vce unit of work cover

8/22/2019 VCE Unit of Work Cover

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VCE Unit of WorkEDU4HUA Assessment Task 3Namrata Shipstone

Student no. 15731790

Lecturer: Dr. Mary Burston


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Introduction

In the topic Social Change and Cultural Expression, students will be introduced

to the world of the 1920s, better known as the Roaring Twenties. This period

has become known for its decadence and the emergence of a society free frommany restrictions and mind-set of the pre WWI world.

Students will also be introduced to certain aspects of Modernism and cultural

expression where artists, authors and musicians took part in a cultural

revolution of the masses in the form of cinema, radio and the emergence of

modern music such as Jazz.

As part of a team the students will discuss what they already know about this

period in history, and build on this to create a question or concept to explore and

elaborate on. They will identify and analyse events during this period that have

influenced the world, as we know it today.

Students will be given an opportunity to assess their peers contribution to group

work and to present their learning in the format of their choice, i. e. Presentation,

essay, newspaper article, and performance.

Assessment Task

Students will be assessed over the course of the unit, with small activities in

class, which will need to be done within the group. These activities can

contribute to their final assessment task.

For the final assessment, students will select one subtopic of their interest, that

has been covered during class and form a response to a research question

formulated through their group work. Example: From your research, what

influence did cinema and radio have on the change in societies values?

Students will be assessed on their ability to:

Frame research questions


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Analyse the links between emerging society in the 1920s and the modernworld as we know it today

Use appropriate historical language and conventions Use a variety of appropriate sources Work efficiently in a team environment Develop an appropriate presentation

Area of Study

By studying this particular Unit, students will be covering the following area of

studies:

1. Social Life

After the devastation of the First World War, social values and daily life

overwhelmingly changed. There were both social and economic changes, such as

the Great Depression and social revolutions.

This area of study is related to Outcome 2 of the VCE history Study Design:

Once students satisfactorily complete this Unit, they should be able toanalyse and confer archetypes of social life and the issues that influenced

these social changes.

Key Knowledge Key Skills

Change and stability in themodels of social life of various

groups especially the working

and middle class families in

1920s America.

Economic, political andtechnological developments

that influenced social change

such as the Great Depression,

War, development of motor

Students will display the abilityto analyse written and visual

evidence and resources.

Students will learn to use theseresources to draw valid

conclusions for their research.

They will be able todifferentiate and draw

comparisons between different

social groups during the


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transportation and aviation.

Role of groups and communitiessuch as nationalist and patriotic

groups, feminists andsuffragettes and revolutionary

movements.

historical time period being

studied.

Through their research tasks,students will learn to presenttheir tasks using appropriate

historical principles and

standards such as quote

referencing, bibliography and

footnoting.

2. Cultural ExpressionIn the first half of the twentieth century there was an emergence of writers,

artists, musicians and filmmakers. This was a time of creative expression that

was different from the last century; it was the birth of Modernism and mass

entertainment. These artists also used their work to express the political and

social revolution of their time. This was also a time for musical revolutions such

as Jazz.

This area of study incorporates Outcome 3 of the VCE history Study Design:

Once students satisfactorily complete this Unit, they should be able toexamine the correlations between historical perspective and cultural

expression of the time.

Key Knowledge Key Skills

Students will build theirknowledge on artistic

individuals, movements and

groups such as Picasso and

cubism, Gustav Klimt, Charlie

Chaplin etc.

They will recognize theresponses that their work

Through this Unit students willlearn to select significant

sources and evidence to support

their research.

Students will learn to analyseboth written and visual sources.

They will be able to createrelevant arguments using a


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produced by society whether

they were celebrated or

criticized. Students will be

familiarized with concepts ofcensorship.

Students will learn to recognizelinks between cultural

expression and political and

social issues of the time.

variety of sources.

Through their research tasks,students will learn to present

their tasks using appropriatehistorical principles and

standards such as quote

referencing, bibliography and

footnoting.

Teaching, Learning and Assessment Activities

This unit focuses on Social Change and Cultural Expression at the start of the

twentieth century.

The activities include:

Activity 1: Introduction to Social change and the Roaring 20s

Activity 2: Introduction to Modernism and Cultural Expression Activity 3: Research Activity 4: Class presentations

Activity 1: Introduction to Social Change and the Roaring 20s

Activity Supporting the Activity Assessment

Introduce the unit and

the assessment.They are given all the

information they need

to frame a research

question, then present

their research in one of

the following ways:

Written

Highlight that students

are assessed on theirability to:

Work as aproductive team

of a team.

Delegate tasks inthe team.

