NOTEBOOK – The 50s Boom & The Swinging 60s
14/07/2012
Name:
Class:
9/10 Standard History
Topic title:
Topic 8: The 50s Boom & The Swinging 60s
Year / term:
Term 3, 2012
File location:
Year X School Work /History /50s 60s
Topic Wiki:
https://wiki.gosford.spcc.nsw.edu.au/groups/910history/
1
Contents
2
Introduction
3
Assessment
4
1950s Fact Finding Mission
5
Baby Boomers
6
New Generations New Trends
7
1950s Technology
8
Skills Workshop SEEE
9
Source Work
10 Optional Activities #1
11 60s Character Profiles
12 Rebellion & Revolution
13 Optional Activities #2
14 1960s Case Studies in Pop Culture and Sport
15 The British Invasion
16 Source Analysis Jean Shrimpton
17 Research
18 In-class End of Topic Quiz
19 Optional Activities #3
2 Introduction
14/07/2012 1:23:00 PM
You are members of Heritage Preservation Team tasked with capturing
the experiences of past generations in a meaningful way for future
generations. In this instance, the youthful experiences of the Baby
Boomers who are now at the point of retirement. As part of this job, you
will interview persons born in the 1950s to capture a picture of youth
culture in 1960s Australia.
The Baby Boomers
Baby boomers were born after … between the years of … and … most are
now at the point of life where be people …
3 Assessment
14/07/2012 1:23:00 PM
Standard Version of Task
(see your teacher about the adjusted version)
Topic:
Task:
Weighting:
Australia in the 1960s
Research Task
25%
Due Date:
Task (Scenario)
You are an employee of the Heritage Department of Gosford City Council. The Councillors have
become aware that the “Baby Boomer” generation is about to pass into retirement and have
requested exhibits showing the life stories of individual “Baby Boomers”.
You have been asked to work on an exhibit suitable for a youth venue. You will need to interview a
“Baby Boomer” about their experiences in the 1960s and put an interesting 600-800 word display
together that highlights the influences on young people (such as on the person interviewed)
in the 60s (with particular emphasis on how pop-culture influenced the person you have
interviewed).
 Step by Step Instructions
1.
2.
3.
4.
5.
6.
7.
 At home: Find a suitable person born between 1945 – 1959
 At home: Conduct an interview, questions could include:

What was your favourite item of clothing?

What music did you listen to?

What was your main form of entertainment?

What do you think had the greatest influence on you at the time?

The pop-culture of which country do you was more influential, Britain or America?
 At school: Create a Personality Profile Card for the person you interviewed
 At school: Research 2-4 items of 60s pop-culture named by your person, such as;

Fashion e.g. tie dye clothing

Music e.g. The Beatles

Entertainment or Sport e.g. Black and White TV
 At school: Write a Bibliography
 At home: Create your Display (600 – 800 words, see below)
 At school: Hand in everything to the Curriculum Office
Presentation Format
1. Personality Profile Card (45 - 65 words): Small card (or in the Display), showing;
a.
Name of person interviewed
b.
Birth year
c.
Photo
d.
Brief answers to 4 – 6 questions e.g. Favourite Band: Beatles
2. Bibliography: with at least 3 sources of information that you found & used (but not your
textbook).
3. Display with 600 – 800 written or spoken words on how the 60s shaped the Baby
Boomers, in ONE of the following formats:
a.
Artefact Display – 3 or 4 artefacts from the time with a card of information on each item
b.
Poster
c. Audio Visual Presentation (using your MacBook) – should include you speaking
(rather than text on the screen). Note that this is not a recording of your interview but may
include brief excerpts from it.
d. Web Page – this will need to be hosted on a College Wiki page and a printout handed in.
Marking Criteria
Outcomes to be assessed:
5.1 explains social, political and cultural developments and evaluates their impact on Australian life.
5.2 assesses the impact of international events and relationships on Australia’s history
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 enquiry
5.7 explains different contexts, perspectives and interpretations of the past.
The Personality Profile Card (Outcomes 5.4, 5.7)
Is used to assess your ability to:

Select a person in the appropriate time frame

Ask thoughtful questions about events, experiences and events in the appropriate time frame

And capture a person’s recollections of the past
3 marks
 All required details provided, namely; 45-65 words including name, birth year, photo and responses to
suitable questions
2 marks
 Most of the required details provided
 Little of none of the required details provided
0–1
mark
The Bibliography (Outcomes 5.5, 5.6)
Is used to assess your ability to:

