Spring 2017

17165378
CHRISTINA DEPTH STUDY 5: POPULAR CULTURE
MANAWAITI

102088 1B History Syllabus 7-10 Stage 5: The Globalising World |

102088 Secondary Curriculum 1B History Spring 2017

Table of Contents
Part A: Unit of Work ................................................................................................................................ 0
Part B: Discussion .................................................................................................................................. 17
Resources .............................................................................................................................................. 21
Learning Resource 1: Before site visit: The State Library New South Wales .................................... 21
TABLE 1: ANALYSING A PHOTOGRAPH ............................................................................................ 24
Learning Resource 2: Site visit: State Library NSW ........................................................................... 25
Learning Resource 3: After site visit ................................................................................................. 28
Activity 1: RAFTs Activity:.............................................................................................................. 28
Activity 2: Listening Task and Taking Notes .................................................................................. 28
Activity 3: compare and contrast .................................................................................................. 29
Week 7: Activity 1: Top of the Pops quiz ...................................................................................... 31
References ............................................................................................................................................ 33
Bibliography .......................................................................................................................................... 38

*Website address: https://cfhm23.wixsite.com/popularculture

Password: mypoppage2017

*[Do not put the web address into a search engine only into the top website bar
otherwise you will not get to the Guest login].

17165378 Christina Manawaiti | Part A: Unit of Work 1

Part A: Unit of Work
UNIT OUTLINE – 102088 1B History 7-10
Subject: Stage 5 History: The Modern World and Australia Course: The Globalising World Number of Weeks: 10
Unit title: Depth Study 5: Popular Culture 25 hours / approx. 30 lessons
3 lessons (50 mins) / week x 10 weeks
Key Concepts/ Big Ideas1 The importance of this learning
Continuity and change: music, art, film and other forms of popular Historical context of the overview
culture changed dramatically after WWII, driven by youth culture and The study of popular culture includes music, film, television, sport, and fashion,
changes in technology and political involvement. in post-war Australia from 1945 to the present. Students explore the social,
Cause and effect: there were several domestic and international political, economic and technological changes that influenced popular culture,
influences on the changes which occurred in Australia, as well as changes especially the impact of youth culture. This includes a site visit and research into
within Australia that had international impact. primary sources and the examination of a range of texts.

Perspectives: different groups in Australian society affected (and were

affected by) the changes which occurred since 1945. There was debate Historical Skills:2
and conflict over how and why these changes occurred.  Comprehension: chronology, terms and concepts
- Read and understand historical texts.
Empathetic understanding: the themes and issues present in the pop - Sequence historical events to demonstrate the relationship between
culture of the post-war period offer insights into the ideas, emotions and different periods, people and places.
experiences of the people at the time. - Use historical terms and concepts in appropriate contexts.
 Analysis and use of resources
Significance: some of the popular culture icons and movements of this - Identify different types of sources.
period had significant impact on political, economic and social lives of - Identify the origin, content, context and purpose of primary and
people in Australia and the world. secondary sources.
- Process and synthesise information from a range of sources as evidence
Contestability: there is argument over whether pop culture had a in an historical argument.
significant impact on society, which nations/groups/individuals had most - Evaluate the reliability and usefulness of primary and secondary sources
impact in Australia and whether pop culture can be a valid form of for a specific historical inquiry.
historical evidence or study.

1
Derived from unit of work Association of Independent Schools NSW, (AISNSW) Popular Culture (any further references noted as AISNSW).
2
Board of Studies NSW (BOSTES) (2012). History K-10 Syllabus.
102088 Secondary Curriculum 1B History
Unit context within Scope and Sequence/Purpose
Popular Culture is part of a 50 hr unit – The Modern World and Australia
and is a depth study into Australia’s place in The Globalising World. The
unit follows the core studies of Rights and Freedoms (1945 – present),
and Australians at War (WWs I and II).
Key inquiry questions link to these core studies:
Key Inquiry Questions:
 How did the nature of global conflict (Cold War, Vietnam War) affect
popular culture in the 20th century?
 What were the consequences of WWII? How did these consequences
shape the modern world?
 How was Australian society affected by other significant global events
and changes in this period?
 Is popular culture a reliable and useful historical source?
The purpose of the unit is to investigate in depth the global influence of
popular culture that has shaped Australian society since the end of
World War II.
Key terms: popular culture, high culture, cultural cringe, counterculture.
Feminism, masculinity, ‘ocker’, bloke, larrikin, disc jockey, vinyl records,
transistor radio.
Resources
17165378 Christina Manawaiti | Part A: Unit of Work
Spring 2017
Syllabus Outcomes
A student:
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
(Source: BOSTES, 2012)
Site visit:
 State Library New South Wales (SLNSW). History Week: What
goes Pop! In conjunction with the History Council of New South
Wales History Week 2017
Key Inquiry Question: Is popular culture a reliable and useful historical source?
Virtual site visits
 Australia Museum (exhibits or virtual)
 Powerhouse Museum (exhibits or virtual)
1
102088 Secondary Curriculum 1B History Spring 2017

Texts:
 Arrow, M. (2009). Friday on our minds: Popular culture in Australia since 1945.
 Danesi, M. (2012). Popular culture (2nd ed.).
 History Alive10 for the Australian Curriculum (2012).
 Wollacott, A. (ed.). (2012). History 10 for the Australian Curriculum.
 Anderson, Low, Conroy & Reese. (2005). Retroactive 2.
 Pearson History New South Wales 10 (2014).
Websites:
 Splash ABC. (2017). Popular culture post-war (and others). http://splash.abc.net.au/home#!/digibook/618362/popular-culture-in-post-war-australia
 Howitt, B. (2013). AC History Units: Year 10 program: Popular culture. http://www.achistoryunits.edu.au/unit-program/y10-overview-v3-1.html
 Australian Government (2017). http://dfat.gov.au/about-australia/society-culture/Pages/society-and-culture.aspx
 The People History (2017). http://www.thepeoplehistory.com/1945.html
 History Council of New South Wales (HCNSW) http://historycouncilnsw.org.au/
 State Library NSW (SLNSW). http://www.sl.nsw.gov.au/research-and-collections
 The Sport Australia Hall of Fame, VIC (virtual) https://www.sahof.org.au/hall-of-fame/
 Australian Centre for the Moving Image (ACMI), VIC (virtual), https://www.acmi.net.au/museum/.
 The Australian Museum of Motion Picture and Television (Inc), WA (virtual), http://www.ammpt.asn.au/ammpt-2/.
 National Film and Sound Archive (NFSA), Canberra, ACT, https://www.nfsa.gov.au/

Assessment for learning Assessment as learning Assessment of learning

Formative Assessment:
 Prior knowledge – quick quizzes and brainstorms.
 Check for understanding: review quizzes, exit
tickets, 3-2-1 quiz, open-ended questions.
 Student learning profile: reflect on own pop culture
interests and compare to parents and teenagers
from the past.
 Anticipation guide questions: Likert scale.
 Graffiti wall – ongoing collection of data for each
topic – music, film, sport, fashion, technology over
the decades.
 Top of the Pops quiz – peer review.
Formative assessment:
 State Library NSW database research – students
reflect on the usefulness of resources from What
goes Pop! photograph display.
 Students evaluate research methods.
 Students evaluate questions for parent interview
about favourite bands.
 End of unit student reflection on Anticipation Guide
questions Week 1.
Summative Assessment: Weighting: 30%
Work sample for History 10 portfolio
 Identify the main forces in Australian
popular culture in the period since World
War II, and explain how they have
contributed to continuities and changes in
the Australian way of life in that period.
HT5-1, HT5-4, HT5-7, HT5-9, HT5-10
(Source: Adapted from: History Teachers’ Association of
Australia (HTAA) (2013). AC History Units: Assessment)