Display Historical

At the commencement of

the lesson students areassessed for their

existing knowledge of the

topic being covered.

During the lesson,

students will be assessed

for their emerging


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presentation

supported by an

oral multimedia

presentation Newspaper

Article

Performance suchas a skit or play,

script to be

submitted for

assessment Film review

written and oral

Students are given an

overview of the main

topics to be covered:

The New Womanwomens rights.

Motorcarrevolution.

Charles Lindbergh aviator, N.Y to

Paris.

The GreatDepression.

Students are instructed

to take notes to help

them to frame research

questions.

Students are also advised

knowledge

Lecture and PowerPoint

complete with images

and video clips presented

on the topics. Students

are given handouts with

a summary of points, at

the end of the class.

Students are shown a

portion of the film

Cinderella Man, in order

for students to visualize

the Depression era and

its social effects.

Students are advised to

watch the complete film

in their own time, as they

may chose to do a film

knowledge by

responding to questions

and participation in class

discussion.


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to start thinking about

their research topic.

review.

Activity 2: Modernism and Cultural Expression

Activity Supporting the Activity AssessmentStudents are given an

overview of the topics to

be covered during class:

Art & Literature Picasso and

Cubism, Gustav

Klimt, Otto Dix,T.S Eliot and

Djuna Barnes.

Cinema and MusicNosferatu,

Metropolis,

Charlie Chaplin,

Jazz. Radio

broadcasting in

the U.S and

Germany.

Students are advised to

take notes on the lectureto help with their

research task.

Students are also advised

to select their research

topic and start with their

research.

Lecture and PowerPoint

to be presented.

Students areshown images of

Picasso and

examples of his

art some of hisfamous murals.

They are also

shown images of

Klimt and Dixs

famous paintings.

Students are givenexcerpts of T.SEliot and Djuna

Barnes work to

understand what

is meant by

modernist

literature.

Excerpts from thefilms Nosferatu,

Metropolis and a

Charlie Chaplin

film are shown to

the students.

A Jazz soundtrackis played for

At the commencement of

the lesson Students are

assessed on their

knowledge from last

class to gauge their

knowledge so far.

Students emerging

knowledge assessed by

their responses to

questions and

participation in

discussion.


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students to get

familiar with the

sound.

Activity 3: Framing Research QuestionActivity Supporting the Activity Assessment

Students are

organized into

groups of 4 5 and

taken to the Library

for the duration of

the lesson toconduct their

research.

Students provided

with the research

task, requirements

and criteria: Students

provided

with Team

Work Logs

that needed

to be

completedand handed

in with

assessment.

Anassessment

rubric

provided to

Students are given suggestions on what

sources to look at that would help them,

then use the material and their class

notes to analyse within their groups.

Each group is to start looking online,visit websites that are provided to them

in order to guide their research in an

appropriate direction.

Picasso Museum -http://www.museupicasso.bcn.e

s/en/

Gustav Klimt -http://www.klimtgallery.org/

Excerpts from Djuna Barnesnovel Nightwoodand T.S Eliots

The Waste Land.

Students can follow guiding questions to

tailor their research: How were the 1920s responsible

for major social change that

influenced the current society we

live in?

How did the development ofCinema and music, bring social

change in the community?

Student

research to be

observed by

the teacher to

evaluate their

learningprogress.

Students

observed on

their ability to:

Select avarietyof

sources

Usereliable

and

relevant

evidence
http://www.museupicasso.bcn.es/en/http://www.museupicasso.bcn.es/en/http://www.museupicasso.bcn.es/en/http://www.klimtgallery.org/http://www.klimtgallery.org/http://www.klimtgallery.org/http://www.museupicasso.bcn.es/en/http://www.museupicasso.bcn.es/en/


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students to

tailor their

task

according toit.

A list offilms, artists,

books etc.,

provided to

students to

chose astheir

sources.

Enlighten students

they will be

assessed on the

success of theirteamwork:

Delegation oftasks

Timemanagement

Reflection onpeercontribution

Using the notes

from Activity 1 and

2, students are to

start framing their

research topic and

Were the artists of the first halfof the twentieth century,

responding to the political and

social climate of the time? How?

Each group is to be provided with a

Teamwork Log, which they are required

to complete as part of their assessment.


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question.

Each group is to

keep an individuallist of resources that

were used to

conduct their

research. This list

must be used to

make a proper

writtenbibliography.

Activity 4: Presentation of Assessment Task

Activity Supporting the Activity Assessment

Each group is to present

their final assessment in

their chosen format: A multimedia

presentation

A play or a skit Film review Newspaper article

Once presentations end,a recap of all the topics

covered and a class

discussion will be

initiated.