Find your own sources of historical information

Find sources of information that are specific to Australia

Find sources of information that are specific to pop-culture topics chosen

Find accurate and authoritative sources of information

Avoid basic search engines and online encyclopaedias

Locate details of author, publisher / website owner, title and publication / creation date
5 marks
 References at least 3 accurate, authoritative and highly relevant sources.
 Provides detailed bibliographical information (may have minor errors)
3-4 marks
 References at least 3 accurate, authoritative and generally relevant sources.
 Provides useful bibliographical information (may have minor errors)
0–2 marks
 Limited, highly inaccurate or unsatisfactory attempt
The Display (Outcomes 5.1, 5.2 & 5.7)
Is used to assess your ability to:

Write in YOUR OWN WORDS

THINK DEEPLY about the topic

Connect the experiences of the person you interviewed to other “Baby Boomers”

Explain the influences of 1960s pop-culture on Australian “Baby Boomers”
16-17
 Information is expressed very clearly with appropriate terminology in students’ own words
marks
 Specific and detailed information relevant to Australia provided
(A)
 Answer demonstrates an excellent understanding of the topics chosen
 Answer successfully relates the experiences to both the person interviewed and the Baby Boomer
generation
13-15
 Information is expressed clearly with appropriate terminology in students’ own words
marks
 Detailed information relevant to Australia provided
(B)
 Answer demonstrates a very good understanding of the topics chosen
 Answer successfully relates the experiences to both the person interviewed and the Baby Boomer
generation
10-12
 Information is expressed in students’ own words
marks
 Detailed information provided
(C)
 Answer demonstrates a good understanding of the topics chosen
 Answer successfully relates the experiences to the Baby Boomer generation
7-9 marks
(D)
 Information is mostly expressed in students’ own words
 Answer demonstrates understanding of the topics chosen
 Answer discusses the experiences of the Baby Boomer generation
0–6 marks
 Limited, highly inaccurate or unsatisfactory attempt
(E)
TOTAL MARK ………. /25
4 1950s Fact Finding Mission
14/07/2012 1:23:00 PM
 Handwriting Alternative: Answer the questions in your exercise book, under the
heading “1950s and 60s Fact Finding Mission”
MISSION BRIEFING:
Find dates for the following events and add them in order to the
table below.
1. End of World War II
2. Olympics in Melbourne
3. First TV transmission in Australia
4. The “Summer of Love”
5. Start of construction of the Snowy Mountains Hydro Scheme
6. Man first stepped on the Moon
YEAR
EVENT
1945
1949
1956
1956
1967
1969
Find definitions for the following.
Generation
Snowy Mountains
Hydro Electricity
Plant
Baby Boomers
Pop Culture
British
Invasion
Space Race
Beatlemania
5 Baby Boomers
14/07/2012 1:23:00 PM
Baby Boomers - 1950s and 1960s
The major Super-powers in WWII were ____________, __________,
_________, _____________. WWII ended in ___________. Australians
celebrated in the streets of Sydney. As Australian troops returned from
war, more babies were born, and the population increased dramatically.
More than four million Australians were born between 1946-1961. The
babies born during this period are referred to as
___________________________. The period immediately after the end
of WWII was known as the ___________________ period, because
Australians were rebuilding their way of life. In 1949,
________________________ was elected as Prime Minister, and
Australians were looking forward to ________________, affordable
housing, and _______________. The focus on child-rearing
strengthened the idea that a woman’s role was with
the______________________ while men were the breadwinners who
went to work. The sex roles were reinforced through advertisements that
depicted women cooking, working in the home and caring for their babies.
Newspapers and magazines emphasized the
______________________________ and idealized the vision of a family
life. The government encouraged women to have large families. The
_____________ rate was very low – in 1950 there were
______________ compared to only 7428 divorces. The prosperity of the
1950s led to a belief that Australia was the ____________________
1945, America, Sir Robert Menzies, virtues of motherhood,
“The Baby Boomer Generation”, home and family, 75 000
marriages, employment, England, reconstruction, Germany,
Soviet Union, ‘Lucky Country’, prosperity, divorce
The 1950s was a Conservative Era compared to the Liberal Era of the
1960s.
Conservative: (defn.)
___________________________________________________________
___________________________________________________________
____________________________________
Liberal: (defn.)
___________________________________________________________
___________________________________________________________
__________________________________
6 Generations
14/07/2012 1:23:00 PM
Definitions
Find the definitions below online OR listen to you teacher and place definitions below.
Baby Boomers: …
Generation X: …
Generation Y: …
Bubble Wrap Generation: …
Your teacher will list some behaviours and attitudes on the board. Put
them in the correct column below.
Baby Boomers
Gen X
Gen Y
Extension Task Below
New Generations, New Trends
A Paper on educating, and managing the new generations by Mark
McCrindle
Generational studies are a relatively new phenomenon. A generation ago
our society was based on a hierarchical structure and so older people
were managers and leaders in the head office while younger people were
likely to be trainees, and workers in the field. This physical structure
meant that different age groups rarely mingled in the workplace and
there was little need of social research focussing on youth. Further,
young people had little spending power and even less influence over their
parents’ spending so market research was not conducted with young
people. Not so today. Baby Boomers were the first teenagers to be
marketed to, and they created a consumer-driven youth culture.
However the marketing targeting today’s youth is far more intense and it
begins at a much earlier age.
Not only are these young people streetwise consumers, but also over the
last few years they have emerged from the education system and are now
employees, managers, clients, and competitors. Therefore it is
imperative for anyone involved in business today to understand the new
generations.