17165378 Christina Manawaiti | Part A: Unit of Work 2

102088 Secondary Curriculum 1B History
Literacy Focus
Students provide extended
written responses to source
texts.
Students demonstrate the
ability to write for specific
purposes such as oral
presentations.
Students develop fluent
communication of thoughts and
ideas in written, oral and
multimodal media.
Students demonstrate the
ability to analyse primary and
secondary sources from a
variety of visual, oral and
written texts.
(Australian Professional
Standards for Teachers (APST),
2.5.1).
(Source: Christina Manawaiti, 2017,
History 2B, A2 Unit Outline).
Numeracy Focus
Students understand
chronology and can
sequence events in the
accurately on a timeline.
Students can interpret data
on a graph or table and show
relationships in the data.
Students can compare data
from a variety of sources for
the purpose of analysis.
(Australian Professional
Standards for Teachers (APST),
2.5.1).
(Source: Christina Manawaiti, 2017,
History 2B, A2 Unit Outline).
17165378 Christina Manawaiti | Part A: Unit of Work
ICT Focus
Students make critical use of
information technologies such
as computers, internet search
engines and visual
communication tools as
essential skills to living and
working in the twenty-first
century.
Students develop independent
research and writing skills
through the use of ICT.
(Australian Professional Standards
for Teachers (APST), 2.6.1).
(History 7-10 Syllabus, Rationale, p.
13).
(Source: Christina Manawaiti, 2017,
History 2B, A2 Unit Outline).
3
Spring 2017
Differentiation
Learning tasks and strategies utilise Universal Design for
Learning principles (CAST, 2011) which include:
 Multiple forms of representation
 Multiple forms of action and expression
 Multiple forms of engagement
These overall principles meet the requirements to
differentiate strategies including:
 curriculum compacting
 providing key vocabulary
 developing individual learning goals
 including learning centres to facilitate guided or
independent learning
 providing a variety of stimulus materials in a range of
mediums.
Differentiated programming is achieved through
 Student learning profile including learning styles, prior
knowledge, experience, interest and talents.
Students are given a variety of options including:
 collaborative and individual learning
 project-based work
 student choice
 teacher/student dialogue around learning activities
Source: NESA https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/programming/differentiated-
programming
Assessment tasks (formative and summative) are tiered
using Blooms Taxonomy and students have the choice to
engage at the level they feel most comfortable.
102088 Secondary Curriculum 1B History Spring 2017

Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
The Cold War Overview Australia post World War II. Human timeline: index cards of key events
Week 1 and Australia  Quick quiz: prior knowledge from units: Australia in WWI, WWII and (from Timeline History Alive 10, p. 157).
Overview UN Rights and Freedoms. https://www.facinghistory.org/resource-
Post WWII peacekeeping  Brainstorming on whiteboard: influences on Australia post-WWII. library/teaching-strategies/human-timeline
Australia Technology, Focus on changes and key developments.
the modern  Group task: Human timeline: Formative Assessment: understanding Student learning cards: adapt from
world and chronology and sequencing (numeracy). Create index cards of key http://openingpaths.org/blog/2014/01/learnin
Australia events – national/international selectively hand out to students. g-profile-cards/

HT5-1 explains Pre-view to Pop culture: Graffiti Wall: adapt from

and assesses  Student learning profile – what are your pop culture interests – https://www.facinghistory.org/resource-
the historical music, sport, social media, film, TV, streaming? Subjects. Learning library/teaching-strategies/graffiti-boards
forces and style. Skills. Butchers paper / white boards and marker
factors  Graffiti Wall: one chart each for music, film, television, fashion/fads pens, blue tack or cellotape.
and sport – divide into decades: 40s, 50s, 60s, 70s, 80s, 90s, 2000s,
HT5-3 explains 2010 +. Anticipation guide: exercise books
and analyses  Anticipation guide: Likert scale: strongly agree, agree, disagree or Adapt from
the motives strongly disagree with the statements and explain why. https://www.facinghistory.org/resource-
and actions of Write the statements and responses in exercise books: library/teaching-strategies/anticipation-guides
past individuals 1. Post-WWII Australia borrowed popular culture from around the
and groups in world. Preparation for Site visit:
the historical 2. The Cold War had no effect on popular culture in Australia. Spare copies of site visit information and
contexts that 3. Global events had a strong effect on Australian popular culture. consent forms.
shaped the Class tally: Post-class results on the wall.
modern world These statements are reviewed at the end of the unit. Sign up online for State Library NSW library
and Australia card: (10 days by post or pick-up at library –
Site visit preparation: check consent forms returned (sent out previous need ID with address):
term). Final date for payment. Travel arrangements. Expectations of https://www.sl.nsw.gov.au/research-and-
student conduct, uniform, learning goals. BYOD or USB. Library card. collections-get-library-card/sign-library-card

17165378 Christina Manawaiti | Part A: Unit of Work 4

102088 Secondary Curriculum 1B History Spring 2017

Sign up online for a library card.

Week 2 The nature of Inquiry questions: Formative Assessment Video: Popular culture in post-war Australia.
Popular popular culture  What is popular culture? http://splash.abc.net.au/home#!/digibook/618362
culture in Australia at Students source a definition of popular culture and discuss the difference /popular-culture-in-post-war-australia
the end of between popular culture, high culture, cultural cringe and
World War II, Video: Australian culture in the 1960s (1m 46s)
counterculture.
http://splash.abc.net.au/home#!/media/2567503/
including Teacher: definition: Professor Arrow,
australian-culture-in-the-1960s
music, film and Teacher creates ‘word cloud’ with students.
sport  What does pop culture mean to you now? Word it out: word cloud https://worditout.com/
(ACDSEH027). Students identify their own areas of interest and the significance of pop
culture in their lives. Graffiti wall: Butchers paper / white boards
Students:  What do you think was popular culture post-WWII? and marker pens, blue tack or cellotape.
Identify the Students view videos - Popular culture in post-war Australia and
main features Australian culture in the 1960s and then add ideas to graffiti wall. Video: The old Australian record industry.
in popular http://splash.abc.net.au/home#!/media/521155/vi
culture Graffiti wall: continued from Week 1 nyl-the-australian-record-industry-1963
including Teacher led brainstorm of four key topics –
Video: Discover Holden, the ‘all-Australian car’. (5m
music, film,  music, film, sport, fads and fashion.
fashion and 44s).
Each topic has a separate graffiti page and is added to by the students http://splash.abc.net.au/home#!/media/85822/hol
sport. over the course of the unit. den-the-all-australian-car-
 Students can work individually or in pairs to search a particular area
of interest and provide examples on the Graffiti Wall, e.g. Video: Surf culture hits Australia in the 1960s. (4m
Music: vinyl, transistor radios, television, YouTube. 39s)
Film: Crocodile Dundee, Mad Max, The Matrix http://splash.abc.net.au/home#!/media/1474790/s
Fads and fashion: surf fashion, surf music, Holden cars. urf-culture-hits-australia-in-the-1960s
Students: Sport – cricket, surfing, soccer, skateboarding, Phar Lap, Olympic Games.
Assess the way  View videos on record industry, Holden and surf culture – add any Teacher only:
American and Hashtags, Heroines, and Histories: Popular Culture
new ideas to the Graffiti Wall.
British music in History (History Council of NSW) presentation at
influenced SLNSW http://historycouncilnsw.org.au/history-
Before site visit: State Library NSW, Sydney week/
post-war  Overseas influences.
Australian
 Australia – the first wave: surfing culture History Alive 10 for the AC: The rock’n’roll

