EDSS470Assignment2

T1:TUE9am:IsabellaBisazzaS00149693,CaseyPalmerS00148379
T3:THU12pm:LaurenMassoudS00149676,ChristinaBredaS00148801

NSWAustralianCurriculumHistory:Stage5

DepthStudy6:TeamAmerica!

AcriticalinvestigationintotheinfluenceofAmericaasaworldSuperpowerinthe1960sand1980s.
1

TeamAmerica
|
Stage5
|
History

DurationandContextStatement

ScopeandSequence

Duration:
This8weekunitoflearningconsistingof15hoursintotalwith
3daysperweek.
PriorKnowledge:
StudentmusthavepriorknowledgeofWorldWarII.
Levelofdifficulty:
TheprogrammaybeconsideredataModerate
levelofdifficulty.Cateringforvariouslearnersbothspecialneedsand
giftedandtalented,theunitallowsstudentstoextendtheirinterestsand
knowledgewithhomeworkandextensionactivitiesandprovidesoptional
TexttoSpeechsupport.Allactivitiesarearticulatedinorderforclear
instructionandoutlinesthequalityofworkexpectedofstudents.
Relevance:
Theunitcelebrateshistoryasthepast,presentandfuture,in
anattempttoengagethestudent,andtheirabilitiestorecognisepast
eventsandtheirrelevanceinsocietytoday.Studentsareableto
appreciatetheinfluenceofAmericaontheworldthroughoutthe1960s
and1980sapplyingpriorknowledgeandextendingtheircomprehension
onitsimpactonglobalisation.
EngagementFactor:
Throughouttheunitstudentsareabletoengage
withmultimediaandvariousWeb2.0tools,notonlyenhancingtheirICT
skillsbutactivelyengageintheirlearningandapplyingtheirknowledge.
Popularcultureisembeddedwithintheunit,whichencouragesstudents
toappreciatelearningatanewlevel.

ThenatureofthisDepthStudyallowsforacertainlevelof
flexibilityinitsplacement.However,studentswouldbeinthebest
positiontoengagewiththeconcepts,contentandskillsofthis
DepthStudyoncetheyhavealreadycompletedDepthStudy3
AustraliansatWarandDepthStudy4RightsandFreedoms.
Bothofthesestudiesprovidenecessarybackgroundknowledge
andkeyhistoricalconceptsrequiredtosuccessfullycompletethis
DepthStudy6.

Unitoverview

HistoricalConcepts

ThisstudyfocusesontheculturalinfluenceofAmericainvarying
Significance
contexts.StudentswilllearnaboutAmericasforeignpolicy,economic
Impact
influences,UNinvolvement,ColdWarandVietnamWar.Theywill
Continuityandchange
explorehowtheseeventsinfluencedglobalculture.Inthisdepthstudy
Perspectives
studentswillevaluatetheextentofAmericasculturalinfluence.Within
Causeandeffect
thistheywillincorporatewillexploreprimaryandsecondarysourcesand
willoutlinethedifferencesofhardandsoftpowerandhowthesehave
HistoricalSkills
beenutilisedbyAmericaduringthe1960s1980s.
Comprehension:chronology,termsandconcepts

Analysisanduseofsources
TeamAmericaWebsite(Allactivitiesarepresentedonthesite),you
Perspectivesandinterpretations
mustreadthisadjacenttothefollowingURL:
Research
http://teamamericadepthstudy.weebly.com
ExplanationandCommunication
EmpatheticUnderstanding

Outcomes

Assessmentoverview

History710

HT51explainsandassessesthehistorical
forcesandfactorsthatshapedthemodern
worldandAustralia

HT5
2sequencesandexplainsthesignificantpatternsofcontinuityand
changeinthedevelopmentofthemodernworldandAustralia

HT53explainsandanalysesthemotivesandactionsofpast
individualsandgroupsinthehistoricalcontextsthatshapedthemodern
worldandAustralia

HT5
4explainsandanalysesthecausesandeffectsofeventsand
developmentsinthemodernworldandAustralia

Assessment1(Formative):
IndividualPresentationStudentswill
presenttotheclasstheirviewontheColdWarandVietnamWarand
howthisimpactedonAmerica'seconomic,politicalandcultural
history.
Assessment2(Formative):
Whilstworkingingroupsstudents
presentanelectronicGraffitiWallidentifyingAmericascultural
influenceonAustraliathroughthesocialideaoftheAmericanDream.
Assessment3

(Formative):
SpeechStudentwillevaluateAmerican
filmandmusicanditsinfluenceglobally.
Assessment4(Summative):
GroupPresentationAssessstudent
knowledgeontheconceptsandeventsinunitasawhole.
3

HT56usesrelevantevidencefromsourcestosupporthistorical
narratives,explanationsandanalysesofthemodernworldandAustralia

HT57explainsdifferentcontexts,perspectivesandinterpretationsof
themodernworldandAustralia

HT58selectsandanalysesarangeofhistoricalsourcestolocate
informationrelevanttoanhistoricalinquiry

HT59appliesarangeofrelevanthistoricaltermsandconceptswhen
communicatinganunderstandingofthepast

HT510selectsandusesappropriateoral,written,visualanddigital
formstocommunicateeffectivelyaboutthepastfordifferentaudiences

Note:
StudentuploadworkthroughouttheunitintoanonlineBlogon
TeamAmericaforteacherreviewandfeedback.

Content

Teaching,learningandassessment

Resources

Overview

AcriticalInvestigationintotheinfluence

Task1:HookTop102014Songs
ClassdiscussiononHook.

Task2:(JigsawActivity):
Ingroupsof7studentwillbeallocatedoneof
theseBIGIdeas.
Studentsjobistofindoutwhateachofthese
ideasmeanandcomeupwithasuccinct
definitionofyourBIGIdea.BIGIdeas:Capitalism,
Communism,Globalisation,HardPowerandSoft
Power.

VideoReference:
https://www.youtube.com/watch?v=AdYw
wSTDArg

Promptingquestionsfordiscussionin
Task1:
1) Howmanyofthesesongswere
American?
2) WhyisthatAmericanculturehas
hadsuchalargeimpact?

ofAmericaasglobalsuperpower
Overview(HT59)
ICT
Students:
Identifyanddefinethekey
terminologyandconceptsforthe
unit:Capitalism,Communism,
Globalisation,HardPowerandSoft
Power.

Task3:Discussion
DiscussTask2.
CreatecollaborativedefinitionofeachBIGidea
asclass.