Our research shows the biggest divide facing our society is not a gender
divide, racial divide, income or technology divide but it is the generational
divide. For those of us involved in engaging young people it must be
remembered that the gap between us and them is constantly growing:
school leavers are always aged 16-18 but we are getting older, so we
must work harder to understand them and so remain relevant.
For managers, this clash of cultures and values is seen in organisations
across the nation. Here are some typical comments we hear:
What Boomers are saying:
“They have no work ethic”
“Because I said so- that’s why!”
“We tried that in 1982”
“Thankyou?!- your wage is your thankyou!”
“A pay rise?! At his age I was just grateful to have a job!”
“When I was your age…”
“You’ve got to learn to pay your dues…”
“Work on it over the weekend if you have to, but just get it done”
“I don’t have time to be polite!”
What Generation X and Y are saying:
“I’ve got a degree- yet they get me to run their errands all day”
“I’m sick of being micro managed- why can’t they just trust us”
“I only get feedback if I make a mistake”
“A bit of recognition can’t be that difficult”
“The uniforms are so ugly”
“They are so self-righteous about their generation and what it has
achieved”
“They don’t keep up with the times”
“If you want loyalty, go get yourself a dog”
“I have a new rule: I won’t work back. I have a life!”
Whether it is a misunderstanding of Xers by Boomers, or stereotyping of
Builders by Generation Y the generational divide is causing problems, yet
it can be overcome. Let’s begin by defining these generations:
Description
of population)
Seniors
5%
Builders
15%
Boomers
25%
Generation X
26%
Generation Y
28%
Born
Before 1925
Age
78+
1926–1945
58 – 77
1946–1964
39 – 57
1965–1981
22 – 38
1982–2000
3 – 21
Generation Z
2001+
1%
(Figures from the ABS Yearbook 2002)i
(%
<3
Generation X has been synonymous with twenty-somethings since the
name was first coined
by Douglas Coupland in 1991ii. However many Xers are now in their 30’s
and when
researching youth, the focus is now more on Generation Y, who are
school age children and
teenagers.
While there are six generations alive today, there are a number of
reasons why we will focus on the emerging generations:
Enormous:
While the common misconception is that the Baby Boomers are the
largest generation ever, the population table above shows that each new
generation is larger. So with Xers making up over one quarter of the
population, and with Generation Y even larger again, these generations of
young people make up more than half of Australia’s total population.
Education:
With high school retention rates hovering around 70%iii, and with the
majority of school graduates going on to further study, we now have the
most educated generation ever. Of even more relevance to marketers is
the technological and consumer education this empowered generation
possesses. They are streetwise, and savvy consumers with high
expectations and little brand or company loyalty. Therefore a deeper
level of understanding of their needs and values, and greater
sophistication in engaging them must be utilised if they are to be reached.
Hype won’t cut it with the informed youth of today.
Earnings:
Over the last decade Generation X has moved out of school and tertiary
education and into the labour force. In fact this is the generation of
workers with 83.6% representation in the labour force compared to 63%
of the general populationiv . They are joined by 200,000 Generation Y
school leavers each year. As the boomers are easing out of the workforce
and leadership roles, Gen X, and now Gen Y are easing in. Therefore
these are the ones that managers and leaders need to understand as
they are the ones primarily being managed and lead.
Extrapolation:
It is self evident that the young people of today will shape the consumer
and business landscape of tomorrow. The values and character they form
now will change little in the years ahead. Generational research shows
that spending patterns, attitudes, and communication styles change little
from those set during one’s formative years.
So why are young people today so different from the rest of the
population?
Age:
Obviously the age or life-stage of this generation makes them unique to
other cohorts. Being young they have different priorities to older
generations. They generally have no financial commitments, thus over
70% of their income is spent arbitrarily, with the majority going on
entertainment, travel, and food. They have different recreational pursuits
to other generations with their top 3 spare time activities being: “go to a
party” (74%); “listen to the radio” (74%); and “go to a movie” (72%)v.
The point is that people operate in different ways because of their age.
However age is not the sole reason for generational behaviours otherwise
teenagers today would be indistinguishable from teenagers of a
generation ago. Yet this is clearly not the case, and it is because lifestage is just one of three broad factors that differentiate the generations.
Conditions:
The current economic, social, and political conditions which we all live
under actually further divide the generations. The same conditions act
upon people of different ages in different waysvi. Take text messaging on
mobile phones as an example: the technology is available to all, however
74% of messages are sent by Generation Y’svii and so they are developing
the new text language (eg “CU L8R” for “see you later”).
Experiences:
Experiences that occur during the formative childhood and teenage years
also create and define differences between the generations. These social
markers create the paradigms through which the world is viewed and
decisions are made. Baby Boomers were influenced by the advent of the
TV, Rock and Roll, the Cold War, Vietnam War, the threat of nuclear war,
and the decimal currency. Xers saw in the Personal Computer, AIDS,
single parent families, the growth in multiculturalism, and the downsizing
of companies. Generation Y’s have lived through the age of the internet,
cable television, globalisation, and environmentalism. Such shared
experiences during one’s youth unite and shape a generation. There is an
ancient saying that bears much truth: “People resemble the times more
than they resemble their own parents”.
What shapes their attitudes?
Peers:
While the Builders’ Generation are most influenced by authority figures
and Boomers make decisions based on data and facts, post-modern youth