17165378 Christina Manawaiti | Part A: Unit of Work 5

102088 Secondary Curriculum 1B History Spring 2017

entertainment  International influences – the Beatles / Beatlemania revolution. (pp. 170-173).

such as rock ‘n’  Australian rock goes global – The Easybeats.
roll
Case study: Beatlemania: Formative Assessment
Students investigate the impact of Beatlemania on youth culture through
music, fashion and the media of the 1960s.
 Did other artists have this degree of influence?
View videos: Cinesound and I want to hold your hand.
 Compare and contrast with Australia’s The Easybeats.
View video: Friday on my mind.
Cinesound newsreel: The Beatles in Australia and
NZ (1960s ?64) (6mins 53secs).
https://www.youtube.com/watch?v=wPr2QrgJaXg
Beatles, I want to hold your hand. 1964.
https://www.youtube.com/watch?v=jenWdylTtzs
The Easybeats, Friday on my mind. 1966.
https://www.youtube.com/watch?v=3iW2_Ec
3uEU.

Before Site Visit: Searching Primary Sources Before: Learning Resource 1

Week 3 Developments Introduction to State Library NSW and Wix website.
Radio in popular Teacher-led instruction and demonstration Handouts of State Library search guide.
Television culture Handouts of Analysing a photograph.
Students: 1 laptop between 2 or BYOD.
Rock ‘n’ roll …including the
Wix Website:
introduction of Activity 1: Searching for Primary Sources on State Library website
https://cfhm23.wixsite.com/popularculture
Protest television and (Learning Resource 1).
Password: mypoppage2017
music rock ‘n’ roll Recap and summarise:
(ACDSEH121) 1. State Library NSW web address: http://www.sl.nsw.gov.au/ State Library NSW photographic display:
2. Searching for a source in the library database: History Week: What goes pop!
Students: a. Click on: Manuscripts, oral history and picture catalogue http://www.sl.nsw.gov.au/exhibitions/what-goes-
Assess the way b. Add the Picture database location ON 388/Box O56/Item pop and SLNSW database search.
American and 292 into the search box and ‘enter’.
British music 3. Downloading a photograph and its information: Activity 1: ICT online guided search.
influenced a. Click on photo for details page and download icon, save to Table 1: Analysing a photograph.
post-war USB.
Australian 4. Analysing a photograph
entertainment a. Work in pairs or small groups.
such as rock ‘n’ b. Find details from the catalogue and answer as many
roll questions as possible in Table 1: Analysing a photograph.

17165378 Christina Manawaiti | Part A: Unit of Work 6

102088 Secondary Curriculum 1B History Spring 2017

During visit: Searching and Interpreting Primary Sources

Activity 1: At the State Library: photograph analysis
 Choose 4 photographs from History Week: What goes pop!
 Answer as many of the questions in Table 1 as you can on each
photograph you chose.
 What information do you need from the photograph to find it on
the database?
We go together to Governor Marie Bashir Reading Room for
computer/internet access.
During: Learning Resource 2
State Library NSW photographic display:
History Week: What goes pop!
http://www.sl.nsw.gov.au/exhibitions/what-goes-
pop and SLNSW database search.
Searching and Interpreting primary sources:
Handouts: Table 1: Analysing a photograph.
Summary of how to search the database.

Activity 2: Database research: Formative Assessment

 Search the library database for details on the photos:
a. How do you find the database?
b. How do you get to image eResources?
c. What information do you need from the photo to find it
on the database?
d. Fill in the rest of the questions and any further details
you find interesting.
e. Evaluate your research methods.

After site visit: Debrief: Formative Assessment

 3-2-1 Prompt: Think, pair, share. After: Learning Resource 3
1. Three things learnt from the site visit.
2. Two questions that they still have. Activity 1: RAFT activity handout.
3. One aspect of the site visit that they enjoyed.

 Students: Whole class share: complete and review Table 1.

Activity 2: Wix website:
Activity 1: RAFTs Activity: Formative Assessment https://cfhm23.wixsite.com/popularculture
 From the photographs that you researched from the State Password: mypoppage2017
Library What goes Pop! display, choose one of the prompts

17165378 Christina Manawaiti | Part A: Unit of Work 7

102088 Secondary Curriculum 1B History
below and complete the task OR *design your own (check your
ideas with the teacher first). (Learning Resource 3).
Activity 2: Listening Task and Taking Notes: Formative Assessment
 Nick Parmeter on Radio 2ser Arts and Culture program talks to
Associate Professor Michelle Arrow about the contents of the
Annual History Lecture (History Council of NSW, 2017), on the
way in which Australian pop culture has defined and shaped us.
 Wix website: Interview and questions (Learning Resource 3).
Formative Assessment: Inquiry Question: 100 words
In what ways has 'ocker' culture changed or remained the same in the
21st century?
Activity 3: Protest Music: Compare and contrast
Video analysis using Bloom’s Taxonomy (Carroll, 2016, Critical thinking:
Practical inquiry strategies.)
Formative Assessment: Inquiry Question: 100-200 words
What are the differences between the representation of women in the
VB advertisement and Helen Reddy’s I am Woman?
 Identify what the women are doing and what you see in the
foreground and background.
 Describe the gestures of the women and the men.
 Explain what you think is happening.
 Apply: How do you imagine the women are feeling? What is omitted
from the source?
 Synthesise-create: What is the perspective of the source? How
useful or reliable is the source? What is the source evidence of?
 Evaluate / reflect: How could you find out more about these people
and events?
17165378 Christina Manawaiti | Part A: Unit of Work 8
Spring 2017
Audio: interview with Associate Professor
Michelle Arrow (author Friday on my mind:
Popular Culture in Australia since 1945 (2009)).
Mp3 file: 170831HISTORYWEEKEDIT.
Dr Arrow is Associate Professor of Modern
History at Macquarie University, and author of
Friday on our minds: Popular culture in
Australia since 1945 (2009). Dr Arrow
discusses the 1970s and the politics of pop
culture.
Activity 3: compare and contrast
 VB ad c.1972
https://www.youtube.com/watch?v=EIK6
DXnW_oM
 Compilation of images from the woman’s
rights movement (warning – one shot of
bare breasts – show first verse and chorus
only 1:00min). Helen Reddy, I am woman.
https://www.youtube.com/watch?v=NUv
mPfgVTGQ
Alternate: Helen Reddy live performance on
television: 1973.
https://www.youtube.com/watch?v=dZMZ7_
w4RDM.
 Lyrics I am woman
https://www.azlyrics.com/lyrics/helenred
dy/iamwoman.html
History Alive 10 for the AC. Protest music. (pp.
174-175).
102088 Secondary Curriculum 1B History Spring 2017