LessonConclusion:
Teacherwillhandouttheaccompanying
assessmenttaskforthisunitandwillread
throughtheassessmentwithstudents.
EstablishaIknowandIneedtoknowtableto
guidethechildrenwithwhattheyneedtodowith
theassessment.

Task1:ClassDiscussiononForeignPolicy

EconomicPoliciesandinternational

relations,1960s1980s(HT51,HT54,

HT58)
Numeracy,ICT

Students:
Task2:Timeline
Studentsuseprovidedtimelinestocreatea
Usearangeofsourcestoidentify
succincttimelineonDipity.com,ofkeyForeign
keyeconomicandforeignpolicy
PolicyDevelopments.

decisions/events.

Promptingquestionsfordiscussionin
Task3:

1) Askstudentstosharedefinitions
(promptbynameifrequired).
2) Whatarethestrengthsofthese
definitions?
3) Canweimproveuponourown
definitionsinlightofthese?(lead
intocreationofwholeclass
definition.)

ForeignPolicy

DevelopmentsinAmericanForeignand

Promptingquestionsfor
discussioninTask1:

1) WhatisForeignPolicy?
2) WhydocountrieshaveForeign
Policy?

Timelinesite:
Ditpity:
http://www2.ed.gov/about/offices/lis
t/ope/iegps/fulbrighthaysact.pdf
5

Explainthesignificanceofkey

Task3:Classdiscussion

events/policiestoAmericas
Whyarethesedevelopmentsimportant?
Superpowerstatus.
HypothesistheirpotentialimpactonAmerican
cultural/socialinfluence.
AssesswhetherAmericanForeign

PolicyandInternationalrelations
Task4:Paragraph
WhydoesForeignPolicymatter?Studentmust
(19601980s)ispredominantlyan
considertheevents/policydecisionstheyhave
exampleofHardorSoftPower.
chosenfortheirtimeline.
Discusstheinterplaybetween
Studentmustwriteashortparagraphoneachof
Americaseconomicstatusandtheir
theirtimelinepoints.Studentmustbepreparedto
Foreignpolicydecisions.
discussthemwiththeclass!

QuestionstoGuideParagraphsTask
4:
1. Whydidyouchoosethem?
2. Whatimpactdidtheyhaveon
America'sinternational
relationships?
3. Arethesepolicies/events
examplesof
HardPower
or
Soft

Power?
Why?

4. Havetheseeventsimpacted

ExtensionTask:
StudentstolookatMutualUnderstandingand
EducationalExchangeActof1961andconsiderits
implicationsasaformofsoftpower.
Economic

Discusstheinterplaybetween
Americaseconomicstatusandtheir
Foreignpolicydecisions.(HT52,HT

Task1:AnEconomicfocus
StudentmustreadthroughtheEconomic
timelinesprovidedandusethisinformationto
buildupontheirdigitaltimelinewhichwasstarted
lastlesson.
Consider:Theinterplaybetweeneconomic

America'slargeculturalinfluence?
Why?Whynot?

EconomicTimeline:
timeline:http://www.timetoast.com/t
imelines/economictrendsinapus
history
http://www.learner.org/series/econusa/
interactivelabs/economictimeline/
6

4,HT58)
ICT

Describetheeconomicinfluenceof
AmericaoveratleastONElesser
power:
Philippines
Chile
Haiti

developmentsandforeignpolicy.

Task2:NeoColonialism
Americanseconomicinfluenceoverothernations.
Ingroupsof23studentmustcreateaMindMap
exploringtheextenttowhichthePhilippineshas
beeninfluencedeconomically,andculturallyby
America.

ExtensionTask:
StudentstoreadTheUnitedStatesandWorld
EconomicPowerGabrielKolko.

ExtensionReading:Kolko,Gabriel.
"TheUnitedStatesandWorld
EconomicPower."In
American
ForeignPolicy
,byBruceW.
Jentleson,225229.NewYork:
W.W.Norton&CompanyInc.,
2000.

UNInvolvement

Americascontributiontothe

Task1:Recap!:
Studentwillbegiven5minstolinkthethewords
(BIGIDEAS)totheirdefinitions.

developmentandcontinuedrunningof

theUnitedNations.(HT53,HT54,HT5 Task2:WhatistheUnitedNations?
Studentswatchvideoprovidedbyteacher.
8):
Literacy,ICT

Task3:SecurityCouncil
Stu
dents:
Studentwillbegivenalinktoresearchandwillbe
askedtoanswerthefollowingquestions:

OutlinetheroleoftheUnited
Nations.
Describethesignificanceofthe

Whatisthesecuritycouncil?

OutlineAmerica'sroleinthedevelopmentofthe

UNVideoLink:
https://www.youtube.com/watch?v
=1cqw8ongtY

SecurityCouncilLinks:

http://www.britannica.com/EBchecked/
topic/532070/UnitedNationsSecu
rityCouncil
http://theconversation.com/hardevide
ncewhousesvetointheunsecur
itycouncilmostoftenandforwhat
29907
http://fas.org/irp/offdocs/NSChistory.ht
m

SecurityCouncil,including

securitycouncil.

Americasinvolvementinits
developmentanduseofveto

Whatisthepurposeof"vetopower"?

Task3:LetEvaluate

power.

EvaluateatleastONEAmerican

Studentsmust
chooseone
peacekeeping
operation
involvingAmerica
(between1960
1989)
andevaluateitusingthequestionsbelow:

peacekeepingoperationduringthe
1960s80sinlightofitseffecton

1. Whatwastheaimoftheoperation?

Americasculturalinfluenceasa

2. WasitinlinewithAmericanforeignpolicy?

globalSuperpower.

3. CouldthisoperationhaveimpactedAmerica's
Superpowerstatus?
4. Didthisoperationpotentiallyimpactthereceiving

PeacekeepingResource:
http://www.un.org/en/peacekeepin
g/operations/past.shtml

nationculturally?

5. Wouldthisoperationbeconsidereda
demonstrationofhard/softpower?Why?

ColdWar

DefiningtheColdWar(HT57,HT59)
Students:
DefinetheColdWar.
DetermineiftheColdWarisaSoft
PowerORaHardPowerORboth.

Task1:

DefiningtheColdWar
ThefirsttaskistodefinethetermColdWar.
Givethestudentsacoupleofminutestowritein
theirbooktheirguess,astowhatthedefinitionof
thephraseColdWar.
Instructthestudenttoturntooneortwopeople
nexttothemandshareyourdefinitionsand
decideonadefinitiontheycanallsupport.
Afterthewholeclassdiscussestheoptions
presented.