are more likely to make a decision based on the influence of their own
peers. Our research has further confirmed that the biggest factor
determining the choice a teenager will make is the experiences of their
core group of 3 to 8 friends. Rather than making independent decisions
based on core values, they live in a culture encouraging them to embrace
community values, and to reach consensus.
Pragmatism:
It is understandable that young people today are less idealistic than
generations past due in part to the media and pop culture that fills their
life. The most popular song of the 1940’s was Bing Crosby’s “White
Christmas” (1942), for the 50’s it was “Rock around the Clock” (Bill Haley
and his Comets, 1955), and the 60’s it was the Beatles’ “I want to hold
your hand” (1963)viii. A quick listen to the music of choice for Generation
Y reveals what different times they live in. Much is made of the dark
lyrics of Eminem and Marilyn Manson, but these are just public examples
of the popular and pervasive genre. The influence of music is second only
to the influence of TV and movies in Gen Y culture. George Barna has
found that when teenagers were asked, “What/who has a lot of influence
on your thinking and behaviour?” one quarter of the influence on their
lives is from TV and moviesix.
Teenagers are now spending more time watching TV today compared to
four years ago, up from 2 hours 16 minutes per day to 2 hours and 20
minutes, a growth of 3.6%. In addition to the growing internet and video
games use, they are now approaching 4 hours screen time per dayx.
The result is that young people are increasingly negative about their
future. Generation Y are very aware of the youth unemployment rate
which has been hovering close to 30% throughout their lives, and so they
are pessimistic about their future and they have an increasingly short
term focus. Our research shows that their top life expectation is to
complete their education (94%) with not too many plans after this.
Preference:
For previous generations, the modernism mindset ruled and so people
grew up believing that technology was good and to be trusted, medicine
could overcome any problems humanity faced, and together we could
create a great future. However in these post-modern times, technology is
often not trusted let alone held up as the answer. AIDS and other
pandemics continue to defy the experts, and the scientific method has
given way to virtual reality. The concept of absolute and inherent truth
has been banished as truth is deemed to be relative to one’s own
background and understanding. The culture today asserts that any
philosophy, religion, or practice is as valid as any other as long as it
doesn’t hurt anyone else, and it is tolerant of the beliefs of others.
By understanding what today’s youth most value, we can determine how
to most effectively engage them. The core values of the Builders and
Boomers generations included solid values such as a strong work ethic,
respect for authority, loyalty and commitment, financial conservatism,
long-term planning, and delayed gratification. Of course many chose to
reject these values however they were still culturally dominant. The
values in vogue today are drastically different:
Relational Connection:
Gen Y is seeking after more than just friendships. They want community:
to be understood, accepted, respected, and included. Our research shows
that while they spend most of their spare time with their peers, they often
fail to experience real unconditional love, and connection when with them.
Above all else, Generation Y wish for “a happy relationship” and “a loving
family”xi. A stereotype is that this generation has no loyalty however they
do demonstrate strong loyalty to their friends. They work hard to live up
to what their peers expect of them, and their self-esteem often rests on
how well regarded they are in their group or sub-culture.
Bigger Meaning:
This generation has observed their parents get the rewards of hard work:
houses, cars, and material wealth. Gen Y has benefited from this being
the most materially endowed,
and entertained generation of teenagers ever. Yet they have seen the
costs of their parents’ success in terms of broken marriages, absentee
parenting, and an epidemic of stress related illnesses. For their part Gen
Y have been left disillusioned with the materialism they have enjoyed and
boredom remains a big problem for them (57% state that “never being
bored” is of highest importance to themxii).
Therefore they are looking for more than just continuing the consumerism
experiment. Indeed when deciding to accept a job, salary ranks sixth in
order of importance after training, management style, work flexibility,
staff activities, and non-financial rewardsxiii. The young people of this
generation do not live to work- but rather they work to live. A job merely
provides the income to do what they want to do. They are on a search
for fun, for quality friendships, for a fulfilling purpose, and for spiritual
meaning (1 in 3 claim to regularly take part in a religious service of some
sort). There are more voices than ever trying to win over a causeseeking generation. The anti-globalisation activists find willing
participants amongst Generation Y who are reacting against the
emptiness of materialism, and brand chasing they experienced. Whether
it is environmentalism, social issues, human rights, or volunteering,
young people are getting increasingly involved. In the words of the Body
Shop in their activism newsletter Full Voice: “There is a growing sense of
outrage among people of all ages. People are angry and they are
showing it…tap into your passion and work to create change”xiv.
Trusted Guidance:
Our research shows that the third strongest felt need teenagers have is
for guidance or direction in their life that is trustworthyxv. There is much
advice on offer but not much of it is believed by this sceptical generation,
and rightly so. By the age of 18, the average young person has viewed
over 500,000 TV commercials, in addition to countless internet, radio, and
outdoor ads, much of which is pure hype. Like the sign outside the
Pharmacist reading “Ears pierced, while you wait”, or the supermarket
aisle sign “Stock up and save. Limit of 1 per customer”, this generation is
hammered with hype and has the hype radar up screening out most
messages. However if our client has a message worth delivering, and
they are authentic in their motives and style, it is possible to have a great
