vce unit of work

Namrata Shipstone Student no. 15731790VCE Unit of Work

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Introduction

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

the world of the 1920’s, better known as the ‘Roaring Twenties’. This period has

become known for its decadence and the emergence of a society free from many

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 1920’s and the modern

world 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 to

analyse and confer archetypes of social life and the issues that influenced

these social changes.

Key Knowledge Key Skills

Change and stability in the

models of social life of various

groups especially the working

and middle class families in

1920’s America.

Economic, political and

technological developments

that influenced social change

such as the Great Depression,

War, development of motor

transportation and aviation.

Students will display the ability

to analyse written and visual

evidence and resources.

Students will learn to use these

resources to draw valid

conclusions for their research.

They will be able to

differentiate and draw

comparisons between different

social groups during the

historical time period being

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Role of groups and communities

such as nationalist and patriotic

groups, feminists and

suffragettes and revolutionary

movements.

studied.

Through their research tasks,

students will learn to present

their tasks using appropriate

historical principles and

standards such as quote

referencing, bibliography and

footnoting.

2. Cultural Expression

In 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 to

examine the correlations between historical perspective and cultural

expression of the time.

Key Knowledge Key Skills

Students will build their

knowledge on artistic

individuals, movements and

groups such as Picasso and

cubism, Gustav Klimt, Charlie

Chaplin etc.

They will recognize the

responses that their work

produced by society – whether

they were celebrated or

Through this Unit students will

learn to select significant

sources and evidence to support

their research.

Students will learn to analyse

both written and visual sources.

They will be able to create

relevant arguments using a

variety of sources.

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criticized. Students will be

familiarized with concepts of

censorship.

Students will learn to recognize

links between cultural

expression and political and

social issues of the time.

Through their research tasks,

students will learn to present

their tasks using appropriate

historical 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 20’s”

Activity 2: Introduction to Modernism and Cultural Expression

Activity 3: Research

Activity 4: Class presentations

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

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

presentation

supported by an

oral multimedia

Highlight that students

are assessed on their

ability to:

Work as a

productive team

of a team.

Delegate tasks in

the team.

Display Historical

knowledge

At the commencement of

the lesson students are

assessed for their

existing knowledge of the

topic being covered.

During the lesson,

students will be assessed

for their emerging

knowledge by

responding to questions

and participation in class

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presentation

Newspaper

Article

Performance such

as 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 Woman

– women’s rights.

Motorcar

revolution.

Charles Lindbergh

– aviator, N.Y to

Paris.

The Great

Depression.

Students are instructed

to take notes to help

them to frame research

questions.

Students are also advised

to start thinking about

their research topic.

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

review.

discussion.

Activity 2: Modernism and Cultural Expression

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Students 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 Music

– Nosferatu,

Metropolis,

Charlie Chaplin,

Jazz.

Radio

broadcasting in

the U.S and

Germany.

Students are advised to

take notes on the lecture

to 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 are

shown images of

Picasso and

examples of his

art – some of his

famous murals.

They are also

shown images of

Klimt and Dix’s

famous paintings.

Students are given

excerpts of T.S

Eliot and Djuna

Barnes’ work to

understand what

is meant by

modernist

literature.

Excerpts from the

films Nosferatu,

Metropolis and a

Charlie Chaplin

film are shown to

the students.

A Jazz soundtrack

is played for

students to get

familiar with the

sound.

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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Activity 3: Framing Research Question


Students are

organized into

groups of 4 – 5 and

taken to the Library

for the duration of

the lesson to

conduct their

research.

Students provided

with the research

task, requirements

and criteria:

Students

provided

with Team

Work Logs

that needed

to be

completed

and handed

in with

assessment.

An

assessment

rubric

provided to

students to

tailor their

task

according 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

.es/en/

Gustav Klimt -

http://www.klimtgallery.org/

Excerpts from Djuna Barnes’

novel Nightwood and T.S Eliot’s

The Waste Land.

Students can follow guiding questions

to tailor their research:

How were the 1920’s

responsible for major social

change that influenced the

current society we live in?

How did the development of

Cinema and music, bring social

change in the community?

Were the artists of the first half

of the twentieth century,

responding to the political and

Student research

to be observed

by the teacher to

evaluate their

learning

progress.

Students

observed on

their ability to:

Select a

variety of

sources

Use

reliable

and

relevant

evidence

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http://www.museupicasso.bcn.es/en/


it.

A list of films,

artists, books

etc., provided

to students

to chose as

their sources.

Enlighten students

they will be

assessed on the

success of their

teamwork:

Delegation of

tasks

Time

management

Reflection on

peer

contribution

Using the notes

from Activity 1 and

2, students are to

start framing their

research topic and

question.

Each group is to

keep an individual

list of resources that

were used to

conduct their

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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research. This list

must be used to

make a proper

written

bibliography.

Activity 4: Presentation of Assessment Task


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 be

collected 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 Chaplin’s

Modern Times.

Students will be assessed

on their oral

presentations as well as

written.

For the talk they will be

assessed on:

Creativity of

presentation

Use of a variety of

multimedia

technology

Written work assessed

on:

Use of a variety of

sources

Use of historical

conventions and

appropriate

language

Ability to frame a

relevant research

question

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Teams will be overall

assessed by the

Teamwork Logs:

Delegation of

tasks

Peer contribution

to task

Successful

completion of all

delegated tasks

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

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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

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/

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Skills Excelle

nt

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

Ability to

analyse written

and visual

sources

Develop

relevant &

creative

argument using

their sources

Ability to use

appropriate

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historical

standards such

as referencing

and

bibliography

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.

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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/)

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

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

Filmmakers

Charlie 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.

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http://nosferatumovie.com/

http://www.charliechaplin.com/

http://www.ottodix.org/




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Task Group Member Complete Incomplete

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