DefinitionideasforColdWar:
Aconflictordisputebetweentwo
groupsthatdoesnotinvolveactual
fighting.
Intenseeconomic,political,
military,andideologicalrivalry
betweennations,shortofmilitary
conflictsustainedhostilepolitical
policiesandanatmosphereof
8

Understandsignificanteventsandthe
experiencesoftheColdWar(HT55,
HT58,HT59)
Numeracy
Students:
Usingsources,studentsinvestigate
thefollowingevents:
TheU2Incident(1960)
TheBayofPigs
TheCubanMissileCrisis
JohnF.KennedyAssassination
TheCzechoslovakiaUprising
RiseandfalloftheBerlinWall
SaltI&II
CoupdatinChile
Somalia,Ethiopia,&theOgradan
GeraldFord
RonaldReagan
TheStrategicdefenseinitiative.
CherneniloGeneralSecretary
MikhailGorbachev
GeorgeBush

Studentswillthenwritetheclassdefinitionof
ColdWarintheirbooks.

Task2:

TimelineoftheColdWar(Jigsawactivity)
basedontheColdWarMuseumWebsite.
Eachstudentwillbegivenadecade(1960s
1980s)toresearch.
Thesedecadesspecificallystatedintabsinthe
linkabove,studentwillclickonthetabsthatare
relevanttotheirdecade.
Studentthenwillmatchtheheadingonthe
worksheettothetabsonthesiteaboveand
summariseitscontents.
Whenthestudentshavecompletedthis,student
(A)mustthenfindanotherstudent(B)thathave
beengivenadifferentdecade.
Student(A)mustthenteachtheotherstudent(B),
thedecadetheystudied,whilstthestudent(B)
writesdownthedotpointsandvisaversa,until
theworksheetiscompleted.

ExtensionTask
Withinthelinkprovidedabovethereis
aTriviatab,studentwillbeaskedtotesttheir
knowledge,thenfollowthesimplepromptstocomplete
thequiz.

Task3:

Comprehension
Classwillbedividedintogroupsof23.
Eachgroupwillbegivenapassageandmust
addressthefollowingquestions(answersmustbe
2sentences(20wordsminimum):
1) DescribetheideologicaldifferencesbetweenThe

strainbetweenopposedcountries
.
ColdWarMuseumWebsite:
http://www.coldwar.org/articles/60s/index.
asp
.
Worksheet&Answers:
(Task2)
providedon
TeamAmericaWeeblyPage
Lesson5
(TeachingResources).

ExtensionTaskTrivialink:
http://www.coldwar.org/trivia/index.asp

Passages&SampleAnswers(Task3):
Providedon
TeamAmericaWeeblyPage
Lesson5
(TeachingResources).

SpecialNeeds:
(TexttoSpeech)
Softwarethatreadspassagetothe
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Describeideologydifferences
betweenUSandSovietRussia
(CapitalismVs.Communism).

VietnamWar

AnOverviewoftheVietnamWar(HT53,
HT59)
Literacy,ICT

UnitedStatesandSovietRussia? student:
http://www.ivona.com
2) Whatideologicalchangeshadbeenforcedupon
thesuperpowersbytheendofthe1980s? SpecialNeedsQuestionsfortask3:
3) Explainifthepassageisanexampleof'Hard LocatedontheTeamAmericaWeebly
Power'OR'SoftPower'ORBoth?Why?
PageSpecialNeeds(Teaching

resources).
Task4:Discussion

TheanswersinTask3willbediscussedasa

class.

Notificationbyteacher:
Thefightbetween

CommunismandCapitalismwasnotjustseeninSoviet
UnionandAmerica,butduringtheColdWar,America

alsointervenedintheVietnam,thistopicwillbe

discussednextlesson.

Homework
:
Providedon
Team
BackgroundofVietnamWarreadingwillbegiven HomeworkText:
AmericaWeeblyPageLesson5
tothestudentsashomework(mustread
individuallybynextlesson).
(TeachingResources&Lesson5for

studentstoview).

Task1:Recapdiscussion
Discussthereadingthatwassetlastlesson.

Task2:Hook
Teacherwillplayavideo,whichcontains
summarythatbreaksdowntheVietnamWar.

Promptingquestionsfordiscussionin
Task1:
1) WhatisCapitalismand
Communism?
2) WhywastheNorthandSouth
fighting?
3) HowmanyAustraliansoldiers
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Students
:

Task3:DominoTheory&StrategicDependence
reading:
OutlinethecausesoftheVietnam
StudentwillreadthepassagesontheTeam
War.
Americasite.

StudentwilllistentoMalcolmFraser's
SequencetheplacesoftheWar.
perspectiveontheVietnamWar(alsoatranscript
ExploresAmericasactsinthe
isprovided).

VietnamWarwithclosereferenceto

theCharteroftheUnitedNations.
Task4:SourcesAnalysis
Studentwillbeaskedtocreateacaptionthat
AustraliasinvolvementintheVietnam
explainsthemainideasthatthecartoonistis
War(HT52,HT53,HT54,HT57,HT59)
conveyingtotheviewerforeachcomic(located
AsiaandAustraliasengagementwithAsia,
ontheTeamAmericasite).

ICT
Task5:Questions
IdentifieswhyAustraliajoinedthe
Studentmustwritethetheanswerstothe
followingquestionsintheirbook(answersmust
VietnamWarinrelationtothe
be2sentences(20wordsminimum):
followingconcepts:
1) DothecartoonssuggestthatallAustralians
agreedwiththe'DominoTheory'?Discussthe

reasonsforyouranswer.
DominoTheory.
2)ExplainwhyAustraliachosetobeinvolvedinthe
VietnamWarin1965?WithreferencetoStrategic
StrategicDependence.
Dependence'.
Communism
.

Capitalism.
Task6:Recapdiscussion
StudentdiscussTasks3,4and5asaclass.

Task4:EvaluationLetter

wereinvolved?
4) WhywasAustraliainvolved?
Task2HookVideo:
https://www.youtube.com/watch?v=r0tYB
emwzs
.

SpecialNeeds:
(TexttoSpeech)
Readspassagetothestudent:
http://www.ivona.com

Task4Hints:
Cartoonnumber1isaproductof
StrategicDependence.
Cartoonnumber2isaproductof
theDominoEffect.
Answers(Task5):
Providedon
Team
AmericaWeeblyPageLesson5
(TeachingResources).