The written presentation

that supports the oral

presentation should becollected from students.

If they have not

completed it, they will be

given an added week to

complete it.

Students will be shown a

film, Charlie Chaplins

Modern Times.

Students will be assessed

on their oral

presentations as well aswritten.

For the talk they will be

assessed on:

Creativity ofpresentation

Use of a variety ofmultimedia

technology

Written work assessed

on:

Use of a variety ofsources


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Use of historicalconventions and

appropriate

language Ability to frame a

relevant research

question

Teams will be overall

assessed by the

Teamwork Logs: Delegation of

tasks

Peer contributionto task

Successfulcompletion of all

delegated tasks


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Assessment

Provided the students are able to demonstrate accomplishment of the set

outcomes stipulated for the unit, they will be awarded a satisfactory. This

satisfactory will be granted on a decision based on assessment conducted by the

teacher of the students performance throughout the unit and on the specific

assessment tasks.

Each outcome has a set of specific key knowledge and skills, which must be used

in order to design an efficient unit design complete with learning activities.

However, it is important to understand that the et of key knowledge and skills is

to be used only as a guide and not a checklist to assess student learning against.

The key knowledge and skills should be used collectively for assessment rather

than individually.

The specified assessment tasks must not put added strain on students, rather

should be part of the standard teaching and learning curriculum. All assessment

is to be completed relatively during class time within a short duration. Teachers

are to provide a variety of assessment tasks that are in accordance with the key

knowledge and skills for the unit.

For this particular unit, students are to successfully complete the two outcomes

specified to the areas of study that have been covered. Students must

demonstrate a success in Outcomes 2 and 3 through their work on their

assessment tasks. Teachers will allow students to select a medium that best suits

their creativity and aims:

Creative Essay/ Multimedia Presentation


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Creative presentation/ Performance Newspaper Article Film Review

Teachers are advised to give students an Assessment Rubric, for them to tailor

their research and final assessment according to the criteria. The rubric below

shows the criteria used by the teacher to assess the students tasks, which is also

in compliance with the key knowledge and skills for the specific unit.

Key

Knowledge/Skills

Excellent

V. Good Good Satisfactory Un-satisfactor

y

Identify

concept of

Social Change

Identify impact

of economic,political &

technological

development

on society

Understand

concept of

Modernism &cultural impact

on social/

political life

Ability to select

relevant

sources/

evidence


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Ability to

analyse written

and visual

sourcesDevelop

relevant &

creative

argument using

their sources

Ability to use

appropriatehistorical

standards such

as referencing

and

bibliography


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Unit Resources

Texts:

The following are the texts that the teacher can use in order to provide excerpts

to be used as examples during class.

Barnes, D. (1998). Nightwood. London: Faber and Faber Limited.

Bidgood, A., Calvert, H., Clarke Birch, M.J., Hewitt, J., Puckering, A., Spurr, M.

(2006). Twentieth Century History: 1900 1945. Collingwood: HTAV Publication

Eliot, T.S., Hennessey Vendler, H. (1998). The Waste Land and Other Poems.

America: Signet Classic.

Websites

The website addresses cited in this document, were checked for correctness and

suitability of subject matter. However, due to the temporary nature of

information placed on the Internet, their continuing accuracy is non verifiable.

Teachers are strongly recommended to organize their own indexes of websites

that are appropriate and relevant to the unit of work, and must be monitored

before letting students access them.

Artists

The Picasso Museum (http://www.museupicasso.bcn.es/en/)
http://www.museupicasso.bcn.es/en/http://www.museupicasso.bcn.es/en/http://www.museupicasso.bcn.es/en/


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Gustav Klimt(http://www.klimtgallery.org/)

Otto Dix (http://www.ottodix.org/)

FilmmakersCharlie Chaplin (http://www.charliechaplin.com)

F.W Marnau Nosferatu(http://nosferatumovie.com)

Teamwork Logs

During the task, each group must maintain a record that shows each task and

which member of the group was responsible for it. This log must be completed as

part of the assessment and handed in with the written document of the

assessment task. Below is an example of a teamwork log.

Task Group Member Complete Incomplete
http://www.klimtgallery.org/http://www.klimtgallery.org/http://www.klimtgallery.org/http://www.ottodix.org/http://www.ottodix.org/http://www.charliechaplin.com/http://www.charliechaplin.com/http://www.charliechaplin.com/http://nosferatumovie.com/http://nosferatumovie.com/http://nosferatumovie.com/http://www.charliechaplin.com/http://www.ottodix.org/http://www.klimtgallery.org/

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