Namrata Shipstone Student no.

15731790 1 VCE Unit of Work

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 1

War. There were both social and economic changes. political and technological developments that influenced social change such as the Great Depression. they should be able to analyse and confer archetypes of social life and the issues that influenced these social changes. Key Knowledge  Change and stability in the models of social life of various groups especially the working and middle class families in 1920’s America. This area of study is related to Outcome 2 of the VCE history Study Design:  Once students satisfactorily complete this Unit. Students will learn to use these resources to draw valid conclusions for their research.     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. social values and daily life overwhelmingly changed. Social Life After the devastation of the First World War. such as the Great Depression and social revolutions. They will be able to differentiate and draw comparisons between different social groups during the 2 . students will be covering the following area of studies: 1.  Economic. development of motor    Key Skills Students will display the ability to analyse written and visual evidence and resources.

artists. They will be able to create relevant arguments using a 3 . This was also a time for musical revolutions such as Jazz. movements and groups such as Picasso and cubism. Gustav Klimt. 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. 2. Key Knowledge  Students will build their knowledge on artistic individuals.  historical time period being studied. This area of study incorporates Outcome 3 of the VCE history Study Design:  Once students satisfactorily complete this Unit. Cultural Expression In the first half of the twentieth century there was an emergence of writers. 15731790 3 VCE Unit of Work transportation and aviation. bibliography and footnoting. they should be able to examine the correlations between historical perspective and cultural expression of the time. students will learn to present their tasks using appropriate historical principles and standards such as quote referencing.  They will recognize the responses that their work    Key Skills Through this Unit students will learn to select significant sources and evidence to support their research.Namrata Shipstone Student no. Charlie Chaplin etc. feminists and suffragettes and revolutionary movements. This was a time of creative expression that was different from the last century. musicians and filmmakers.  Role of groups and communities such as nationalist and patriotic groups. Through their research tasks. Students will learn to analyse both written and visual sources.

They are given all the information – they need to frame a research question. Learning and Assessment Activities This unit focuses on Social Change and Cultural Expression at the start of the twentieth century. Display Historical During the lesson. Teaching. then present their research in one of the following ways:  Written   Supporting the Activity Highlight that students are assessed on their ability to:  Work as a productive team of a team. bibliography and footnoting. students will learn to present their tasks using appropriate historical principles and standards such as quote referencing.produced by society – whether they were celebrated or criticized. Delegate tasks in the team. Students will be familiarized with concepts of censorship. Through their research tasks. students will be assessed for their emerging Assessment At the commencement of the lesson students are assessed for their existing knowledge of the topic being covered. 4 .  Students will learn to recognize links between cultural expression and political and social issues of the time. 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 Introduce the unit and the assessment.  variety of sources.

Y to Paris. Charles Lindbergh – aviator. Students are given handouts with a summary of points. Students are instructed to take notes to help them to frame research questions. Motorcar revolution. in order for students to visualize the Depression era and its social effects. at the end of the class. Lecture and PowerPoint complete with images and video clips presented on the topics. as they Students are shown a portion of the film Cinderella Man. 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. knowledge knowledge by responding to questions and participation in class discussion. N. 15731790 5 VCE Unit of Work presentation supported by an oral multimedia presentation   Newspaper Article Performance such as a skit or play. Students are also advised Students are advised to watch the complete film in their own time.Namrata Shipstone Student no.  The Great Depression. 5 .

Gustav Klimt. Otto Dix. Jazz.S Eliot and Djuna Barnes’ work to understand what is meant by modernist literature.  Radio broadcasting in the U. T.S and Germany.S Eliot and Djuna Barnes. Charlie Chaplin. Students are advised to take notes on the lecture to help with their research task.  Cinema and Music – Nosferatu.  Students are shown images of Picasso and examples of his art – some of his famous murals. Students are also advised to select their research topic and start with their    Supporting the Activity Lecture and PowerPoint to be presented. Activity 2: Modernism and Cultural Expression Activity Students are given an overview of the topics to be covered during class:  Art & Literature – Picasso and Cubism. 6 . A Jazz soundtrack Students emerging knowledge assessed by their responses to questions and participation in Assessment At the commencement of the lesson Students are assessed on their knowledge from last class to gauge their knowledge so far. Excerpts from the films Nosferatu. Students are given start thinking about their research topic. may chose to do a film review. Metropolis and a Charlie Chaplin film are shown to the students. Metropolis. They are also shown images of Klimt and Dix’s famous paintings. excerpts of T. Excerpts from Djuna Barnes’ novel Nightwood and T. requirements and criteria:  Students provided with Team Work Logs that needed to be completed and handed in with assessment.  Students observed on their ability to:  Select a variety of sources Use reliable and relevant evidenc e Supporting the Activity Students are given suggestions on what sources to look at that would help them. 7 . Students provided with the research task. 15731790 7 VCE Unit of Work research. is played for students to get familiar with the sound.  An assessment  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   Each group is to start looking online.S Eliot’s The Waste Land.Namrata Shipstone Student no.  Picasso Museum visit websites that are provided to them in order to guide their research in an appropriate direction. Assessment Student research to be observed by the teacher to evaluate their learning progress. Activity 3: Framing Research Question Activity Students are organized into groups of 4 – 5 and taken to the Library for the duration of the lesson to conduct their research. then use the material and their class notes to analyse within their groups.e s/en/ Gustav Klimt http://www.