Promptingquestionsfordiscussionin
Task6:

1) WhydidAustraliachosetosupport
Americainbecominga
SuperpowerintheVietnamWar
11

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1)
2)
3)
4)
5)

Studentwillbeaskedtoreflectuponaprevious
lesson(lesson2,referstotheUnitedNations).
Studentwillthenbeaskedtowritealettertothe
UnitedNationsexplainingtheirviewonAmerica's
interventioninVietnam(100wordsminimum).
Studentmustconsider/referto:
IfyoubelievetheyshouldcontinuetheWarin
VietnamORIf,youdisagreewithAmerica's
interventioninVietnam.
CommunismandCapitalism.
CharteroftheUnitedNations.
Softpower&Hardpower.
Thestudentmustconcludewiththeirviewon
Americagainingmorepowerandultimately
becomingaworldsuperpower.
Studentswillbeginthistaskinclass,thenfinish
therestfromhomework,(mustbecompleted
beforenextclass).
Studentsmustuploadontoblog.

in1965?
2) WhatistheDominoTheory?
3) WhatdoesMalcolmFrasermean
byStrategicDependence?
SpecialNeeds(OnlineLetter
Generator):
http://www.readwritethink.org/files/resourc
es/interactives/letter_generator/

ExtraUNdocumentsforteacher:
http://www.un.org/en/documents/

Blog:
IslocatedonTeamAmerica
WeeblyPageblogtab
.

Task6:Discussion
TheanswersinTask5willbediscussedasa
class.

Notificationbyteacher:
Nextlessonwewilldiscuss
howtheVietnamWarandColdWarimpactedupon
America

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ColdWar&VietnamWaranditsrolein
creatingasuperpower.

TheimpactoftheColdWarandVietnam

Task1:Recap
InformalPresentations
Eachindividualstudentintheclasswillbegivena
passageinrelationtotheColdWar/Vietnam
War.
Eachstudentmustselectacategoryinwhich
WaranditroleincreatingAmericathe
theirpassageisbestsuited.Studentthenmust
present:
Superpower(HT55,HT58,HT59,HT5
1. Whatthepassageisabout.
10)
Literacy,ICT
2. Whytheychosethiscategory
(Categories:Cultural,PoliticalEconomic).
EvaluatesboththeVietnamWarand
3. Explainifthepassageisanexampleof'Hard
theColdWarandaddressthe
Power'OR'SoftPower'ORBoth?Why?
impactsonAmericas:
Eachstudentwillwriteaparagraph(100words),
ontheabovequestions.

Studentswillthenuploadtheirparagraphonto
Cultural
blogforteacherreview.
Eachstudentwillbegiven
1mins
topresentthe
Political
abovequestiontotheclass.
Economichistory.
Teacherwillgiveoralfeedback.

Task2:Recap(Think,PairandShare)

Studentwillbeaskedtoreflectontheactivities
thattheyhavejustcompletedandlookbackat
thetimelinetheycompletedinlesson5.
Individuallystudentmustanswerthefollowing
question:
HowdoyouthinktheColdWarandtheVietnam
WarhascontributedtoAmericabecominga
superpower?Writeatleastfivedotpointsinyour
book.
Studentmustthensharetheiranswerstotheir

SpecialNeeds:
(TexttoSpeech)
http://www.ivona.com
Passages:(Task1):
Isprovidedonthe
TeamAmerica(TeachingResources)
teachermustcutouteachpassage,then
handouttostudents.

Blog:
IslocatedonTeamAmerica
WeeblyPageblogtab
.

14

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neighbourverbally,addingtotheirdotpoints.

Task3:Classdiscussion
Teacherbringstheclasstogethertocreatea
discussionbasedontheirideascreatedinTask
2.

IdeasthatmaybediscussedinTask3:

1) Americaisnowtheonly
superpower.
2) TheColdWarputAmericaina
racewiththeUSSR.American

companiesexpandedinto

unimaginableterritorytoproveto
Notificationbyteach
er:
Nextlessonwillbefocusingon
theUSSRthatcapitalismwas
Americaandtheiruseof"SoftWarinordertobecome
betterthancommunism.
theworld'sSuperpower.
3) Variousmilitaryconflictswere

supported/fundedbytheUS
Korea,Vietnametc.This
advancedAmericanmilitary
capabilitywhileleavingtherestof
theworldinaweofitspower.
4) RonaldReagan'sdefeatof
communistRussiaachievedwith
minimalbloodshedsignaledanew
era.ThismadeAmericathe
ultimateeconomicandmilitary
superpower.
Itscompanies
becamehugeanditsmilitary
establishedhundredsofbases
worldwide
.

BigSocialIdeasAmericanDemocracy

Exploressignificantaspectsof
Americasdemocracyanditscultural

Task1:

AmericanDemocracy
TeacherfacilitatesdiscussiononAmericandemocracy.

Task1:Discussion

Questions
Whatisitsmainfocus?
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impactonthePhilippines.(HT52,HT5
8,HT59,)
Literacy,ICT,DifferenceandDiversity
Students:
Exploressignificantaspectsof
Americasdemocracy.
Identifiesusingprimarysourcesthe
similaritiesanddifferencesofthe
roleofAmericasandthe
PhilippinesPresidents.
IdentifiesAmericascultural
influenceasSuperpoweronthe
Philippines.

AmericanDemocracyiswritteninthecentreofthe
boardandstudentsaretothinkofasmanyaspectsas
theycan,whichmakeuptheAmericandemocracy.
Studentsmayliketowritetheirnotesonamindmapin
theirbooksoruseMindupontheirlaptops.

Extension
Studentsmayliketoreadpages49of
Democracyin
Brief
toaddtothenoteswithinthemindmap.

Task2:ComparethePair

AsstudiedinthefirstfewlessonsonAmericas
influenceasaSuperpoweronthePhilippines,the
activitywillcomparetherolesofPresidentsinAmerica
andPhilippines.
PairandShare
:Eachstudentisallocatedeitherofthe
countriesAmericaorPhilippines.Studentsaretoread
theircountriesconstitutionandaretofind5factsabout
theirpresidentandwritethemintothecolumnfortheir
countrywithintheworksheet/documentlabelled
ComparisonofthePresidents.Theyarethentoshare
theirinformationwiththeirpartnerandwritedown5
notesfortheirpartnerscountry.Workinginpairs
studentscomparethesimilaritiesanddifferencesforthe
rolesofbothPresidentsagainwithintheworksheet.