impact. This generation wants guidance in the form of a navigator, not a
street directory. Our society is full of proverbial street directories, which
show the way to financial, relationship, or life success. However most
Gen Y’s are unsure of where they are now, let alone where they are
going, and so they are seeking specific direction from someone who
knows them, their situation, and has even travelled that way themselves.
They are looking for real life role models and mentors who not only know
the way, but also go the way, and can show the way.
So how can we best communicate with this very different generation?
Our communication style is structured, they want freedom. We stress
learning, they like experiencing. We react, they relate. We focus on the
individual, while they are socially driven. Here are four essentials to
consider when engaging youth today:
Real:
Not only must our communication style be credible, but we must be also.
They don’t expect us to know all about their lifestyle, nor do they want us
to embrace their culture. They are simply seeking understanding, and
respect. If our communication has a hidden agenda, or we are less than
transparent, it will be seen. This generation can sniff a phoney from a
long distance.
Raw:
Today’s youth have access to the most advanced technology, movie
special effects, and video games with which we can never compete. But
the good news is that they are not impacted by slick presentations. They
don’t want a rehearsed talk, or a manufactured spiel. The more
spontaneous and interactive we are, the less intimidated, and more open
they will be.
Relevant:
Obviously what we are communicating has to fall within their area of
interest. But the style, as well as the content of our message must be
relevant to a generation who are visually educated and entertained.
There is no point in giving music to a friend on a cassette tape if they only
have a CD player, or on CD if they only use MP3. Similarly we must
research in the most appropriate format for those we are reaching. So in
understanding the communication styles of our target cohort we will be
better equipped to reach them.
Relational:
There is an old and true saying in education circles: “They don’t care how
much you know until they know how much you care!” Communicating to
this generation requires more than just a great presentation and some
hot stories, it needs openness, vulnerability, and genuine interest in those
we are trying to reach, and above all else, understanding. The more
relaxed the environment, and the more socially conducive to discussions;
the better will be the quality of the learning.
A Final Word:
Whether we are involved in managing, educating, or marketing to the
new generations, a quality outcome is dependent on our understanding of
them. Once we have a foundational grasp of their characteristics,
communication styles, and social attitudes, we will be well equipped to
effectively reach this enormous and emerging generation.
7 1950s Technology
14/07/2012 1:23:00 PM
 Alternative Activity: Read pages 340-2 of text & questions on page 343 OR reading
& questions on page 350
 Text book reference: Chapter 8, pages 340 – 347, 350, 353 - 355
The Impact of 1950s Technology
Insert the correct words (from the box) in the gaps below (in the
passage).
urban sprawl
Drive Ins
Ten Pin Bowling
The Australian Dream
radios
British
bottle shops
World War II
1956
Americanised
passenger planes
labour saving devices
records
garages
Housing
At the end of ??, the return of thousands of men from war,
the sudden increase in the number of marriages combined
with a massive influx of immigrants from Europe led to a
massive increase in the demand for housing. This strong
desire for a home came to be called “??”. Due to war
restrictions building was difficult, however, the development of fibro
sheeting, gyprock and masonite as a new, cheap building materials led to
a boom of construction. This led to “??” or the sudden growth of new
suburbs.
Home Appliances
Now that the war was over, many factories needed to find
peacetime products to build. As war time sacrifices were no
longer needed, people now had the money to buy the latest
products. People took great pride in filling their homes with the
latest gadgets such as refrigerators, washing machines, food mixers,
irons, ovens, lawn mowers. These new appliances were all “??” meaning
that household chores required less effort and time.
Entertainment
The introduction of television in ?? led to more and more people staying
home with family to watch. It also led to the decline of Australian radio
shows. The massive influx of ?? and American shows began to change the
way Australians spoke, dressed and what they listened to. British and
American bands often appeared on television and quickly became popular
here as well. Australian culture has since become increasingly ??. Other
American trends like ?? alleys also became popular.
Transport
As with household gadgets, factories also began
producing large numbers of cars that the average family
could afford. This allowed people to live further away from
city centres, to travel further to places like Jenolan Caves
from Sydney. Houses were now built with bigger yards as
people walked less, ?? were now a part of houses and streets became
wider to accommodate vehicles. ??, drive through ?? and surfing trips
became far more popular as people used their cars. Likewise, the
development of large ?? led to a boom of interstate and overseas travel.
Communications
New communication technologies such as the development of small
portable battery powered ?? and LP ?? led to an explosion of sales of
music albums. As with television, Australia was flooded with
American and British music.
8 SEEE Formula
14/07/2012 1:23:00 PM
For Short Responses
Statement in answer to the question
Evidence supporting statement
For Medium Length Responses
Statement in answer to the question
Evidence supporting statement
Examples of statement in history
Explanation of how question is answered
For Extended Responses
Intro with a Statement in answer to the question
Paragraphs with
 Statement in answer to the question
 Evidence supporting statement
 Examples of statement in history
 Explanation of how question is answered
Conclusion with Explanation of how question is answered
9 Source Analysis – Impact of Technology
14/07/2012 1:23:00 PM
Mission Briefing: For each of the sources provided, answer the question:
“What does this source show about the impact of technology on
everyday life in 1950s Australia?”
In your