Use a range of Focus on television

Week 4 sources to  Students research the evolution of television and how technology History Alive 10 for the AC. The evolution of
Television explain the has changed over time, including the effects on other media such as television. (pp. 176-179).
nature and radio.
impact of  Students view the videos on ABC National TV opening night and ABC ABC National TV service: opening night, 1956.
television, Four corners and list the advantages and disadvantages of television. (3m 11s).
music or film Case Study: focus on effect of television (mass media) in allowing http://splash.abc.net.au/home#!/media/1533
on Australian viewing of international news and conflicts into the domestic home: 86/abc-national-tv-service-opening-night-1956
popular culture  What effect did international news reporting have on public
reactions to the Vietnam War? ABC Four Corners: TV killed the radio star.
 What soapies dominated television over the decades? Which http://splash.abc.net.au/home#!/media/1539
Significance: Australian soapies are popular overseas? 36/tv-killed-the-radio-star
some of the  What is the impact of migration and multiculturalism on pop
popular culture culture? The Australian Museum of Motion Picture and
icons and  Reality TV Television (Inc), WA (virtual),
movements of http://www.ammpt.asn.au/ammpt-2/
this period had Counterculture: The Aquarius movement.
significant Students: view the extract from the Aquarius counterculture. Aquarius counterculture… (first 7m 02s)
impact on  Compare and contrast the viewpoints and lifestyles of the older and http://splash.abc.net.au/home#!/media/5211
political, younger generations and the clash of cultures e.g. from debutantes 33/aquarius-counterculture-descends-upon-
economic and to Disney (song) to hippies and dropouts, the generation gap. nimbin
social lives of  What were the benefits of youth culture moving into Nimbin? E.g.
people in economic revitalisation. Transcript extract of middle-aged woman at
Australia and  What were the concerns of the older generation for their children Nimbin.
the world. growing up in Nimbin?
Empathetic Inquiry questions: Formative Assessment
understanding:
 Are there differences between the past and present representations
the themes and
of men and women in popular culture? Why?
issues present
 Are there differences in representations of different generations in
in the pop
popular culture?
culture of the How to conduct an interview
post-war http://www.scholastic.com/browse/article.jsp
Formative Assessment: Interview parents:
17165378 Christina Manawaiti | Part A: Unit of Work 9
102088 Secondary Curriculum 1B History Spring 2017

period offer Students construct and evaluate a series of questions to ask their parents ?id=3752516%20
insights into about the type of bands / musicians they listened to growing up.
the ideas,  Compare and contrast with contemporary music – content, quality,
emotions and originality e.g. have there been any covers or reboots from the 60s
experiences of and 70s?
the people at  Evaluate the questions and interview methods.
the time.

Focus on film
Week 5 An extension Students: Pearson History New South Wales 10 (2014).
Australian on Assess the way overseas film industries such as Hollywood, Bollywood The changing nature of Australian popular
film / development in and the animation industry in China and Japan, influenced popular culture (pp. 74-77).
American popular culture in Australia.
and other culture… History for the Australian Curriculum 10
influences Formative Assessment: Numeracy task: Graph interpretation (2012). Source 4.27 Graph “the number of
Handout graph of films released in Australia 1980-1990. Australian films released from 1980-1990,
Inquiry questions: compared with those of the United States,
1. What years did the films from the US dominate? Europe, East and South-East Asia and others
2. Why is there a change in 1984? (p. 190).
3. Are Australian film releases more or less than Europe? Why?
4. When did East and South-East Asia films become released in
Australia? What happened to cause this?
5. Where do Australian’s still get most of their films from?
6. What is the effect of migration and multiculturalism on popular Animation: Toy Story, Up!, Despicable Me (can
culture (*extension). be linked back to previous film studies in
English)
Research project: Formative Assessment
Students an work independently or in pairs, to investigate one of the key Anime:Monkey, Sailor Moon, Pokemon
focus areas in film, either Hollywood, Bollywood or animation and
discuss its impact on popular culture in Australia. Hayao Myasaki: Graveyard of the Fireflies;
Princess Mononoke, Nausicaa in the Valley of
Hollywood: focus on box office hits in Australia from the USA in the 50s, the Winds.
60s, 70s, 80s, 90s, over 2000s. Find films that influenced youth culture

17165378 Christina Manawaiti | Part A: Unit of Work 10

102088 Secondary Curriculum 1B History
e.g. Saturday Night Fever, Grease. Focus on a particular genre.
Bollywood: which films were made in collaboration between Australia
and India? When did this start to happen? What were the influences at
the time?
China and Japan – martial arts films, anime and manga.
Group Task: Café Conversation: Formative Assessment
Goal: understanding different perspective on film, music and television
by engaging in conversation with people who represent other
backgrounds and experiences.
 Preparation: Create 5-10 personalities with different cultural
backgrounds, political attitudes, education level, occupation, age,
gender and family status.
 Students: are in groups of at least 5 and allocated a personality and
background from which they create an identity chart of their
character and explore how that character might feel about the
conversation topics.
 Jigsaw: form groups of the same character so that students can
brainstorm their character, then reform into original mixed groups.
Topics: (not limited to these)
1. How might Australian audiences relate to films made in Asia or
India?
2. What is the future of the Australian film industry?
3. Technology, such as CGI, will eventually put actors out of work.
4. Australia’s film industry is dying.
5. We need more Indigenous content in films.
Reflect and debrief on conversations. Wraparound activity: each student whiparound
shares one idea from their conversation.
Week 6 The changing Students:
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Spring 2017
Manga to series to film:
Cat Shit One: trailer:
https://www.youtube.com/watch?v=9wncS6t
O59M&list=PLQuWHiW96NcKhEJW3MDsDwhI
FhQVlj8tC
http://afe.easia.columbia.edu/at/contemp_jap
an/cjp_pop_04.html
Café Conversation adapted from
https://www.facinghistory.org/resource-
library/teaching-strategies/cafe-conversations
Australian Centre for the Moving Image
(ACMI), VIC (virtual),
https://www.acmi.net.au/museum/.
The Australian Museum of Motion Picture and
Television (Inc), WA (virtual),
http://www.ammpt.asn.au/ammpt-2/.
National Film and Sound Archive (NFSA),
Canberra, ACT, https://www.nfsa.gov.au/
Wraparound activity:
https://www.facinghistory.org/resource-
library/teaching-strategies/wraparound-
Pearson History New South Wales 10 (2014).
The changing nature of Australian popular
102088 Secondary Curriculum 1B History Spring 2017

nature of Describe how advances in communication technology changed at least culture (pp. 74-77).
Changes popular culture ONE of the following during the post-war period in Australia: music, film
and the or television History Alive 10
influence of
overseas Formative Assessment: Research and written task. Australian Centre for the Moving Image
developments Consider the development of CGI and the progressive influx of science (ACMI), VIC (virtual),
(ACDSEH122). fiction and superhero films from USA. Compare/contrast films from the https://www.acmi.net.au/museum/.
60s, 80s, 2000s (think Star Wars originals and prequels).
The Australian Museum of Motion Picture and
Students: Television (Inc), WA (virtual),
Discuss how overseas influences have affected ONE aspect of Australian http://www.ammpt.asn.au/ammpt-2/.
popular culture
Formative Assessment: Inquiry question National Film and Sound Archive (NFSA),
Has Australian culture been permanently changed by globalisation and Canberra, ACT, https://www.nfsa.gov.au/
overseas influences?

