Teaching HumanitiesNicholas Hooper3820661

Develop a set of VCE lessons and assessment

Unit 2: Twentieth century history 1945-2000

Students will look at different movements of the people as a part of Unit 2: Outcome 2 of the VCE Twentieth century history study design. Within the learning activities and assessments, students will identify, discuss and explain the political/social/economic issues related to different movements around the world. They will be identifying the similarities and differences between each movement, as well as the response/reactions each movement encountered.

Key knowledge to be addressed:

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Key skills to be addressed:

Analyse written and visual evidence; Construct an argument using a range of sources; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

Learning Activities which achieve the knowledge and skills:

Learning Activity 1: Brainstorm Activity with Prezi.

Knowledge

1

Look at a series of social movements and discuss what motivates people to challenge the ‘norm’ in society.

Prezi cover image (below) and link: http://prezi.com/vayjl4zoh8cs/social-movements/ Have students create a glossary for each of the terms covered.

In this learning activity students will be introduced to the concept of social movements, and how people were highly motivated to protest for change during 1945-2000. Showing the Prezi to students, and then having a class brainstorm about the key concepts related to the different movements, will cover the following key knowledge and skills:

Teaching HumanitiesNicholas Hooper3820661

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Skills

Analyse written and visual evidence; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

Resources for this activity

Website: http://prezi.com/vayjl4zoh8cs/social-movements/

Projector/Smart whiteboard.

Learning Activity 2: The Gay Liberation movement in America.

2

Students will view the film ‘Milk’, and answer a series of questions designed to outline:

What was being fought for The people behind this movement The challenges that this movement made to societal conventions The way that people responded to the movement.

In this activity students will be able to view a contemporary biographical film on the Gay Liberation movement in America. The worksheet students will complete whilst watching the film encourages them to identify what was happening, and reflect on the reasons for the movement and the challenge it posed for society.

Prezi, ‘Social Movements’, Prezi: Ideas Matter, Nicholas Hooper, 2013, http://prezi.com/vayjl4zoh8cs/social-movements/, (created 16 September 2013)

Teaching HumanitiesNicholas Hooper3820661

Knowledge

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Skills

Analyse written and visual evidence; Construct an argument using a range of sources; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

Resources for this activity

DVD: Milk [DVD], Director Gus Van Sant, Focus Features, 2008.

MILK WORKSHEETWho was Harvey Milk?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How is Milk challenging the existing social structure in America?

3

Milk [DVD], Director Gus Van Sant, Focus Features, 2008.

Students will view the film ‘Milk’, and answer a series of questions designed to outline:

What was being fought for The people behind this movement The challenges that this movement made to societal conventions The way that people responded to the movement.

In this activity students will be able to view a contemporary biographical film on the Gay Liberation movement in America. The worksheet students will complete whilst watching the film encourages them to identify what was happening, and reflect on the reasons for the movement and the challenge it posed for society.

Teaching HumanitiesNicholas Hooper3820661

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Why are people protesting for gay liberation? What do they believe?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What was America’s government response to the gay liberation movement?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How did society respond? Did this response change?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Do you think Gay Liberation is a/an economic/social/political issue? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4

Teaching HumanitiesNicholas Hooper3820661

Learning Activity 3: Maps and Movements – Seeking change.

Knowledge

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Skills

Analyse written and visual evidence; Construct an argument using a range of sources; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

Resources for this activity

World Map: http://planetolog.com/map-world-detail.php?type=PHY&id=2

Indigenous Civil Rights Documentary: http://www.sbs.com.au/firstaustralians/

5

On a world map, identify a protest movement from each continent and identify the change being sought. Using internet research and prior knowledge, students will identify the following movements:

Indigenous Civil Rights Movement. Gay Liberation Movement. Civil Rights Movement. Anti-Apartheid Movement

After identifying each movement, they need to complete the chart below the map,

Teaching HumanitiesNicholas Hooper3820661

Movements of the People

When did it occur?

What type of change was being sought? Why?

What were the reactions to this movement?

Indigenous Civil Rights Movement

Civil Rights Movement

Gay Liberation Movement

6

Teaching HumanitiesNicholas Hooper3820661

Anti-Apartheid Movement

Learning Activity 4: Journal Case Study

Knowledge

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Skills

Analyse written and visual evidence; Construct an argument using a range of sources; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

7

Students are to prepare a journal with 3 entries on one of the protest movements below:

Indigenous Civil Rights Movement. Gay Liberation Movement. Civil Rights Movement. Anti-Apartheid Movement

Once students have selected their movement, they have two options for completing this learning activity:

1. Imagine you are the/a leader of a movement; write journal entries that reflect on your time before, during, and after the movement. You need to use concept words, and demonstrate knowledge of the location, time period and challenge to society that your leader was associated with.

2. You are a civilian in your movement. You need to write from the perspective of either for or against the movement. You need to use concept words, demonstrate knowledge of the location, time period and challenge that you were encountering.

