LESSON PLAN 6

Unit/lesson title Post War/1950s Journal

Lesson duration: 60
minutes

Stage
Year 10

Class/group 10.4 &

6

National Professional Standards for Teachers: Domain

Professional Knowledge

Standard
Know students and how they learn

Specific teaching target: Focus area/s

1.3 Students with diverse, linguistic, cultural, religious and
socioeconomic backgrounds.
Will ensure instructions are
clear for French student in class 10.4

Resources
Laptops
Prezi
Reference books
on 1950s
Internet
PowerPoint
Liberating Women
books
Schoology
WeVideo
Teacher
example
YouTube
Editor
http://youtu.be/h8VrJmH0GjU
http://www.youtube.com/watch?v=6ibGwqMM6uU Menzies &
Queen
https://www.youtube.com/watch?v=Jsz12VNcnko music
to play
https://www.youtube.com/watch?v=XDdDcbxbE-0 Delltones
Prior knowledge
Students have studied WWII and have had an introduction to
Post War Australia. They have researched social and cultural
features of the Post War Decade and presented their findings
to the class. They have researched the social and cultural
features of the 1950s and have shared their findings in
jigsaw groups with class members. They will now complete an
empathy project where individually, they will make a journal
entry for a person from 1950s and include music, images and
they have the option to include footage.
Syllabus content description/outcome
5.1 explains social, political and cultural developments and
events and evaluates their impact on Australian life
5.2 assess the impact of international events and
relationships on Australias history

Rationale
Students are to identify the major social and cultural
features of the Post-War Decade 1950s.
1950s Fashion, Music, Entertainment, Sport, British
influences and Aboriginal Indigenous peoples.

Syllabus strand/sub strand

History syllabus
Unit 8 Australias Social and Cultural History in the Post-War
period

Syllabus
elaborations/co
ntent

Tim
e
10
min

45
min
5.1. 5.5 5.6 5.7

510
min

5.4 sequences major historical events to show an

understanding of continuity, change and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and
interpretations of the past.
Content/learning experiences
Teaching
Class
Assessm Resource
strategie organisa
ent
s
s
tion
techniqu
es
Introduction
Formative
Teacher
Provided
1. Talk to students about Menzies promoting
instructio
by
Australias relationship with Brittan at this
n
students
time and show students footage
http://www.youtube.com/watch?
Internet
v=6ibGwqMM6uU
Schoology
2. Write main task instructions on the
whiteboard, as per the below sheet.
Programs
3. Show students teacher prepared example at
supplied
link http://youtu.be/h8VrJmH0GjU
Singularly
by
Constructi
students
4. Teacher answers questions and advises class
ve
for their
they have 3 lessons to prepare.
journal
5. Show twice, 2nd time students are to put up
their hand every time they hear social and
cultural change in the video.
6. Advises IT assistance will be available in the
next lesson.
Body
1. Students begin work on their journal project,
suggest they start by picking a persona
they want to be, decide which focus study
topics they will include and the Pre-Test words
they will include.
2. Suggest students also pick software they are

confident using.
Conclusion
1. Play this video of the Delltone Aust group
https://www.youtube.com/watch?
v=XDdDcbxbE-0
2. Teacher to re-cap students have 2 more
lessons to complete this project. Test Pre-test
questions race to the front to tell me what it
means.
8 Aboriginal ways of
learning

Reference:
http://8ways.wikispaces.com/

Quality Teaching/Quality Learning Framework

These are your standards 1 & 2 then 3 & 4 and then 5 & 6
Intellectual Quality
Quality Learning Environment
Significance
Deep knowledge
Explicit quality criteria
Background knowledge
Deep understanding
Engagement
Cultural knowledge
Problematic knowledge
High expectations
Knowledge integration
Higher-order thinking
Social support
Inclusivity
Metalanguage
Students self-regulation
Connectedness
Substantiative communication
Student direction
Narrative

Lesson evaluation
OUTCOMES

RESOURCES/ENVIRONMENT

PRESENTATION/STRATEGIES

INTERACTION &
COMMUNICATION

Students have begun this

project and will be working
through outcomes for the next
three lessons.

Some students accessed the

books I provided, they used the
internet for their resources. The
video I created gave students a
good idea of what the task
required. I did point out the
things I did and did not expect
them to do, that I had done in
the video.

Students had not seen La

Bamba so it was good to show
them the trailer and recommend
the film to them. They could be
seen to be enjoyed the music. I
listed the Pre-Test and Focus
Study questions on the
whiteboard board.

I moved around the class and

made sure I spoke with every
student to see how they were
going. Encouraged students who
were not moving along with their
work.

Follow-up
How is this evaluation going to
impact in future learning
experiences for your pupils?

Next class get a student to share with the class the persona they have chosen, their basic
story and the music they are thinking of including.

Learning to teach evaluation of specific teaching target for this lesson (identified on lesson plan)
How will I adjust my teaching as a result of this lesson Dot points

Dismiss the class

Keep students on task.

Continue to check the French student understands the task

Remember to mark the roll.

Specific teaching targets (should be written into next days lesson plan)

Get a student to share with the class the persona they have chosen, their basic story and the music they are thinking
of including.