The Sport Australia Hall of Fame, VIC (virtual)

Week 7 Australia’s Students: Assess the contribution of Australian men and women to https://www.sahof.org.au/hall-of-fame/
contribution to international sport, e.g. Olympic Games and Test Cricket
Contributio international Preparing for the Olympic Games, 1956. Video
n popular culture  1956 Melbourne Olympic Games retrieved from
(music, film,  Sydney 2000 Olympic Games http://splash.abc.net.au/home#!/media/1245
television,  Sport: Cricket, Rugby Union, Rugby League, Netball, Soccer, 246/
sport) Swimming.
(ACDSEH123). Australian teen culture: birth of skateboarding.
Inquiry question: What is Australia’s contribution to the international Video retrieved from
sport? http://splash.abc.net.au/home#!/media/1539
80/
Notification Case Study: Investigate a sporting personality and evaluate their
Assessment contribution to sport in Australia and overseas, recognition (medals,
Task* awards) and community contribution (think role models or charity work).
Due Date: end History Alive 10: The Australian film industry:
of Week 9 Task: Formative assessment: Speech post-war to today. (pp. 180-183).

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102088 Secondary Curriculum 1B History Spring 2017

 Students write a persuasive speech to justify the inclusion of their

sportsperson in the Sport Australia Hall of Fame.
 Students can take a contrary position and try to persuade an Handout: Speech task
audience that a particular sportsperson should be removed from the
Hall of Fame.
Performance: oral to class or teacher; as a video; or a written hand-in *Assessment Task handout:
task. Summative Assessment: Weighting: 30%
Work sample for History 10 portfolio
Students: Using a range of sources, investigate and assess the  Identify the main forces in Australian
contribution of Australian men and women to international music, film popular culture in the period since World
and television War II, and explain how they have
contributed to continuities and changes in
Key Inquiry Questions: Formative Assessment the Australian way of life in that period.
 How useful are music videos as historical sources? HT5-1, HT5-4, HT5-7, HT5-9, HT5-10
 How reliable is a music video in representing popular culture in
the time it was made?
 What was Australia’s contribution to the international music,
film and television industries? Music: The Easybeats, The BeeGees, AC/DC,
Kylie Minogue, Olivia Newton John.
Answer questions using examples from the music, film or television. Television: Neighbours, Home and Away.
Film: Barry McKenzie, Crocodile Dundee, Mad
Activity: Top of the Pops Quiz: Wix website Max,
Groups: Strategy – split up the videos between group members. The Matrix, Australia.

 Can you guess the correct hit for the correct decade?
40s 50s 60s 70s 80s 90s 2000s 2010+
 Name the ARTIST, SONG, YEAR Wix website quiz: Top of the Pops
 Answer the 10 quiz questions – formative assessment https://cfhm23.wixsite.com/popularculture
Group share results and discussion. Password: mypoppage2017

Run through Assessment task: Q & A.

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102088 Secondary Curriculum 1B History Spring 2017

Week 8 Continuity and Students: Students can use any resources supplied to
change in  Outline and assess the impact of Americanisation and global events date and must do additional research of
Beliefs and beliefs and on Australian society over time sources.
values values that  Discuss the nature of Australian popular culture today and the legacy
have of past influences Americanisation – film, food, McDonalds,
influenced the McMansions
Australian way Formative Assessment: Egalitarianism
of life  Students investigate and research three to five examples of Democracy
(ACDSEH149). Americanisation and/or globalisation that have impacted on Religion
Australian pop culture. Activism
 Any class sources can be used and at least two additional self- Consumerism
searched sources. Terrorism - 9/11
 This research can be used as a resource for the Summative Environment – climate change
Assessment.

Students complete and hand in assessment task.

Week 9 Continue as per Students have in-class time to complete
Historical week 8. Summative Assessment: Weighting: 30% assessment task and to Q & A teacher.
investigatn Work sample for History 10 portfolio
Assessment  Identify the main forces in Australian popular culture in the period
Task since World War II, and explain how they have contributed to
continuities and changes in the Australian way of life in that period.
HT5-1, HT5-4, HT5-7, HT5-9, HT5-10

Week 10 Activity 1: Think, pair, share Butchers paper / white boards and marker
Assessment Game: Biggest hits and misses of the decades – class vote. pens, blue tack or cellotape
Task /  Class construct their own list for each decade from 40s to today.
Review and  Class vote on hits and misses. Exercise books: original Anticipation Guide
reflect questions.
Activity 2: Reflect on Anticipation guide: Formative Assessment
Is your answer the same? What did you learn that changed / did not Handout Assessment marking and feedback.
change your opinion? What evidence do you have now to support your

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102088 Secondary Curriculum 1B History
Assessment Details
Formative Assessment:
[As listed at top of table]
Assessment for learning:
Assessment of learning:
Assessment as learning:
Summative Assessment:
Research project
Identify the main forces in
Australian popular culture in
the period since World War II,
and explain how they have
Spring 2017
answer?
1. Post WWII Australia borrowed popular culture from around the
world.
2. The Cold War had no effect on popular culture in Australia.
3. Global events had a strong effect on Australian popular culture.
Class tally: how does it compare with the start of the unit?
Activity 3: 3-2-1, Think, pair, share.
4. Three things learnt from the unit.
5. Two questions that they still have.
6. One aspect of the unit that they enjoyed.
Teacher: Return summative assessment and whole class feedback.
Outcomes
FORMATIVE ASSESSMENT
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
SUMMATIVE ASSESSMENT
Research project
Identify the main forces in Australian popular culture in the period since World War II, and explain how they have
contributed to continuities and changes in the Australian way of life in that period.
Planning:
 Include main forces such as: rock ‘n’ roll music, sport, film (American influence), and television.
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102088 Secondary Curriculum 1B History
contributed to continuities
and changes in the Australian
way of life in that period.
Evaluation of the Learning
and Teaching
Reflection and Evaluation
Spring 2017
 Consider continuities such as cricket, rock ‘n’ roll, television, film, new technologies, outdoor lifestyle (surfing),
and the generation gap.
 Consider changes such as the emerging impact of American culture; new technology, music, social media, sport
(football), and women in sport.
 Make a list of sources used including class notes, textbook, websites, video clips or images.
(Source: Adapted from: History Teachers’ Association of Australia (HTAA) (2013). AC History Units: Assessment)
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
Student feedback on Anticipation Guide questions. 3-2-1 reflection on unit.
Students demonstrate historical skills and an understanding of historical concepts.
Teacher: update learning profiles according to formative and summative assessment outcomes.
Evaluate effectiveness of teaching strategies and modify as needed or design additional learning sources.
Source: NESA (2017). K-10 Syllabus support materials: 7. Reflection and evaluation http://syllabus.nesa.nsw.edu.au/support-
materials/units/
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102088 Secondary Curriculum 1B History Spring 2017

Part B: Discussion

Popular Culture is part of a 50 hr unit, The Modern World and Australia, and is a

depth study into Australia’s place in The Globalising World. The unit follows the core studies

of Rights and Freedoms (1945 – present), and Australians at War (WWs I and II). The study

of popular culture includes music, film, television, sport, and fashion, in post-war Australia

from 1945 to the present. Students explore the social, political, economic and technological

changes that influenced popular culture, especially the impact on youth culture. The unit

utilises the historical inquiry approach to “explain how people, events and forces from the

past have shaped our world” (BOSTES, 2012). Students work towards the final summative

assessment for their History 10 Portfolio, which is:

Identify the main forces in Australian popular culture in the period since World War
II, and explain how they have contributed to continuities and changes in the
Australian way of life in that period. HT5-1, HT5-4, HT5-7, HT5-9, HT5-10. (History
Teachers’ Association of Australia (HTAA) (2013).