Task3:DiscussionTime
Teacher
facilitatesdiscussiononhowAmericas

Whatmakesitdifferenttothatof
others?Thinkbacktothe
Philippines?

Mindmap:
https://www.mindmup.com/#m:new

Extension
DemocracyinBrief
http://photos.state.gov/libraries/amgov/30
145/publicationsenglish/democracyinbri
ef.pdf

1987ConstitutionoftheRepublicof
thePhilippines
ArticleVIIExecutiveDepartment
http://www.gov.ph/constitutions/the1987
constitutionoftherepublicofthephilippin
es/the1987constitutionoftherepublicof
thephilippinesarticlevii/
TheConstitutionoftheUnitedStates
ArticleII
http://www.gpo.gov/fdsys/pkg/CDOC105s
doc11/pdf/CDOC105sdoc11.pdf

Worksheet:Comparisonofthe
PresidentsFoundonweeblyunder
TeacherResourcesLesson8
16

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BigSocialIdeasImmigration1960s
1980s

Immigrationtrendsinthe1960s1980s
whichwereinfluencedbyAmericas
Superpowerstatus.(HT52,HT54,
HT56,HT7,HT58,HT510)
Literacy,Numeracy,Intercultural
understanding
Students:
Identifyimportanttrendsin
migration,whichassistedAmericas

democracyhasinfluencedthedemocracyofthe
Philippines.Studentsmayanswersomeofthese
questionswithintheworksheet,followingthetable.Once
theworksheetiscompletedstudentswilluploadtheir
documentsintoBlogontheWeeblypageforteacher
revieworhandtheworksheetintotheirteacher.

Task4:PresidentialPowertothePeople
Oncestudenthavefinishedearlytheymayliketoread
thearticleonPresidentialPowertothePeopleor
completeforhomework.

Task3:Discussionquestionsalso
foundwithinworksheet:
HowarebothPresidentssimilar
anddifferent?
Doespresidentialpowerand
governmentinfluencesocietyand
culture?
HowisthisevidentwithAmerica's
influenceonthePhilippines?
HowisthisaninfluenceofSoft
power?

Task4:
PresidentialPowertothePeople
http://www.utne.com/politics/presidentialp
owertothepeople.aspx

LessonHook:
TeacherplaysNielDiamondComingto
Americaandstudentsareaskedtoconsiderthelyrics.

Task1:ImmigrationinAmerica1960s1980s
Studentsindividuallyreadthepassage
Immigrationin
America1960s1980s
andaretosummarise5major

Clip:
NielDiamondComingtoAmerica
https://www.youtube.com/watch?v=9ttDU
GM1mU
LessonHook:Questionstoconsider:
Whathasattractedimmigrantsto
America?
Howdoesthisillustratetheir
Superpowerness?

PassageImmigrationinAmerica
1960s1980s:
maybefoundonthe
weeblypage,Lesson9orinTeacher
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Superpowerstatus.
ImmigrationandNaturalisation
Act1965
ImmigrantsfromAsia,Africaand
LatinAmerica
Fleeingpovertyandhardships
fromcommunityregimes
HartCellarAct1965
Analysesprimarysourcesto
describetheinfluenceofAmericaon
immigrationbetween1960s1980s.
Selectsandusesrelevantevidence
toanalyseAmericasculturalimpact
onimmigrationduringthe
1960s1980s.
ExplainsAmericasSoftPower
influenceonimmigration.
Critical
andcreativethinkingPersonaland
socialcapability

pointsfromthepassage,withintheirworkbookstoshare
withtheclass.

Extension
Studentswhofinishearlymayliketoreadandmake
furthernotesonthe
Immigrationwaves
andnavigate
throughthewebsitetofindoutmoreaboutvarious
migrantgroupswithinthe1960sand1980s.Theycan
writeadditionalnoteswithintheirworkbook.

Task2:PrimarySourceAnalysis
Eachstudentisgivenanumberfrom18wheretheycan
findthelinkonthewebsitetoastoryofanimmigrant
whomigratedtoAmerica,whichtheyaretoreadand
answerthequestionsintheworksheet/document

ImmigrationinAmerica19601980.
Studentsareto
keepinmindthefactthatitisaprimarysourceand
comprehendthereasonswhytheymigratedtoAmerica.
Oncecompletedthedocumentistobeuploadedintothe

ResourcesLesson9,whichcanbe
printed.

Task1:PromptingQuestions
Whatsignificanteventswere
occurringaroundthe
1960s1980s?
Whowerethemaingroupswhich
migratedtoAmerica?
Whatweretheirreasonfor
migration?

Extension
:ImmigrationinAmerica
WayneShirey
http://immigrationinamerica.org/603immig
rationwaves.html

Task2
Worksheet:
ImmigrationinAmerica
1960s1980s:foundwithinTeacher
ResourcesofLesson9,oftheweebly
page.
Questionswithinworksheet:
1. Whattypeofsourceisthis,

whenwasitwrittenandits
purpose?
18

19

Blogontheweeblypage.

2. Whoistheauthorofthesource
andwhatistheirpurpose?
3. Forwhataudienceisthesource
constructed?
4. Summariseinfoursentences
themainpointsofthesource.
5. Wastheinformationrecorded
duringtheevent,immediately
aftertheeventoraftersome
lapseoftime?Doesthismake
thesourcereliable?
6. Listfiveimportantfactsthe
sourcetellsyouaboutlifeinthe
UnitedStatesatthetime.
7. Howdoesthesourceallow
historianstocapturethesoft
powerofAmerica?
Discussquestions6and7fromthelist
above.

PrimarySources:
1.ThaisDaCostaBrazil
http://www.migrationstory.org/Thais_D
a_Costa.html
2.XinQuiChenChina
http://www.migrationstory.org/Xin_Qi_
Chen.html
19

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Task3:MyAmericanMigrantStudent
Withtheparticularmigrantgroupthestudentshavebeen
givenfromthepreviousactivity,theyaretousethe
informationtocreateaFakebookaccountforan
Immigrantstudentwhoislivinginthe19601980sor
whoseparentsmigratedduringthatperiod.
Whattoinclude:
Gender,Age
Wheretheymigratedfrom?
Wheretheycurrentlylive?