Associate Teacher: _____________________________________

taught

Date: ________________

NB. This must be signed before lesson is

Yr 10 Assessment Activity teacher information

3 lessons to work on it and a weekend try to get Ben to come in the 2 nd lesson to
help with any technology issues
Students are to write a journal entry of life in Post War/1950s Australia.
They must take on the persona of one of the people on the list below empathy.

Teacher has prepared an example.

The journal (500 words) must mention, at least 2 focus study 2 of the topics Post
War, housing, home appliances, American influence, transport, communications,
fashion, music, entertainment, Aboriginal issues, British Influences sort but be
written as though the student is that person.
Must include 2 of the pre-test words showing understanding of what these words
mean.
Must include some music from the period and explain in their journal why this
particular music appeals to the character at the moment the journal entry is being
written, from the point of view of their character. Artist and name of the song is to
be identified at the end of the journal.
Must include images from the 1950s - a maximum of 10.
May include some 1950s movies footage
They can talk about other/introduce other people in the persons life, in fact it is
encouraged the student does this so they can introduce the focus topics.

This journal entry can be created on YouTube Editor or Wemovie, slide show or Prezi,
whatever works for the student.
Assessment a really basic rubric. Marks scale more marks for inclusion more focus
study topics, more of the pre-test words, movie footage, inclusion of music, how much
they develop the character.
Woman

Transport worker

Immigrant

Mother

Communications
worker during the
Olympic Games
Fashion designer
A person selling
ladies clothes in a
shop

Flight attendant

A camera man
from a TV studio
Betty Cuthbert

The Queen
Johnny OKeefe

Indigenous teen
Parent

Sportsman or
woman
Indigenous adult

Brian Henderson

A coal worker

Roadie

Politician
Robert Menzies

Disc jockey
Carpenter

?
?

Man
A man dealing
with the change in
status of women
since the war
Teenager
Australian
Entertainer
Business owner
Factory worker in
new appliances or
cars

MARKING CRITERIA JOURNAL PROJECT YR 10.4 & 10.6

You have included:

More than 2 of the focus study topics

More than 2 of the pre-test words showing understanding of meaning

of these words

More than 5 images from the 1950s

Music from the 1950s with the name of the artist and song

Includes footage

Your journal entry shows you have thoughtfully reflected on what it

might have been like to live in those times and developed your
character.

Your journal entry reflects on the social and cultural changes of this
period.

Excellent

You have included:

2 of the focus study topics

2 of the pre-test words showing understanding of meaning of these

words

Images from the 1950s

Music from the 1950s with the name of the artist and song

Includes footage

Your journal entry shows you have reflected on what it might have
been like to live in those times and developed your character.

Your journal entry reflects on the social and cultural changes of this
period.

Very
good

You have included:

2 focus study topics

2 pre-test words

Images from the 1950s

Music from the 1950s including the name of the artist and song.

Your journal entry comments are relevant to the Post War/1950s and
you have mentioned some of the social and cultural changes of this
period.

Satisfact
ory

You have included:

1 of the focus study topics

1 of the pre-test words

Music from the 1950s (no name of artist and song)

Images from the 1950s

Your journal entry comments are relevant to the Post War/1950s era.

You have referred to the information found in the focus study topics

You have not included music from the 1950s or footage or have not
mentioned name of artist and song

Limited

Elementa
ry

You have included an image from the 1950s

Your journal entry comments refer to the Post War/1950s era

Due Wednesday 25 June 2014

TASK SHEET FOR STUDENTS

Students are to compile a reflective journal entry of a day in the life of a person
in Post War/1950s Australia. Teacher has prepared an example and will show you in
class.
Students have 3 lessons plus a weekend to work on this task.
Students must take on the persona of one of the people in the list below or another
Australian person from Post War/1950s.
The journal (recommended 500 words) MUST include information from at least 2
focus study topics we have studied in the last 2 weeks e.g. Post War, housing,
home appliances, American influence, transport, communications, fashion, music,
entertainment, Aboriginal issues, British Influences
MUST include 2 of the Pre-test words (list found on Schoology) showing
understanding of what these words mean.
MUST include some music from the period and explain in their journal why this
particular music appeals to the character at that particular point in time. Artist
and name of the song to be identified at the end of the journal.
MUST include images from the 1950s - a maximum of 10. May include some
1950s movies footage.
Students can talk about/introduce other people in the journal; in fact it is
encouraged as this can be a good way to introduce information from the focus
topics.
This journal entry can be created on YouTube Editor or Wemovie, slide show
or Prezi, whatever works for the student. Teacher is hoping
to have Mr Thomas come and help us in your second lesson .

Woman

Transport worker

Carpenter

Immigrant

A camera man from

a TV studio

Mother

Communications
worker during the
Olympic Games

Flight attendant

Betty Cuthbert

Man

Fashion designer

The Queen

Indigenous teen

A man dealing
with the
change in
status of
women since
the war

A person selling
ladies clothes in a
shop

Johnny OKeefe

Parent

Teenager

Sportsman or
woman

Brian
Henderson

A coal worker

Australian
Entertainer

Indigenous adult

Roadie

Factory worker in
new appliances or

cars

Business owner

Politician

Disc jockey

Robert Menzies