Hence, the unit focuses on developing historical skills in searching for, and interpreting

primary sources to examine historical concepts which include: continuity and change, cause

and effect, differing perspectives, and empathic understanding. Emphasis is given to the

significance of international popular icons and movements. The limitation of this approach is

a constraint in investigating fully the contestability of popular culture as a historical source,

and technological developments.

The Syllabus outcomes state that by the end of Stage 5 students “develop knowledge

and understanding of the nature of history and significant changes, developments… events,

movements, people and ideas that shaped the past, the modern world and Australia”

(BOSTES, 2012, p. 16). Therefore, teaching strategies and sources are used to develop skills

in the process of historical inquiry by offering multiple experiences in engaging with content
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102088 Secondary Curriculum 1B History Spring 2017

such as: how to access and use a database, a site visit, online research, interaction with

online learning resource (Wix website), independent and group strategies (brainstorms,

word cloud, Graffiti Wall, Human Timeline, Café Conversation).

The intention of the learning strategies is to differentiate teaching to fulfil the

learning needs of students across the full range of abilities and diverse learning backgrounds

(BOSTES, 2012, APSTs 1.3, 1.5, 1.6). The overall strategy to achieve these standards is the

integration of Universal Design for Learning (UDL) principles within the unit (CAST, 2011).

UDL principles allow for flexible and adaptable learning environments that provide

appropriate accommodations, supports, challenges and high expectations (CAST, 2011, p.

6). Bloom’s Taxonomy (Macmillan, 2012 and Carol, 2016) is applied to a RAFTs activity

(McCarthy, 2015), and compare/contrast task (Week 3 post-site visit) which tiers the

questions from lower to higher order thinking tasks. Students can target the areas they are

most comfortable with doing or challenge themselves to more complex thinking.

In Week 1 the students revise their understanding of twentieth century Australia up

to World War II and the global Rights and Freedoms movements post-World War II to

foreshadow possible impacts on popular culture in Australia. Collaborative learning activities

meet the needs of heterogeneous and diverse learners (Aronson, 2017) therefore students

work together to create a Human Timeline (facinghistory.org) of key events and a

progressive Graffiti Wall (Franco, 2010) to visually chart the major influences in each

decade. These strategies meet Syllabus outcomes in chronology, sequencing and numeracy

skills to develop accuracy in data collection. UDL principles of multiple means of

representation (visual, written) are incorporated with action and expression of learning

(oral, physical) (CAST, 2011). Visual tools such as timelines, graphic organisers and learning

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102088 Secondary Curriculum 1B History Spring 2017

charts provide multiple means of representing content and learning for diverse learners

(CAST, 2011, Tomlinson, 2014, Hattie, 2012).

In addition, UDL principles are integrated with the process of differentiation and

historical inquiry by establishing learner readiness, interests and learning profiles in Week 1

(CAST, 2011 and Tomlinson, 2014). This baseline sets the tone for student engagement

through the modification of content to focus on student interest areas in the design of case

studies that are flexible according to ability (Week 4 focus on television, Week 5 focus on

film research project, Week 7 sporting personality, and Week 8 formative assessment).

Students also express their pre-and-post opinions of global influences on Australian pop

culture (Week 1 & 8, Anticipation Guide) as a reflection on prior knowledge and learning.

Students develop empathic understanding of the past through the lens of personal interests

and also explore their context in comparison to their parent’s experience (Week 4 parent

interview) and other perspectives (Week 5 Café Conversation). These strategies encourage

student to use historical thinking to understand how their view of the world has been

impacted by the past (Seixas, 2017).

Multiple forms of assessment that give immediate, accurate and relevant feedback

are essential tools in guiding student learning and modifying teaching strategies (Hattie,

2012). Therefore, informal assessment for learning is ongoing each week, with frequent

check-ins of student progress to assess student understanding, which includes: exit tickets,

quick quizzes, observational checklists, 3-2-1 quizzes, open-ended questions and work

product (McCarthy, 2014 and Regier, 2012). Assessment as learning strategies are included

which encourage students to think historically by evaluating their research methods (Week

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102088 Secondary Curriculum 1B History Spring 2017

3 site visit), interview questions (Week 4) and the analysis of the usefulness of sources

(Weeks 3, 4, 5, 7).

In Week 3 students engage in the real-world application of historical inquiry skills on

a site visit to the State Library of New South Wales (SLNSW), to view and then research the

What Goes Pop! photograph display (Historical Council of NSW, 2017). Pre-site visit

preparation includes a step-by-step teacher led demonstration and resource, for searching

the Library database and analysing photographs (Week 2 Learning Resource 1, Week 3

Learning Resource 2, and Wix website, Learning Resource 3). This extension skill is carefully

constructed to ensure multiple forms of presentation (oral, written, visual) and scaffolding

of the task (CAST, 2011, Tomlinson, 2014). This strategy meets Syllabus outcomes in

identification and evaluation of resources (BOSTES, 2012, HT5-5), as well as the different

contexts, perspectives and interpretations of the modern world and Australia (BOSTES,

2012, HT5-7). Post-site visit learning strategies consolidate and then extend learning.

Debriefing and group completion of Table 1 is followed by tiered activities: RAFT task

(McCarthy, 2015), listening task, and comparison task that can be approached according to

student ability (see earlier reference to Bloom’s Taxonomy).

In this unit, students are challenged to think about popular culture in relation to

women’s rights and the differences in representation of men and women in the pop culture

(Week 7 Top of the Pops quiz). The overall strengths of the units include the emphasis on

the historical skills such as: comprehension and analysis of sources, and the understanding

of continuities and change. Each week contains assessable specific inquiry questions that

build towards a greater understanding of the global influences on Australian pop culture.

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102088 Secondary Curriculum 1B History Spring 2017

Resources
Learning Resource 1: Before site visit: The State Library New South Wales
Teacher-led instruction and demonstration / Students: 1 laptop between 2 or BYOD.

Activity 1: HINTS FOR FINDING THE STATE LIBRARY NEW SOUTH WALES DATABASES
5. Internet search: State Library NSW = http://_______________________
6. Did you go here? State Library website homepage screenshot

7. Which tag in the top tagline is likely to take you to a database? Circle the correct one.

What’s On / Research and Collections / Stories / Learning SEARCH

8. Click on your choice. Did you end up here?

9. Which link will take you to find your chosen photographs? Circle the correct one.
Catalogue single search / Manuscript, oral history & pictures / EResources?

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102088 Secondary Curriculum 1B History Spring 2017

10. Click on your choice. Did you end up here?

11. Now we search for a photograph, for example, from the What goes Pop! display.

The caption / display card does not really answer questions about historical significance.