3.MariaCristinaPeraltaCostaRica
http://www.migrationstory.org/Maria_C
ristina_Peralta.html
4.TarunTakiarIndia
http://www.migrationstory.org/Tarun_T
akiar.html
5.JesusAngelMartinezMexico
http://www.migrationstory.org/Jes_s_A
ngel_Mart_nez.html
6.MarioRamirezMexico
http://www.migrationstory.org/Mario_R
am_rez_74NV.html
7.RithyPichTaiwan
http://www.migrationstory.org/Rithy_Pi
ch.html
8.ThahnTranVietnam
http://www.migrationstory.org/Thanh_T
ran.html

Task3Fakebook:
http://www.classtools.net/FB/homepage
(Withlimitedaccesstotechnology
studentsmaybeprovidedwithaprintout
ofaFakebookaccountfoundinTeacher
ResourcesLesson9oftheweebly

20

21

Fortheirfirstpostonthepagetheyaretoinclude
aparagraphdescriptionofWHYtheymigratedto
America,whatinfluencedtheirdecisionortheir
parentsdecision?
Aroughoutlineistobestartedinclassandthenfurther
detailiscompletedforhomeworkandwillbethebasis
fornextlessonsactivity.Withinthelessonsfollowing,
studentswillbeaskedtoaddtotheFakebookpage.At
theconclusionofthetopicstudentswilluploadtheir
FakebooklinkintotheBlogontheWeeblypagefor
teacherreview.

Task4:LetsEvaluateDiscussionTime
Teacherleadsdiscussiontosumupwhatthestudent
havelearntaboutAmericaasaSuperpowerandtheir
findingsfortheirFakebookpage.

Homework
Studentsreadandsummarise5pointswithintheirbooks
pages1014from
ImmigrantsandtheAmericanDream:
RemakingtheMiddleClass
byWilliamClark.

Task4:
DiscussionQuestions
Howisthissoftpower?
Howmightthistheninfluence
Americaasagrowing
Superpower?

Homeworkreading:
ImmigrantsandtheAmericanDream:
RemakingtheMiddleClassbyWilliam
Clark.
https://books.google.com.au/books?id
=7zTTMfHsqmoC&pg=PA46&lpg=PA46
&dq=what+is+the+american+dream++
19601980&source=bl&ots=r6oZkiYLrP
&sig=hKQEXwoH8ydCb57IzMmkM91
ug&hl=en&sa=X&ei=S_U4Vd2hLufHmA
WOvYGwBA&ved=0CCkQ6AEwAw#v=
onepage&q=what%20is%20the%20ame
rican%20dream%20%2019601980&f=f
21

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alse
BigSocialIdeasAmericanDream

TheAmericanDreamanditscultural
influenceonAustralia.(HT52,HT56,
HT5
7,HT58,HT59,HT510)
Interculturalunderstanding,Numeracy,
Literacy,Workingandenterprise
Students:
DefinetheAmericandreamand
identifyitsintendedvalues.

Usesarangeofsourcesto
assesstheextentofAmericas
influenceontheGreatAustralian
Dream.
Presentsandusesoralskillsto
outlinetheculturalimpactof
AmericaonAustralia.

LessonHook:
TeacherplaysMKTOAmericanDream

Task1
:
Pt1:
Studentswatchtheclip
WhatistheAmericanDream?
andobserveandnotevariousperspectivesonwhat
peoplehaveidentifiedastheAmericandream.

Pt2:
Following,studentswatch
WeDidntStarttheFire
VideoClipBillyJoel
andwritedownallthevaluesand
ideasoftheAmericanDream.
Needtobemindfulof:
Familystructure,Home,Occupations,Marriage,
House,Studies,Norms.

Pt3:DefiningtheAmericanDream
Studentsaregiven5minutestocreatetheirown2line
definitionofwhattheAmericanDreamis,withinthe20th
century,usingthenotestheyhavemadefromtheclips
andaretosharetheirdefinitionwiththeirpartner.

Extension
Ifstudentsfinishearlytheyaretosharethenotesthey

LessonHook
Clip:MKTOAmericanDream
https://www.youtube.com/watch?v=NP
LeuBXoPXI

Task1
Clip:WhatistheAmericandream?
4mins
https://www.youtube.com/watch?v=hNtKt
1WQcZ4

Pt1/Pt2:DiscussionQuestions:
Whythiswouldattractimmigrants
toAmericabetweenthe
19601980?
HomeworkRecap:
Whydidtheir
migrantstudent/parentsimmigrate
toAmericatofacilitatethe
AmericanDream?
Whatvaluesareillustratedinthe
Americandream?
Whytheseparticularvalues?

Pt2:
Clip:WeDidntStarttheFireVideo
ClipBillyJoel
https://www.youtube.com/watch?v=eFTLK
22

23

havemadefromhomeworkonImmigrationandthe
AmericanDream:RemakingoftheMiddleClasswith
theirpartner.

Task2:AmericaandAustraliaDreaming
Usetheknowledgegained,studentscomparehowthe
Americandreamhassomewhatinfluencedthe
Australiandream.Studentsaredividedintogroupsof
threeandareprovidedwithatopictoresearchandusing
supportedmaterialstocreateaGraffitiWall,on
Glogstertoillustratethis.Oncestudentshavefinished
theywillpresenttheirfindingstotheclass.Eachstudent
istobegivenaroleaseithertheResearcher:(locates
informationandimages),Collaborator:(Compliesthe
workontoGlogster)Organiser:(Assistbothpeersand
keepstime).

Topicsallocatedtostudents:
Housing,Marriage,Studies,Occupations,Family
structure

Task3:Presentations
Studentsthenpresentwhattheyhavefoundinfrontof
theclass.(Emphasisetostudentsthatthismaybea
meansofpracticefortheirupcomingpresentations.)
TheyaretouploadtheirGraffitiWallintotheBlogonthe
weeblypage.Teacherfacilitatesdiscussiononstudents
presentationsmakingnoteontheonthesimilaritiesand
differencesbetweenthetwocountries.

Ww542g

Task2
Glogster:
http://edu.glogster.com/?ref=com
SampleGlogstermaybefoundwithin
TeacherResourcesAmericanDream
Lesson10.

