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2013 Teaching Humanities AEG5212 Henrik Steenberg [HUMS: VCE LESSONS AND ASSESSMENT] Development of a sequence of VCE activities and assessment task for 20th Century History,

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2013

Teaching Humanities AEG5212 Henrik Steenberg

[HUMS: VCE LESSONS AND ASSESSMENT] Development of a sequence of VCE activities and assessment task for 20th Century History,

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20th Century History: Ideas and political power

This unit is designed to examine the effect that World War II had on global politics from 1945 until the present day. Conflict is a major area of discussion

and exploration.

Ideas and political power After World War II the United States emerged with the Soviet Union as the global superpowers and remained so for much of the second half of the

twentieth century. Conflict and competition between the opposing ideologies of capitalism and communism raised world tension and conflict, and

continued until the fall of communism in 1989. Rivalry between the superpowers was played out in the arts, propaganda, sport, the space race, nuclear

weapons production and political influence over developed and emerging nations.

The colonial empires once controlled by the great powers of the nineteenth century such as France, Germany and Britain disappeared in the decades

following World War II. Some countries, such as Vietnam, Cuba and the Dutch East Indies (present-day Indonesia), gained independence through armed

struggle, and others, such as the Malay States and much of Africa, through the diplomatic process. Some newly independent nations such as Korea and

Vietnam became the battlefields of the Cold War. Others were to be used as platforms for ideological, cultural and diplomatic rivalry between the two

superpowers.

Old conflicts, some dating back to settlements made after World War I or earlier, continued throughout the century sometimes with new force; for

example, in the Middle East after the establishment of the state of Israel and the dispersion of Palestinians into neighbouring Arab states, the conflict in

Northern Ireland, the break up of Yugoslavia and ensuing conflict.

Developments in media technology, in particular television, allowed Western audiences to witness these conflicts in a way that had not previously been

possible.

In this area of study, students examine a conflict(s) of the second half of the twentieth century such as those based on competing ideologies of capitalism

and communism or ethnic or religious tensions.

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VCE Study Unit 2: Twentieth century history 1945–2000

Unit AREA OF STUDY 1 Ideas and political power

Outcome On completion of this unit the student should be able to analyse and discuss how post-war societies used ideologies to legitimise their worldview and

portray competing systems.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.

Knowledge Knowledge includes:

• the principal features of a post-war conflict(s);

the ways in which the competing groups represented themselves and each other; for example, views on the individual in society, the proper

function of the state, tolerance of dissent and minority groups, view of nationalism;

• the propagation and maintenance of ideological views both domestically and beyond their borders; for example, the use of the media, symbols,

espionage, competition, physical force and the law;

• the outcome of the competition between ideologies; for example, military threats, propaganda wars, isolationism

Skills Skills include the ability to:

• use key concepts relevant to the selected historical conflict; such as ideology, power, racism, communism, capitalism, imperialism, ethnicity and

nationalism;

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• analyse written and visual evidence;

• synthesise evidence to draw conclusions;

• present historical material using conventions such as quotations, footnotes and a bibliography.

Synopsis Students begin the study of the Cold War by examining the key phases of Cold War tensions which will provide them with the broad overview. This major

study will introduce the effect that World War II had on global politics from 1945 until the present day. Conflict is a major area of discussion and

exploration.

The main focus of the course is to explore the Cold War using a variety of resources and to interact in small group discussions whenever possible. Teacher

led discussions and research activities will assist with the building of relevant material collections.

Topics of exploration include:

Origins of the Cold War (the Yalta and Potsdam Conferences, Churchill’s Fulton speech, USSR’s security needs, USA’s priorities)

The Bomb and the theory of Deterrence

The Cold War as a war of ‘ideas’ between to competing ideologies

Containment (Kennan’s Long Telegram, the Truman Doctrine, Cominform and introduction to proxy conflicts)

Propaganda and the home front

Détente and decolonisation

Proxy conflicts are examined in a separate case study of the US involvement in the Vietnam War. The learning activities and assessment described below

are connected to the case study of the Vietnam War and looking at Vietnam as a case study of Cold War ideological conflict. The main focus is on the role

that the Superpowers played overtly and covertly.

