of whom were POWs.

Week 5 Title: Prisoners of WarKNOWLEDGE – students will learn about:

Locate and organise sources, Develop a hypothesis

SKILL – students will learn to: Explain Analysis Perspectives Hypothesise

Text References: P.56-57 Continue Independent Source InvestigationAdditional Resources:Supporting learning resources:

Title: The Home FrontKNOWLEDGE – students will learn about:

The Volunteer Defence Corp, rationing, widening government powers, Conscription

SKILL – students will learn to: Explain Analysis Use of sources

Text References: p. 58-61Glossary terms: Coastwatchers, The Volunteer Defence Corps, rationing, alien, internment, rationing, South-West Pacific Zone, ConscriptionAdditional Resources: PowerPoint and poster activityClickview: When the War came to Australia: Ep.2 – Our Darkest Hour (54 min)

Title: Women at WarKNOWLEDGE – students will learn about:SKILL – students will learn to:

Analyse source Communication Analysis Interpretations Perspectives

Text References: p. 62-63Glossary terms: war brides, ‘keep the home fires burning’Clickview:The Home Front 1991 August 4th (18min.)

https://www.youtube.com/watch?v=pwGSPd4hMWw

Week 6 Title: ResearchKNOWLEDGE – students will learn about:

Primary and secondary sourcesSKILL – students will learn to:

Organise Communication Analysis Interpretations Perspectives Identify

Additional Sources: Clickview: Inquiry skills in the study of history

Title: ResearchKNOWLEDGE – students will learn about:


Explain Interpretation Analyse Organise



Explain Interpret Analyse

Week 7 Title: ResearchKNOWLEDGE – students will learn about:









Week 8 Title: Draft DueKNOWLEDGE – students will learn about:


Explanation Communication Perspectives Interpretations

Title: Revise, reflect, and edit KNOWLEDGE – students will learn about:

Editing, refining writing/researchSKILL – students will learn to:

Resolve issues with draft Revise Reflect synthesise

Title: Revise, reflect, and editKNOWLEDGE – students will learn about:

Editing, refining writing/researchSKILL – students will learn to:

Resolve issues with draft Revise reflect Synthesise

Week 9 Title: Research Assignment Due! Title: World War 2 Film viewing

KNOWLEDGE – students will learn about: Historical films

SKILL – students will learn to: Analyse Judge authenticity evaluate

FILM RESOURCES: Dunkirk

Title: World War 2 Film ViewingKNOWLEDGE – students will learn about:

Historical filmsSKILL – students will learn to:

Analyse Judge authenticity evaluate

FILM RESOURCES: Dunkirk

Week 10 Title: Popular Culture in Post War AustraliaKNOWLEDGE – students will learn about:

Introduction What is popular Culture

SKILL – students will learn to: Use of sources Analysis Comprehension

Text References: P. 158 -159Glossary Terms: bias, status quo, Viet CongAdditional Resources: Supporting learning resources:

Title: Popular CultureKNOWLEDGE – students will learn about:

Post War AustraliaSKILL – students will learn to:

Explanation Analysis Use of sources

Text References: p. 160 -161Additional Resources: Supporting learning resources:


Fads and FashionsSKILL – students will learn to:

Explain Analyse

Text References: p. 162-165Additional Resources: Supporting learning resources:

Week 11Title: Popular CultureKNOWLEDGE – students will learn about:

Sport and SocietySKILL – students will learn to:

Explanation Analysis Use of sources Perspectives

Text References: P.165-169; p.190 (Mexico Olympic, US athletics on one knee, Irish OlympianAdditional Resources: Supporting learning resources:


Rock and Roll RevolutionSKILL – students will learn to:


Text References: P. 170-173


Title: Popular CultureKnowledge – students will learn about:

Protest Music How music can influence social change

SKILL – students will learn to: Explain Evaluate Analyse Usefulness of sources

Text References: P.174-175Additional Resources: 60s music, case study Vietnam war/peace movementSupporting learning resources:

Week 12Title: Popular CultureKNOWLEDGE – students will learn about:Evolution of Television

Reality TV soapies Vietnam the first ‘televised’ war

SKILL – students will learn to: Explanation Analysis Use of sources Perspectives Interpretations

Text References: p.176-179

Glossary Terms: middle class, multiculturalism, napalm, working class


Title: Popular CultureKNOWLEDGE – students will learn about:The Australian Film Industry

Stereotypes, rogues, larrikins, and scoundrel, masculinity, myths

SKILL – students will learn to: Explanation Analysis Use of sources Perspectives Interpretations

Text References: P.180-183


The Sapphires, Storm Boy, The Dress Maker, Rabbit Proof Fence, Bran Nue Dae,

Title: Popular CultureKNOWLEDGE- students will learn about:The Australian Film Industry

SKILL – students will learn to: Explain Communicate Analyse

Text References: p. 180-183

Supporting learning resources:

Australian films

Week 13Title: Popular CultureKNOWLEDGE – students will learn about:

Historical thinkingSKILL – students will learn to:


Text References: P. 188-189


Title: Popular CultureKNOWLEDGE – students will learn about:Evaluating authenticity of an Australian filmSKILL – students will learn to:


Text References:Additional Resources: Supporting learning resources:

Title: KNOWLEDGE – students will learn about:Evaluating authenticity of an Australian filmSKILL – students will learn to:

Explain Evaluate Analyse perspectives


Week 14Title: Film as a Historical source KNOWLEDGE – students will learn about:

Film Techniques, historical eventsSKILL – students will learn to:

Draw a conclusion on the value of a film as a Historical sourceText References: Additional Resources: Supporting learning resources:

Title: Film as a Historical sourceKNOWLEDGE – students will learn about:

Film techniques, historical eventsSKILL – students will learn to:

Draw a conclusion on the validity of a film as a Historical sourceText References:Additional Resources: Supporting learning resources:

Title: KNOWLEDGE – students will learn about:

Film techniques, historical eventsSKILL – students will learn to:


Week 15Title: Research on an Australian filmKNOWLEDGE – students will learn about:

Watch, review, and research an Australian film SKILL – students will learn to:

Analysis Evaluation Referencing – Bibliography and In text referencing Using quotes


Title: Research an Australian FilmKNOWLEDGE – students will learn about:

Watch, review, and research an Australian filmSKILL – students will learn to:

Usefulness of sources Analysis evaluation



Watch, review, and research an Australian filmSKILL – students will learn to:

Usefulness of sources Analyse Evaluate


Week 16 Title: Research on an Australian FilmKNOWLEDGE – students will learn about:

SKILL – students will learn to:


Title: Research continuedKNOWLEDGE – students will learn about:






Week 17Title: Research an Australian FilmKNOWLEDGE – students will learn about:









Week 18Title: Essay Test 2 lessonsKNOWLEDGE – students will learn about:



Title: Essay test 2 lessonsKNOWLEDGE – students will learn about:






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