Task3:DiscussionQuestions
Eventhoughsomeaspectsmay
besimilar,dobothcountriesdesire
thesamedream?
TowhatextenthasAmerica
influencedAustralianvalues?
Whatothercountriescanstudents
identifythatarealsoinfluencedby
23

24

Homework
StudentsthenreferbacktotheirImmigrantFakebook
pageandaddfurtherdetailsnotingonparticularvalues
fortheirstudent.
Thismayinclude:Marriage,Job,Family,Houseandare
encouragedtoaddinimagestoillustratethisdream.
Alsoa5linedescription(post)ofwhattheirimmigrant
student/familyhopetogainfromtheAmericandream.
TheAmericanFilmandMusicIndustry
anditsimpactassoftpower(HT52,
HT56,HT57,HT58,HT510)
Numeracy,Literacy,ICT,Creativeand
criticalthinking

Students:
IdentifymainelementsofAmericas
softpower
Evaluatetheusefulnessand
reliabilityofsources
Usearangeofsourcestodescribe
andevaluatetheinfluenceofsoft
powerglobally,intheformofthe
Americanfilmandmusicindustry.

LessonHook:
StudentswatchtheStarWarsfilmTrailer(1977)
andtellthepersonsittingnexttothemoneStar
Warsquoteorconceptthatisstillrelevantin
Australianpopularculturetoday.
Studentsalsocompleteapoll(orashowof
hands)forwhohasseenselectedpopular
AmericanfilmstodemonstratehowtheAmerican
filmindustryhasalreadyimpactedtheminsome
way.

Task1:Top10Charts
Studentsfindthetop10musicsingleschartsof5
countries(3beingAustralia,Americaand
England)andinputthisdataintoacomparative
table.StudentsthenhighlighttheAmerican
artists.
Studentsthenwritea150wordevaluative
commentoutliningtheusefulnessoftheirchart
comparisonasasourceforinvestigatingsoft

theseAmericanvalues.

StarWarsYouTubetrailer:
https://www.youtube.com/watch?v=vP_1T
4ilm8M

PollisonTeamAmericaWeeblyPage
Lesson11andincludesfilms
:Star
Wars,IndianaJones,TheGodfather,
MaryPoppins,BacktotheFuture,101
Dalmations,Psycho.

Exampleoftableandtop10charts
availableonTeamAmericaWeeblyPage
TeacherResources

24

25

power.

Task2:Speech
StudentsaretoldtheyareafamousAmerican
directorormusicartist(oftheirchoice)andhave
beenaskedtopresentaspeechof400wordsat
aglobalconference.Theywillneedtousethe
internetandlibrarybooks/eBooksfortheir
research.
Thespeechmustincludeanintroductionand
conclusionandmustaddressthefollowing
questions:
Howmanyawardshaveyouwonatvarious
awardceremonies?
Howmanylanguagesand/orsubtitleshasyour
film/songbeentranslatedinto?
Providesomevariousprofitfiguresinregardsto
yourworkglobally.
Provideanevaluativecommentonhowinfluential
andpopularyourfilmormusichasbeenglobally.
Studentswilluploadthisontotheblogand
teacherwillprovideoralfeedbackontheirtask.

Homework:Studentsreturntotheiroriginalfakebook
profilesandaddextrainformation.Theyaretoaddwhich
songstheirfamilyhasbeenlisteningtoandwhichfilms
theyhaveviewedbyaddingYouTubelinksandimages
totheirpage.Studentsthenuploadthisontotheweebly
blogpageforteacherreview.
25

26

Americasportrayaloftheirhistoryin
film.
VietnamWarinFilm
(HT53,HT56,HT510)
Literacy,ICT

Students:
AssessthereliabilityofAmerican
filmsassourcesandsupporttheir
argumentswithresearch.

Task1:Lettertothedirector

StudentsaretoselectafilmabouttheVietnam
War(written,directedorproducedbyan
American)andwritea400wordlettertothe
directorpraisingand/orcritiquingtheaccuracyof
twoselectedscenesintheirfilm.
Thelettermustinclude:
Thescenesreliability
Thescenesaccuracyaccordingtoyoursources
Astatementontheimportanceofbeingaccurate
infilmasthefilmindustryisafeatureofsoft
power
Opinionatedlanguage
Formalletterformat

FilmOptions:
GoodMorningVietnam(1987)
HeavenandEarth(1993)
BornontheFourthofJuly(1989)
ForrestGump(1994)
PlatoonLeader(1988)
Note:Somefilmsmayhavean
inappropriateratingteacheristoselect
thetwomostappropriatescenesfor
studentstoviewandevaluate.
(Parentpermissionnoteforfilmviewingin
TeamAmericaWeeblyPageTeacher
Resources)

OnlineLetterGenerator:
http://www.readwritethink.org/files/resourc
es/interactives/letter_generator/
Ifthereisalackofinternet/technology,
studentscanwriteletterinworkbooksor
onA4pages.

Discussthepowerandinfluenceofa
largeAmericancompanyinexistence
from1960sonwards.(HT52,HT56,
HT59,HT510)
ICT,Criticalandcreativethinking,Literacy

CocaCola:Acasestudy
Students:

LessonHook:
StudentsviewYouTubevideoabout
CocaColonisation

Task1:CaseStudy:CocaCola
Studentsreviewfoursourcesthatdemonstrate
thestrengthofAmericassoftpowerthroughthe
CocaColaCompany.Studentstakenotesindot
pointformaboutthevaluesrepresentedinthe

YouTubeClip:
https://www.youtube.com/watch?v=IUJbC
copvE

CocaColaSources:
Source1:
VintageAdBrowser1960s:
http://www.vintageadbrowser.com/
26

27

Usesarangeofsourcestoidentify
anddescribethestrengthof

Americassoftpowerthroughacase
study
ExplainhowAmericassoftpoweris
presentinAustraliansociety.

sources.

cokeads1960s
VintageAdBrowser1970s:
StudentsthencompleteCocaColaWorksheet
http://www.vintageadbrowser.com/
anduploadthisontotheblog.
cokeads1970s
Worksheetcontainsquestions:
VintageAdBrowser1980s:
InlightofBruceWebstersquote(fromtheBBC
http://www.vintageadbrowser.com/
article)aboutCocaColasadvertisingIthas
cokeads1980s
alwaysbeenabouttheAmericandream,identify Source2:
thevaluesandidealsthatareassociatedwith
BBCarticle:Who,What,Why:In
CocaColaineachofthe4sources.
WhichCountriesisCocaColaNot
TomStandage(fromtheBBCarticle)statesthat
Sold?byCordeliaHebbletwaith
CocaColasentryintoanycountryisapowerful
http://www.bbc.com/news/magazin
symbol.Doyouagreeordisagree?Usesources
e19550067
2and3tosupportyourargument.
Source3:
Makingreferencetosource4,explainthewaysin
Cameron,Clyde.(1980).
China,
whichCocaColacanimpactthecultureof
CommunismandCocaCola.
countriesglobally.
Melbourne:HillofContent
Insource3,whyisClydeCameronsoagainstthe
PublishingCompanyPtyLtd.
introductionofCocaColaintoCommunistChina
Pages252253
inthe1970s?
Source4:
IstheCocaColaCompanysinfluencegloballya
CocaColaHistoryBooklet:
formofsoftpower?Ifso,howsignificantdoyou
http://assets.cocacolacompany.co
thinkthistypeofsoftpoweris?Ifnot,explainwhy
m/7b/46/e5be4e7d43488c2ef43ca
youthinkthis.
1120a15/TCCC_125Years_Bookle

