VCE Unit of Work

EDU4HUA Assessment Task 3

Namrata Shipstone Student no. 15731790 Lecturer: Dr. Mary Burston

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 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

Analyse the links between emerging society in the 1920s 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 Change and stability in the models of social life of various groups especially the working and middle class families in 1920s America. Economic, political and technological developments that influenced social change such as the Great Depression, War, development of motor Key Skills 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

transportation and aviation. Role of groups and communities such as nationalist and patriotic groups, feminists and suffragettes and revolutionary movements.

historical time period being 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 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 Key Skills 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

produced by society whether they were celebrated or 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.

variety of sources. 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 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 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 Supporting the Activity Highlight that students are assessed on their ability to: Work as a productive team of a team. Delegate tasks in the team. Display Historical During the lesson, 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.

presentation supported by an oral multimedia 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 womens 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

knowledge

knowledge by responding to questions and participation in class discussion.

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

to start thinking about their research topic.

review.

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, 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. Supporting the Activity 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 Dixs famous paintings. 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 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.

Students are given discussion.

students to get familiar with the sound. 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. 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 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 of Cinema and music, bring social change in the community? 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 Barnes novel Nightwood and T.S Eliots The Waste Land. 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, then use the material and their class notes to analyse within their groups. Assessment Student research to be observed by the teacher to evaluate their learning progress.

students to tailor their task according to 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

Were the artists of the first half of 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.

question. Each group is to keep an individual list of resources that were used to conduct their research. This list must be used to make a proper written bibliography. 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. If they have not completed it, they will be given an added week to complete it. For the talk they will be assessed on: Creativity of presentation Once presentations end, a recap of all the topics covered and a class discussion will be initiated. Students will be shown a film, Charlie Chaplins Modern Times. Written work assessed on: Use of a variety of sources Use of a variety of multimedia technology Assessment Students will be assessed on their oral presentations as well as written.

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

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

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 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 Excelle nt V. Good Good Satisfactory Unsatisfactor y

Ability to analyse written and visual sources Develop relevant & creative argument using their sources Ability to use appropriate 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. 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. Task Group Member Complete Incomplete