books etc. 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..  A list of films.rubric provided to students to tailor their task according to it. students are to  Cinema and music. bring social change in the community? Were the artists of the first half of the twentieth century. 8 . 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. artists.

9 .Namrata Shipstone Student no. If they have not completed it. This list must be used to make a proper written bibliography. 15731790 9 VCE Unit of Work start framing their research topic and question. Activity 4: Presentation of Assessment Task Activity Each group is to present their final assessment in their chosen format:     A multimedia presentation A play or a skit Film review Newspaper article Supporting the Activity The written presentation that supports the oral presentation should be collected from students. Each group is to keep an individual list of resources that were used to conduct their research. a recap of all the topics covered and a class discussion will be initiated. they will be given an added week to complete it. Charlie Chaplin’s Modern Times. Written work assessed on: Use of a variety of multimedia technology Assessment Students will be assessed on their oral presentations as well as written. Students will be shown a film. For the talk they will be assessed on:   Creativity of presentation Once presentations end.

  Use of a variety of sources Use of historical conventions and appropriate language  Ability to frame a relevant research question Teams will be overall assessed by the Teamwork Logs:    Delegation of tasks Peer contribution to task Successful completion of all delegated tasks 10 .

Teachers are to provide a variety of assessment tasks that are in accordance with the key knowledge and skills for the unit. The specified assessment tasks must not put added strain on students. For this particular unit. Each outcome has a set of specific key knowledge and skills. 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.Namrata Shipstone Student no. However. 15731790 11 VCE Unit of Work Assessment Provided the students are able to demonstrate accomplishment of the set outcomes stipulated for the unit. 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 11 . rather should be part of the standard teaching and learning curriculum. The key knowledge and skills should be used collectively for assessment rather than individually. All assessment is to be completed relatively during class time within a short duration. Students must demonstrate a success in Outcomes 2 and 3 through their work on their assessment tasks. 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. which must be used in order to design an efficient unit design complete with learning activities. students are to successfully complete the two outcomes specified to the areas of study that have been covered.

The rubric below shows the criteria used by the teacher to assess the students’ tasks. Key Knowledge/ Skills Identify concept of Social Change Identify impact of economic.Teachers are advised to give students an Assessment Rubric. for them to tailor their research and final assessment according to the criteria. 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 Excelle nt V. Good Good Satisfactory Unsatisfactor y 12 . which is also in compliance with the key knowledge and skills for the specific unit.

15731790 13 VCE Unit of Work sources Develop relevant & creative argument using their sources Ability to use appropriate historical standards such as referencing and bibliography 13 .Namrata Shipstone Student no.

T.klimtgallery. J. Puckering. M. Spurr. Bidgood. Barnes. Websites The website addresses cited in this document. Twentieth Century History: 1900 – 1945. However.. M. Teachers are strongly recommended to organize their own indexes of websites that are appropriate and relevant to the unit of work...charliechaplin. Collingwood: HTAV Publication Eliot. D. A. (1998). London: Faber and Faber Limited. (2006).S. their continuing accuracy is non verifiable. Hennessey – Gustav Klimt (http://www... were checked for correctness and suitability of subject matter.ottodix. Nightwood. H. Clarke – Filmmakers Charlie Chaplin ( 14 . Hewitt. Calvert.museupicasso.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. due to the temporary nature of information placed on the Internet. H. Artists The Picasso Museum (http://www. (1998).org/) Otto Dix (http://www. America: Signet Classic. The Waste Land and Other Poems. and must be monitored before letting students access them. A.

com) Teamwork Logs During the task. 15731790 15 VCE Unit of Work F. Below is an example of a teamwork log.Namrata Shipstone Student no. This log must be completed as part of the assessment and handed in with the written document of the assessment task. each group must maintain a record that shows each task and which member of the group was responsible for it. Task Group Member Complete Incomplete 15 .W Marnau – Nosferatu (http://nosferatumovie.

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