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Activities

Knowledge Skills Learning Activity Resources

the ways in which the competing groups represented themselves and each other the propagation and maintenance of ideological views both domestically and beyond their borders

use key concepts relevant to the selected historical conflict

analyse written and visual evidence

synthesise evidence to draw conclusions

Propaganda piece Good Guys and Bad Guys! In small groups, students will be randomly allocated a superpower (US or USSR). Students are to produce their own propaganda pieces as a short ad for TV to represent the ‘other’ ideology. The ads will be screened in class. Make it clear that their ad will be judged on the following criteria:

- Inclusion of key cold war terms and concepts such as: “Cold War”; “Domino Theory”; “Communism”

- Analysis of political and military alliances between Super Powers and allies. U.S.S.R./North Vietnam versus United States/South Vietnam. Are they present? In what form?

http://propaganda.mrdonn.org/techniques.html#INTRO

the ways in which the competing groups represented themselves and each other

use key concepts relevant to the selected historical conflict

Class debate Students will be divided into two groups, each representing a Super Power and its ally (USA/ South Vietnam or USSR/ North Vietnam). Hand out the document ‘Basic debating skills’ and ask the students to prepare to

Basic debating skills.docx Guidance and information helping students complete essay / coursework questions related to US involvement in

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the propagation and maintenance of ideological views both domestically and beyond their borders the outcome of the competition between ideologies the principal features of a post-war conflict(s) the outcome of the competition between ideologies

analyse written and visual evidence

synthesise evidence to draw conclusions

debate the topic:

- USSR’s involvement in the Vietnam war was an attempt to start a series of social revolutions in South East Asia (domino theory)

Tell the students that they must delegate the following roles:

- 1st affirmative/ 1st negative - 2nd affirmative/ 2nd negative - 3rd affirmative/3rd negative - Timekeeper - Researchers (the rest of the group)

Make it clear that their arguments will be judged on the following criteria:

- Inclusion of key cold war terms and concepts such as: “Cold War”; “Domino Theory”; “Communism”

- Analysis of political and military alliances between Super Powers and allies. U.S.S.R./North Vietnam versus United States/South Vietnam. Are they present? In what form?

- Use of appropriate textual and other forms of evidence. Quotes from primary & secondary sources.

Record the debate on video.

the Vietnam conflict: http://www.schoolhistory.co.uk/gcselinks/britishworld/vietnam/getinvolved.pdf Notes and information about the US involvement in Vietnam. http://www.schoolhistory.co.uk/gcselinks/britishworld/vietnam/Vietnamusinvolvement.pdf

the ways in which the competing groups represented themselves and each other the propagation and maintenance of ideological views

use key concepts relevant to the selected historical conflict

analyse written and visual

Film analysis (main assessment task – see rubric below) Viewing of the Oliver Stone film ‘Platoon’ An understanding of how personal experiences can be relayed through the medium of popular film or documentary pieces. In writing, in essay format, students are individually to discuss if “Platoon” accurately depicts the Vietnam war. They must select specific scenes and

Platoon (http://www.imdb.com/title/tt0091763/) Reviews of ‘Platoon’ http://monthlyreview.org/2012/11/01/an-ex-marine-sees-platoon http://dramatica.com/analysis

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both domestically and beyond their borders

evidence

synthesise evidence to draw conclusions present historical material using conventions such as quotations, footnotes and a bibliography

incidents from the film and compare them with a range of primary and secondary sources. Present students with the rubric and review the criteria as a class.

/platoon http://www.oscarworld.net/ostone/default.asp?PageId=10 http://www.massline.org/Politics/ScottH/platoon.htm http://www.writework.com/essay/critical-analysis-film-platoon Studying primary sources.docx

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Assessment

AREA of STUDY 1 Outcome 1, Unit 2: 20th Century History

Name: __________________________________ Class: _______ Teacher: _________

Description of the task (History): Film Analysis.

In writing, in essay format, discuss if “Platoon” accurately depicts the Vietnam War. Select specific scenes and incidents from the film and compare them

with a range of primary and secondary sources.

Assessment Criteria Level of performance

Excellent (High) Satisfactory (Medium) Poor (Low)

1. Understanding of the key terms and concepts

relevant to the historical conflict; such as ideology,

communism, capitalism, power, “Cold War”,

“Domino Theory”. Highlight their inclusion within

scenes and character’s conversations.

Key skills:

use key concepts relevant to the selected historical

Relevant key terms and

concepts relevant to the

historical conflict are

used throughout the

essay.