All we know is the year. Which is? 1950. What does the small ‘c’ mean? circa or around that time.

And the catalogue or database it came from. Which is? ____ON 388/Box/Item 292

NOW: put the identification number in the search box on the webpage and click

12. Did you end up here? (see next page). Can you see the photograph in the collection? What
details do you have now? Work together

13. RECAP: SUMMARY OF WHAT YOU KNOW SO FAR:

a. State Library NSW web address: http://www.sl.nsw.gov.au/
b. Searching for a source in the library database:
i. Click on: Manuscripts, oral history and picture catalogue
ii. Add the Picture database location ON 388/Box O56/Item 292 into the
search box and ‘enter’.
c. Downloading a photograph and its information:
i. Click on photo for details page and download icon, save to USB.
d. Analysing a photograph
i. Work in pairs or small groups.
ii. Find details from the catalogue and answer as many questions as possible in
Table 1: Analysing a photograph.

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102088 Secondary Curriculum 1B History Spring 2017

14. CLICK on the PHOTO bottom right and find the page with a DOWNLOAD icon
to save the photograph (check in your ‘downloads’ folder) or onto a USB.
[Teacher: Check in: Did everyone find the photo in the database and find answers to the
questions in Table 1?]

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102088 Secondary Curriculum 1B History Spring 2017

TABLE 1: ANALYSING A PHOTOGRAPH

Analysing a photograph Photograph 1 Photograph 2 Photograph 1

Who took the

photograph?
What does it show?

Where was it taken?

Where was it published?

What is its date?

Location? Caption:
What is its caption?

What is written about

it?
Why was it taken?

Was it posed? Photograph 2

What further questions

do you need to ask?

What is its origin or

provenance?

What historical
event/issue/personality
is it describing?
What else is happening Caption:
at the time the source
was created?
How reliable is the
source?
How useful is the
source?
Other comments

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102088 Secondary Curriculum 1B History Spring 2017

Learning Resource 2: Site visit: State Library NSW

Activity 1: At the State Library

 Choose 4 photographs from History Week: What goes pop!

 Answer as many of the questions in Table 1 as you can on each photograph you chose.
 What information do you need from the photograph to find it on the database?

We go together to Governor Marie Bashir Reading Room for computer/internet access.

Activity 2: 30-40 minutes

 Search the library database for details on the photos:

a. How do you find the database?
b. How do you get to image eResources?
c. What information do you need from the photo to find it on the database?
d. Fill in the rest of the questions and any further details you find interesting.

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102088 Secondary Curriculum 1B History Spring 2017

Analysing a photograph Photograph 1 Photograph 2 Photograph 1

Who took the

photograph?
What does it show?

Where was it taken?

Where was it
published?
What is its date?
Location?
What is its caption?

What is written about

it?
Why was it taken?

Was it posed? Photograph 2

What further questions

do you need to ask?

What is its origin or

provenance?

What historical
event/issue/personality
is it describing?
What else is happening
at the time the source
was created?
How reliable is the
source?
How useful is the
source?

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102088 Secondary Curriculum 1B History Spring 2017

Analysing a photograph Photograph 3 Photograph 4 Photograph 3

Who took the

photograph?
What does it show?

Where was it taken?

Where was it
published?
What is its date?
Location?
What is its caption?

What is written about

it?
Why was it taken?

Was it posed? Photograph 4

What further questions

do you need to ask?

What is its origin or

provenance?

What historical
event/issue/personality
is it describing?
What else is happening
at the time the source
was created?
How reliable is the
source?
How useful is the
source?

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102088 Secondary Curriculum 1B History Spring 2017

Learning Resource 3: After site visit

 Debrief: 3-2-1 Prompt:
7. Three things learnt from the site visit.
8. Two questions that they still have.
9. One aspect of the site visit that they enjoyed.

 Complete your table by inserting your photographs into the table

INSERT the photos into Table 1.
Microsoft Word: INSERT tab / picture icon / find picture file / click on picture / Insert
RE-SIZE to fit: Use MOUSE to select picture / drag an outline corner point to reduce or
increase size to fit.

Activity 1: RAFTs Activity:

R=Role A=Audience F=Format T=Topic + strong verb

From the photographs that you researched from the State Library What goes Pop! display,
choose one of the prompts below and complete the task OR *design your own (check your
ideas with the teacher first).

Unit Role Audience Format Topic

Popular Student Self KWHL chart What I learnt about the1960s and still
Culture need to find out.
Teenager Peers Blog (100 words) Explain what key events were happening
at the time the photographs were taken.
Reporter Pop star Letter or interview Formulate five thinking questions for a
letter to, or interview with, a pop star in
the 1960s.
Student Teacher Cause and effect Analyse the cause and effect of
wheel or map technology on the lives of teenagers in
the 1960s (e.g. radio, TV, vinyl records).
*Choose your own role, audience, format and topic (check with the teacher)

Activity 2: Listening Task and Taking Notes

From Website: https://cfhm23.wixsite.com/popularculture

Password: mypoppage2017
Nick Parmeter on Radio 2ser Arts and Culture program talks to Associate Professor Michelle
Arrow about the contents of the Annual History Lecture (History Council of NSW, 2017), on
the way in which Australian pop culture has defined and shaped us. Dr Arrow is Associate
Professor of Modern History at Macquarie University, and author of Friday on our minds:
Popular culture in Australia since 1945 (2009). Dr Arrow discusses the 1970s and the politics
of pop culture.

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102088 Secondary Curriculum 1B History Spring 2017

Dr Arrow: "One of the things I have long learned about Australian films and pop culture
in the 1970s is that there was a real pre-occupation with ‘blokes’ and with the ‘ocker’ in
particular - beer and sex ... mateship. On the one hand we have a preoccupation for
'ockerish masculinity' in film, television and music (pub rock)... and on the other hand its
the era of the woman's liberation movement."

1. Dr Arrow talks about the ‘Ocker’ culture of the 1970s – what is she referring to?
2. Dr Arrow contrasts two opposing concepts of the 1970s: ‘ocker’ masculinity and
…………………………………………………………………………
3. What is feminism?
4. Dr Arrow says that ‘ocker’ culture is a reaction to the women’s liberation
movement”. Does she give any evidence for this statement?
5. Nick mentions “cultural cringe” what does he mean?
6. Was 'ocker' culture popular or unpopular?
7. Who was Gough Whitlam?
8. How does MA’s focus on gender relate to ‘Rights and Freedoms’ last term? What
other movements were happening?

Key Inquiry Question: 100 words

 In what ways has 'ocker' culture changed or remained the same in the 21st century?

Activity 3: compare and contrast

Video analysis using Bloom’s Taxonomy (Carroll, 2016, Critical thinking: Practical inquiry strategies.)

Key Inquiry Question:

What are the differences between the representation of women in the VB advertisement and Helen
Reddy’s I am Woman?

 Identify what the women are doing and what you see in the foreground and background.
 Describe the gestures of the women and the men.
 Explain what you think is happening.
 Apply: How do you imagine the women are feeling? What is omitted from the source?
 Synthesise-create: What is the perspective of the source? How useful or reliable is the source?
What is the source evidence of?
 Evaluate / reflect: How could you find out more about these people and events?