answer, for each source, remember to;
State your point
Provide evidence to support your point
Explain how it answers the question
Source A (Transport)
State your point
Popular destinations became very busy as
cars were now cheap enough for most
families to have one and they could all travel
to these locations.
Evidence to support
Source A shows lots of cars parked at a
popular picnic ground.
Explain how it answers the question
The amount of traffic and lack of parking as
well as the number of people at the park
shows that popular locations became busy
with family day trippers.
Source B (Communications)
State your point
Evidence to support
Explain how it answers the question
Source C (Home appliances)
State your point
Evidence to support
Explain how it answers the question
Source D (Entertainment)
State your point
Evidence to support
Explain how it answers the question
Photograph of Johnny O'Keefe
compering his hit show on the ABC,
Six O'Clock Rock
Source E (Housing)
State your point
Evidence to support
Explain how it answers the question
10 Optional Activities #1
14/07/2012 1:23:00 PM
Literacy Options
Read textbook pages 351 – 355 and take notes here.
Listening & Interpersonal Options
Pick a topic from the list below and in a group of 2-4, find out and list the
relevant definitions, dates and facts.
Give a definition for ... OR
Find and list 10 facts about …
Find out the year when
Housing
Fibro
What were people's homes like in
Pre-fabricated
the 1950s?
Beaufort House
Hills Hoist
Household
The Victa lawnmower was
What kind of household gadgets did
Technology
invented
people own in the 1950s?
The Mixmaster was invented
Entertainment
The first LP record produced
What were the main forms of
The first Australian Drive-In
entertainment technology in the
opened
1950s?
The first Australian Ten-Pin
bowling alley opened
Transport
The first jet plane was built
What were the most popular cars,
The first passenger jet plane
planes and boats of the 1950s?
took flight
The first mass production of
General Motors Holden cars
The Pacific Highway was
built
Information
The first Australian TV show
What were the main forms of
Technology
was broadcast
information technology in the
The first portable transistor
1950s?
radio was sold
The cassette recorder was
developed
Kinaesthetic & ICT Options
Get online and try to find dates for the following inventions
Year
Event
Mixmaster invented & patented
Jet propulsion in aircraft
1946
TAA (Trans-Australia Airlines) established
First passenger jet plane
First mass produced cars in Australia (Holden),
Long playing (LP) records introduced
1949
Snowy Mountains Hydro Electricity project started
Victa lawn mower developed
First Drive-Ins appear in Australia
First TV broadcasts in Australia (colour TV came in 1975)
Completion of the Pacific Highway,
portable transistor radios sold for first time
First ten pin bowling alleys in Australia
1961
Invention of the contraceptive pill
1962
Pantyhose developed (nylon see through stockings)
Cassette recorders invented
11 Character Profiles
14/07/2012 1:23:00 PM
Baby Boomer Personality
Jan
Cummi
ngs
Baby Boomer Personality
Born: 1951
Born: 1960
Drove: Volkswagon Beetle
Drove: Volkswagon Beetle
Listened to: Beatles &
Listened to: Beatles
Rolling Stones
Liked to: go billy cart racing,
Liked to: go to school
Graeme build tree houses & light fire
dances, the beach, go sailing, Evans
crackers
play hockey
Loved his: black & white TV
Loved her: “crystal radio
set”
Remembers: falling in love
with her husband
Wore: shorts with braces to
church
Remembers: 1970
celebrations of Captain
Cook’s 1778 visit to Australia
Baby Boomer Personality
Baby Boomer Personality
Lyn
Mulholl
Born: 1955
Drove: Morris Elite
Adrian
Lamroc
Born: 1954
Rode in: Holden Premier,
and
Listened to: Beatles, Billy