Teaching HumanitiesNicholas Hooper3820661

Resources for this activity

Textbook: Gilbert, Martin 1999, Challenge To Civilisation: A Long History of the Twentieth Century 1952-1999, Harper Collins, London.

Website: Monash University School of Historical Studies, www.lib.monash.edu.au/subjects/history/net.html.

Assessment 1: Essay

Topic: During the twentieth century, inequality has been an economic, social and political issue around the world. To what extent do you agree?

Assessment 1 Essay Rubric:

Category 8 - Advanced 6 - Accomplished 4 - Developing 2 – BeginningContent Demonstrates a

full understanding of the topic.

Demonstrates a good understanding of the topic.

Demonstrates some understanding of the topic.

Demonstrates little understanding of the topic.

Evidence An excellent variety of relevant evidence has been used to support the contention of the essay.

A variety of evidence that is mostly relevant has been used to support the contention of the essay.

Some relevant evidence has been used to support the contention of the essay.

No evidence has been used to support the contention of this essay.

Category 4 - Advanced 3 - Accomplished 2 – Developing 1 - BeginningClarity Contains a clear

and succinct argument.

Contains a clear and relatively strong argument.

Contains an argument that lacks clarity.

Has no evident argument.

Structure Contains a clear introduction, body and

Contains an introduction, body and conclusion.

Contains parts of an introduction/body/conclusion.

Contains no evident structure and essay is disjointed.

8

In your answer you will need to:

Refer to at least 2 different movements for change that have occurred in the twentieth century.

Explain the central challenge each move posed to society. Discuss the economic/social/political implications of each movement. Outline the reactions each movement encountered. Have a clear argument supported with evidence.

Teaching HumanitiesNicholas Hooper3820661

conclusion.Expression Language is

sophisticated and appropriate for the audience, with very few grammatical errors.

Essay uses sophisticated language, with some colloquialisms/informal language and grammatical errors.

Essay lacks sophisticated language, with language that is inappropriate for the audience, and many grammatical errors

Essay has no sophisticated language, with language that is inappropriate for the audience, and many grammatical errors.

Relevance Explains a strong variety of relevant social/political/economic issues for each movement.

Explains many different social/political/economic issues for each movement.

Explains a few social/political/economic issues for each movement.

Lists some relevant social/political/economic issues for each movement, with no explanation of their significance.

Overall Grade /32

Explanation: Assessment 1 has clear links to the key knowledge students are learning (below). Students are required to discuss the groups involved in different movements in the twentieth century, and address the social/economic/political impacts of each movement. They need to address the reasons and responses to each movement within their essay.

Key knowledge to be addressed:

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Explanation: Assessment 1 has clear links to the key skills students are learning, as they will be required to use written and visual evidence to support their argument. The essay topic requires students to discuss the centrality of equality/inequality within each movement, and address other possible reasons for the movement.

Key skills to be addressed:

Analyse written and visual evidence; Construct an argument using a range of sources; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

9

Teaching HumanitiesNicholas Hooper3820661

Assessment 2: Visual Analysis

10

Students will perform a visual analysis task by responding to questions on a worksheet. Students will need to:

Identify the movement that the cartoon refers to. Explain what the cartoon is indicating. Place the cartoon in context of the movement. Analyse the impact of the cartoon. Analyse the target audience of the cartoon.

Teaching HumanitiesNicholas Hooper3820661

Visual Analysis Worksheet

What are the origins of this document? (2)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

List two features in the cartoon that outline the movement it is referring to. (4)

11

Teaching HumanitiesNicholas Hooper3820661

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How is segregation being represented in this cartoon? (4)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

List the social, economic and political challenges people in the movement had to face? Refer specifically to the text in the cartoon. (4)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Overall grade /14

Explanation: Assessment 2 has clear links to the key knowledge students are learning (below). Students are required to identify the group of people who are challenging the existing social structure, as well as demonstrate knowledge of the social/political/economic issues involved in the movement. They are also required to explain the reactions and responses to the movement.

Key knowledge to be addressed:

A group or groups which challenged the existing structure of social, political and/or economic power; for example, civil rights activists, anti-war activists, environmentalists, dissidents and feminists;

12

Teaching HumanitiesNicholas Hooper3820661

Reasons for the challenge; for example, utopian vision of the future, perceived inequality or exploitation;

Reactions and responses to the challenge; for example, detention, violence, demonstration, civil disobedience, acquiescence, withdrawal.

Explanation: Assessment 2 demonstrates clear links to the key skills that students are learning (below). Students are required to analyse the cartoon, and construct responses using the content we have previously addressed. Students are also required to identify and explain concepts relative to the cartoon.

Key skills to be addressed:

Analyse written and visual evidence; Construct an argument using a range of sources; Use key concepts such as exploitation, equality, class, human rights, race, patriarchy.

13