View the videos:

 VB ad c.1972 https://www.youtube.com/watch?v=EIK6DXnW_oM
 Compilation of images from the woman’s rights movement (1m 2s). Soundtrack: Helen
Reddy, I am woman. https://www.youtube.com/watch?v=NUvmPfgVTGQ
 Alternate: Helen Reddy live performance on television: 1973.
https://www.youtube.com/watch?v=dZMZ7_w4RDM.

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102088 Secondary Curriculum 1B History Spring 2017

Read the lyrics: "I Am Woman" https://www.azlyrics.com/lyrics/helenreddy/iamwoman.html

I am woman, hear me roar
In numbers too big to ignore
And I know too much to go back and pretend
'Cause I've heard it all before
And I've been down there on the floor
No one's ever going to keep me down again

Whoa, yes, I am wise

But it's wisdom born of pain
Yes, I've paid the price
But look how much I gained

If I have to I can do anything

I am strong (strong)
I am invincible (invincible)
I am woman

You can bend but never break me

'Cause it only serves to make me
More determined to achieve my final goal
And I'll come back even stronger
Not a novice any longer
'Cause you've deepened the conviction in my soul

Whoa, yes, I am wise

But it's wisdom born of pain
Yes, I've paid the price
But look how much I gained

If I have to I can do anything

I am strong (strong)
I am invincible (invincible)
I am woman

I am woman, watch me grow

See me standing toe-to-toe
As I spread my loving arms across the land
But I'm still an embryo
With a long, long way to go
Until I make my brother understand

Whoa, yes, I am wise

But it's wisdom born of pain
Yes, I've paid the price
But look how much I gained

If I have to I can face anything

I am strong (strong)
I am invincible (invincible)
I am woman

Oh, I am woman
I am invincible
I am strong
I am woman
I am invincible
I am strong
I am woman

17165378 Christina Manawaiti | Resources 30

102088 Secondary Curriculum 1B History Spring 2017

Week 7: Activity 1: Top of the Pops quiz

Website quiz: https://cfhm23.wixsite.com/popularculture

Password: mypoppage2017
Hits from the 1940s to today
One video for every decade
The videos on the LEFT are Australia's number one hits.
On the RIGHT are Billboard Top 100 songs that made it to number one in the USA.
Can you guess the correct hit for the correct decade?
40s 50s 60s 70s 80s 90s 2000s 2010+

 Work in Pairs
 WATCH each video
 Name the ARTIST, SONG, YEAR
 WRITE the answers in your exercise book and then, ANSWER these questions:

1. Which artists are Australian? All those marked with* in Table 1.

2. Which Australian artist topped the charts in Australia and overseas in the 1980s? Olivia
Newton John ‘Let’s get physical’.
3. Which song and dance craze has endured in popular films over the decades? The Twist
4. What other dance craze from the 1990s has not endured. The Macarena
5. What are the similarities and differences between the dancers in Beyonce's video and
Chubby Checker's video 40 years earlier? Sims = body revealing clothing; sexual
movements. Diffs = Beyonce has ‘attitude’.
6. What does this tell you about the representation of women in popular culture?
Objectified and sexualised.
7. Why did young people in the 60s have "Friday" on their mind? Is it the same today?
Party night – socialising.
8. Billy Joel’s song “We didn’t start the fire” has lyrics that name historical events while
showing images of domestic scenes over the decades. What is the singer saying is
continuous over time and what changes in the domestic scene? Continuities: violence
and conflict, domestic male and female roles, nuclear families. Changes: appliances,
technology, weapons.
9. How has our attitude to smoking changed compared to the Tex Williams video? Health
warnings, higher prices, less socially acceptable, less visible.
10. What is consistent across the videos? What has changed over the decades? Young
people like to dance. Consistent beat and rhythm of the music. Fads and fashions.

Key Inquiry Questions:

 How useful are music videos as historical sources?
 How reliable is a music video in representing popular culture in the time it was
made?
Answer both questions using examples from the music videos.
----------------------------------------------------------------------------------------------
[Teacher Answer resource table follows for Top of the Pops quiz and answers to questions above in blue]

17165378 Christina Manawaiti | Resources 31

102088 Secondary Curriculum 1B History Spring 2017

Australia Billboard Top 100

https://en.wikipedia.org/wiki/List_o https://en.wikipedia.org/wiki/List_of_Billbo
f_number-one_singles_in_Australia. Do this! ard_Hot_100_number-
one_singles_of_the_2010s
(plus other decades)
Bing Crosby and the Andrews Sisters Tex Williams ‘Smoke, smoke, smoke that
‘Don’t Fence Me In’ 1945 The songs cigarette’ 1947
https://www.youtube.com/watch?v= on the left https://www.youtube.com/watch?v=65_-
mOKnxfrFBKM. are all vNtWLLs.
Bill Haley & his Comets ‘Rock around Australia’s Elvis Presley ‘Heartbreak Hotel’ 1956
the clock’ 1955 number https://www.youtube.com/watch?v=W4euyT
https://www.youtube.com/watch?v= one hits DhFnk.
ZgdufzXvjqw. from the
*Easybeats ‘Friday on my mind’ 1966 40s Chubby Checker ‘The Twist’ 1962
https://www.youtube.com/watch?v= through to https://www.youtube.com/watch?v=im9XuJJ
3iW2_Ec3uEU. today. Xylw. Rockin’ the decades – Ferris Bueller,
Pulp Fiction
*Daddy Cool ‘Eagle Rock’ 1971 Wild Cherry ‘Play that funky music’ 1976
https://www.youtube.com/watch?v= On the https://www.youtube.com/watch?v=SFiv9M
XR5IBQeoTPY. right are 577a4.
*Olivia Newton-John ‘Physical’ 1981 Billboard Billy Joel ‘We didn’t start the fire’ 1989
https://www.youtube.com/watch?v= Top 100 https://www.youtube.com/watch?v=eFTLKW
3FRsZx17cEk songs that w542g.
Coolio ‘Gangstas Paradise 1995 made it Los del Rio ‘Macarena’ 1996
https://www.youtube.com/watch?v= number https://www.youtube.com/watch?v=gwWRjv
fPO76Jlnz6c. one across wlLKg.
Eminem ‘Lose Yourself’ 8 Mile 2003 the same Beyonce ‘Single Ladies’ 2008
https://www.youtube.com/watch?v= period in https://www.youtube.com/watch?v=4m1EF
_Yhyp-_hX2s. the US. MoRFvY.
*Sia ‘Cheap Thrills’ 2016 Mark Ronson ‘Uptown Funk’ ft. Bruno Mars
https://www.youtube.com/watch?v= 2015
nYh-n7EOtMA. https://www.youtube.com/watch?v=OPf0Yb
XqDm0.

*Helen Reddy ‘I am woman’ 1972 *Which *The Seekers ‘The Carnival is over’ 1965
artists are https://www.youtube.com/watch?v=61yYcAv
Australian? 2O6A
*Savage Garden ‘I knew I loved you’ Lukas Graham ‘7 years’ 2016
2000 https://www.youtube.com/watch?v=LHCob7
6kigA
Split Enz ‘I got you’ 1980 *Men at Work ‘Downunder’ 1983
https://www.youtube.com/watch?v=
YmQlBfxh4Us

17165378 Christina Manawaiti | Resources 32

102088 Secondary Curriculum 1B History Spring 2017

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