Thorpe & Johnny O’Keefe
Liked to: going to the beach
& listening to bands
Loved her: portable hair
dryer with shower cap, air
hose & carry case
Wore: mini skirts, hot pants,
boots & crochet bikinis
k
Valiant, Ford Cortina
Listened to: “Peter, Paul &
Mary”
Liked to: watching Hanna
Barbara cartoons
Loved his: TV remote
(wired)
Wore: orange shirt, bright
blue flared pants
Remembers: moon landing
Baby Boomer Personality
Judy
Anasto
poulos
Born: 1951
Drove: Morris 1100
Listened to: Beatles & Bee
Gees
Liked to: go to pop concerts
Loved her: TV
Wore: red bell bottom
Remembers: moon landing
Baby Boomer Personality
Gary
Paget
Born: 19th July 1951
Drove: Morris Mini Cooper
Listened to: Elvis Presley,
Beatles
Liked to: Go to pop concerts
& play sport
Loved his: car, dog & galah
trousers, white hippie shirt
with flower pattern, red hair
band
Remembers: Beetles visit to
Australia & anti Vietnam War
protests
Baby Boomer Personality
Jane
Evans
Wore: bell bottom slacks &
Safari Suits
Remembers: the moon
landing, JFK assassination
and Vietnam war.
Baby Boomer Personality
Born: 1961
Lindsay
Born: 1959
Drove: Holden
Listened to: The Seekers
Liked to: watch TV (in black
& white) & play cards
Loved her: new washing
machine with wringer
Wore: short blue & white
checked dress
Remembers: watching Neil
O’Reilly
Rode in: Volkswagon Beetle
Listened to: Beatles, Led
Zeppelin, The Hollies, Deep
Purple
Liked to: build forts, ride
bike, let off fire crackers
Loved his: parents stereo
record player
Wore: shorts, t-shirt &
Armstrong walk on the moon
Baby Boomer Personality
Andrea
Toemo
e
Born: 1950
Drove: Volkswagon Beetle
Listened to: Norman Rowe,
The Beatles, Billy Thorpe &
the Aztecs
Liked to: go to movies and
dances
Loved her: portable, battery
operated transistor radio
thongs
Remembers: assassination
of JFK
Baby Boomer Personality
Paul
West
Born: 1957
Rode in: EH Holden
Listened to: Beatles
Liked to: surf
Loved his: cassette player
Wore: blue suede shoes and
purple jeans with bell
bottoms and a super wide
belt
Wore: red knitted mini dress
Remembers: assassination
of US President JFK
Baby Boomer Personality
Remembers: migrating to
Australian on board the ship
“Fairstar”
Baby Boomer Personality
Dianne
Born: 19...
Robert
Drove: Volkswagon Beetle
Garred
Drove: Morris Major Elite
Listened to: Col Joye and
the Joye Boys
Liked to: go to the movies
on a Saturday or a dance
Loved her: hair dryer
Wore: bell bottom pants and
paisley top
Remembers: getting
Baker
Born:
1951
(that caught fire twice)
Listened to: The Monkeys &
The Beatles
Liked to: watch TV shows
like Yogee Bear, What’s Up
Boo Boo, Get Smart &
cowboy westerns
Wore: Wore jeans and
desert boots
married in 1968
Baby Boomer Personality
Helen
Lee
Born: 1964
Drove: Holden FJ Austin
Listened to: The Seekers
Liked to: watch the old
Batman TV show
Loved her: Lego (new
technology) and the fairy tale
books out of the OMO packet
Wore: Party frocks with
nylon components
Remembers: miniskirts and
hydrangea hats
Baby Boomer Personality
Remembers: JFK
assassination; West Indies
tied test; Armstrong on moon
Baby Boomer Personality
Graeme Born: 1964
Dunn
Rode in : Austin 1800
Listened to: Deep Purple,
Mondo Rock
Liked to: Progam his
computer and build electronic
devices.
Loved his: System 80
computer (with 16k RAM)
Wore: Flared jeans, long hair
Remembers: Gough
Whitlam’s dismissal
Baby Boomer Personality
Robin
John
Born:
1952
Rode in : green Mini Minor,
boyfriend had a Torana GTR
(very trendy)
Listened to: Beatles and
Herman’s Hermits
Liked to watch: 'I dream of
Jeanie' & 'The Mickey Mouse
Club'
Loved my: Transistor radio
Wore: White flared hipster
pants, midriff tops, mini
skirts with platform shoes
Remembers: JFK
assassination, disappearance
Union.
Wore: Shorts and Bermuda
Sox, Safari Suits