The film’s use of key

terms and concepts

relevant to the historical

Relevant key terms and

concepts relevant to

the historical conflict

are included in parts of

the essay.

The film’s use of key

terms and concepts

relevant to the

Relevant key terms

and concepts relevant

to the historical

conflict are hardly

included the essay.

The film’s use of key

terms and concepts

relevant to the

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conflict conflict are highlighted

within individual scenes.

The film’s use of key

terms and concepts

relevant to the historical

conflict are highlighted

within character

conversations.

historical conflict are

highlighted within some

scenes.

OR

The film’s use of key

terms and concepts

relevant to the

historical conflict are

highlighted within some

character

conversations.

historical conflict are

not highlighted within

scenes.

OR

The film’s use of key

terms and concepts

relevant to the

historical conflict are

not highlighted within

character

conversations.

2. Analysis of political and military alliances between

Super Powers and allies. U.S.S.R./North Vietnam

versus United States/South Vietnam. Are they

present? In what form?

Key knowledge:

the ways in which the competing groups represented

themselves and each other

the propagation and maintenance of ideological views

both domestically and beyond their borders

Description of the

political and military

alliances between the

Super Powers and their

allies provided.

Evidence of the alliances

is provided with

reference to scene.

Analysis of the political

Description of the

political and military

alliances between the

Super Powers and their

allies provided.

Evidence of the

alliances is provided

with reference to

scene.

Incomplete

description of the

political and military

alliances between the

Super Powers and

their allies provided.

Some evidence of the

alliances is provided

with reference to

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Key skills:

analyse written and visual evidence

and military alliances

between Super Powers

and allies provided.

Comparison between

the political and military

alliances between the

Super Powers and their

allies provided.

Partial analysis of the

political and military

alliances between

Super Powers and allies

provided.

scene.

Incomplete analysis of

the political and

military alliances

between Super

Powers and allies

provided.

3. Analysis of the way the nature of the conflict in

Vietnam is portrayed within the film. Character point

of view only. Military & political/racial.

Key knowledge:

the ways in which the competing groups represented

themselves and each other

the propagation and maintenance of ideological views

both domestically and beyond their borders

Key skills:

analyse written and visual evidence

Description of the way

the Vietnam War is

portrayed within the

film is provided.

Evidence is provided

with reference to

character point of view

only.

Analysis of the way the

Vietnam War is

portrayed within the

Description of the way

the Vietnam War is

portrayed within the

film is provided.

Evidence is provided.

Partial analysis of the

way the Vietnam War is

portrayed within the

film is provided.

Some military and

political/ racial aspects

Description of the way

the Vietnam War is

portrayed within the

film is provided.

Some evidence is

provided.

Incomplete analysis of

the way the Vietnam

War is portrayed

within the film is

provided.

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film is provided.

Military and political/

racial aspects are

included.

Comparison (similarities

and differences) of the

Vietnam War (case

study) to the Cold War

(major unit of study) is

included.

are included. Some military and

political/ racial aspects

are included.

4. Use of appropriate textual and other forms of

evidence. Quotes from primary & secondary sources.

Key skills:

present historical material using conventions such as

quotations, footnotes and a bibliography

Evidence from textual

and other forms of

material is included.

The material includes

comprehensive

evidence (quotes and

references) from both

primary and secondary

sources.

The material is

Evidence from textual

and other forms of

material is included.

The material includes

some evidence (quotes

and references) from

primary and secondary

sources.

The material is mainly

presented using

Evidence from textual

and other forms of

material may be

included.

The material includes

some evidence

(quotes OR

references) from

primary OR secondary

sources.

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presented using

historical conventions

and including

quotations, footnotes

and a bibliography.

The included evidence is

analysed for bias.

historical conventions

and including

quotations, footnotes

and a bibliography.

The material may be

presented using some

historical conventions.

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Resources Links for Cold War studies.

These are but a few of the plethora of links available. These have been selected owing to their development and implementation by teaching staff

worldwide.

http://www.coldwar.org/

http://legacy.wilsoncenter.org/coldwarfiles/index.html

http://www.bbc.co.uk/history/worldwars/coldwar/

http://www.historywiz.com/primarysources/coldwarprimary.html

http://www.neok12.com/Cold-War.htm

http://www.vietnam.ttu.edu/