t_Spreads_Hi.pdf
ExtensionActivity:CocaColaChristmas

Studentsaretoreadthrough3sourcesand

createaPreziorPowerPointpresentation

answeringthequestionDidCocaColaplaya

27

28

partintheshapingofthemoderndayimagewe
haveoftheSantaClausChristmasfigure?
Thepresentationmustaddressthefollowing:
ImagesofSantaClaus,bothinCocaCola
advertisements(1960s80s)andtodayto
illustrateacomparison.
OutlinethecharacteristicsthatCocaColagaveto
SantaClause.
Provideanevaluationofhowsignificant
CocaColawasinshapingthemoderndaySanta
Clausfigure.(150words)
Outlinethesignificanceandconsequencesof
havingasoftdrinkcompanycontributetothe
shapingofaprominentfigureinAustraliansociety
duringtheChristmasseason.(125words)

Teacherwillwalkaroundclassroomandobserve
studentsworkandprovideoralfeedback.
PresentationPrep

Studentswillhavethislessoninthelibraryorina
classroomwithaccesstoresourcesand
computers.
Studentswillbeworkingingroupsontheir
assessment.
Theywillhavetheassessmentnotificationand
criteriawiththemandtheteacherwillbeavailable
alllessontoanswerquestionsandwillwalk
aroundtheroomobservingstudentswork.

CocaColasarticle5thingsyounever
knewaboutSantaClausand
CocaCola:
http://www.cocacolacompany.com/holida
ys/thetruehistoryofthemoderndaysan
taclaus

Mirror,UKsarticle:DidCocaCola
reallyinventSantasredsuit?
http://www.mirror.co.uk/news/worldnews/
cocacolareallyinventsantasred477521
8

Theassessmentnotificationandmarking
criteriareavailableontheTeacher
ResourcespageonTeamAmerica.

28

29

Presentation

Studentswillbepresentingtheirpresentations.

Theywillpresentingroupswiththeaidofasmart
board.

TeacherRegistration

TeacherEvaluation

TeacherNAME:

TeacherSignature:

Date:

HeadTeacherSignature:

Howwelldidstudentsrespondtotheactivities?

Towhatextentdidstudentsproducequalityamountofwork?

Whatareasdidnotworkeffectively?Whatmaybethereasonforthis?

29

30

Group Planning Sheet:

Name

Student Number

Christina Breda

S00148801

Lauren Massoud

S00149676

Isabella Bisazza

S00149693

Casey Palmer

S00148379

Signatures

Depth Study 6 (Stage 5):

TEAMAMERICA:
AcriticalinvestigationintotheinfluenceofAmericaasaWorldSuperpowerinthe1960s80s.
Allocation of Roles:
Christina Breda

Lauren Massoud

Isabella Bisazza

Casey Palmer

30

31

Attended all group meetings.

Created:
Lesson 8
Lesson 9
Lesson 10
Contributed to program builder
Review of Marking
criteria/guide for presentation
Communication with tutor and
lecturer in regards to
assignment.
Context Statement
Contributed to website
formalities.
Formatted program builder Teacher evaluation etc.
Edited program builder
Reviewed all lesson plans

Attended all group meetings.

Created:
Lesson 11
Lesson 12
Lesson 13
Contributed to program builder
Contributed to the
design/imagery on weebly
page
Provided peer feedback for
other lessons/tasks
Liased with tutor regarding
queries in assessment.
Revised assessment task
Edited program builder.
Reviewed all lesson plans.

Attended all group meetings.

Created:
Lesson 5
Lesson 6
Lesson 7
Tasks (5-7) on Team America
website.
Contributed to Program
Builder.
Formatted and edited Marking
Criteria for lesson 15
(Presentation).
Provided peer feedback for
other lessons/tasks.
Created Assessment overview.
Created Context Statement.
Edited program builder.
Reviewed all lesson plans.

Attended all group meetings.

Created:
Lesson 1 (Overview)
Lesson 2
Lesson 3
Lesson 4
Devised presentation
assessment outline.
Developed Marking Guide
Created website.
Unit Overview Statement.
Prezi Template.
Source Evaluation Guide
Created Glossary Page &
template
.
Edited program builder.
Reviewed all lesson plans.

References

Cameron,Clyde.(1980).
China,CommunismandCocaCola.
Melbourne:HillOfContentPublishingCompanyPtyLtd.
Fraser,M.(2014).
Dangerousallies
.Victoria:MelbourneUniversityPress.
Greene,J.(2010).
AmericaintheSixties
.Syracuse,N.Y.:SyracuseUniversityPress.
Halttunen,K.(2008).
ACompaniontoAmericanCulturalHistory.
Malden,MA:BlackwellPub.
McCrisken,T.,Pepper,A.(2005).
AmericanHistoryAndContemporaryHollywoodFilm
.Edinburgh:EdinburghUniversityPressLtd.
ModernHistory.(n.d.).RetrievedApril22,2015,from
http://csu.edu.au/modern_history/international_studies/cold_war/3275/cold_war_overview.html
31

32

Samuel,L.(2012).
TheAmericanDream:ACulturalHistory
.Syracuse:SyracuseUniversityPress.
Shirey,Wayne.(2012).
Immigrationwaves.
RetrievedApril26,2015,fromhttp://immigrationinamerica.org/603immigrationwaves.html
Toplin,Robert.B.(2002).
InDefenseofHollywood:ReelHistory
.Kansas:UniversityPressofKansas
UNCharter,Journal,UNTreatyCollection,RulesofProcedure,ResearchGuide,Resolutions,Reports,MeetingRecords,ExchangeofLetters,
PresidentialStatements.(n.d.).RetrievedApril22,2015,fromhttp://www.un.org/en/documents/
U.S.ImmigrationSince1965.(n.d.).RetrievedApril26,2015,fromhttp://www.history.com/topics/usimmigrationsince1965

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