Remembers: Conscription,
of Harold Holt
Cuban Missile Crisis.
Baby Boomer Personality
Anony
mous
Les
Pearso
n
Born:
1947
Drove: Honda 90 step
through scooter (Posties
Bike) and VW 1200 Beetle
Listened to: The Argonauts
Club, Tarzan & Superman on
radio, The Shadows, Col Joy
& the Joy Boys, Normie
Rowe, Buddy Holly.
Liked to: Act in Gilbert and
Sullivan musicals, play Rugby
Born: 1960
Rode in: Ford Fairlane and
LTD cars
Liked to: play board games,
watch TV and going to the
drive in with my family.
Wore: maxi skirt (a skirt
that went down to your
ankles! Also a “choker “neck
lace that fit snugly around
the neck.
Remembered: The First
landing on the moon.
Baby Boomer Personality
Brian
Rennie
Born:
1956
Drove a: Mini Cooper S
Listened to: Cat Stevens,
Led Zeppelin, Hush,
Liked Watching: F-Troop,
My Favourite Martian, The
Banana Splits, Mr Squiggle
Wore: flares with paisley
body shirt and beetle crusher
shoes or a denim safari suit
Remembers: the moon
landing, JFK being shot,
Vietnam war on TV,
Tasmanian bush fires,
Qantas’ first jumbo jet
arriving,
Baby Boomer Personality
Anony
mous
Born:
1954
Baby Boomer Personality
Rode in: Vanguard
Spacemaker
Liked to: Watch the Lucy
Show on black and white TV
(with blue cellophane over
the the screen to reduce
static, tie dye fabric, "hoola
hoop", "pogo stick", Riding
Graeme Born: 1960
Evans
Drove: Volkswagon Beetle
Listened to: Beatles
Liked to: go billy cart racing,
build tree houses & light fire
crackers
Loved his: black & white TV
Wore: shorts with braces to
my bike.
Wore: bright green bell
bottom trousers with a light
paisley top and a chain belt
church
Remembers: 1970
celebrations of Captain
Cook’s 1778 visit to Australia
Remembered: "The
Beatles" coming to Australia,
Decimal Currency, moon
landing, "hippy " culture,
Vietnam protests
Baby Boomer Personality
JoAnne
Birchill
Baby Boomer Personality
Born: 1961
Listened to: Johnny Cash
Liked to watch: Skippy,
Gilligan’s Island, I Dream of
Jeannie
Wore: White long socks,
white skirt, crocheted bolero
(hand made of course) and
long white blouse
Remembered: watching the
moon landing, all the Year 5
and 6 classes watched it.
Baby Boomer Personality
Baby Boomer Personality
Helen
Pearso
n
Born: 1947
Drove: Volkswagon Beetle
Listened to: The Seekers
Liked to watch: Read,
watch black and white T.V,
study
Wore: mini skirts, high heels
and make up. Had a favourite
“hot pink” pants suit
Remembered: Listening to
the moon landing in Papua
New Guinea
Baby Boomer Personality
Debbie
Rathbo
rne
Born: 1955
Car driven / ridden in:
Holden Kingswood
Listened to (favourite
band / artist): Rod
Stewart, All types Ballroom
dance music
Liked to: Ballroom dance
Wore (outlandish clothes
from the 50s or 60s): Over
the knee white boots
Remembers (from 50s or
60s): Decimal currency and
Competition Ballroom
Baby Boomer Personality
Dancing
12 Rebellion and Revolution
14/07/2012 1:23:00 PM
 Alternative Activity: Text questions.
 Text book reference: Chapter 8, pages 356-357
Insert the correct words (from the box) in the gaps below (in the
passage).
music
assassination
sexual
conservative
trend
vote
Baby Boomers
women’s
Vietnam
rock-n-roll
Invasion
nuclear
unisex
disappearance
prosperity
Stomp
trends
televisions
pill
The Baby Boomers
By the 1960s, the mass of babies born after World War II (the “??”) were
now reaching their teenage years. Unlike their parents, they were
wealthy, well educated, had spare time and lived in a time of peace and
??.
Rebellion Against Conservative Ideas
A number of events took place in the early 60s that led the “Baby
Boomers” to challenge the ?? ideas of their parents. The
development of the contraceptive pill (to prevent women falling
pregnant) in 1961 made the “?? revolution” possible and added
strength to the feminist movement’s fight for ?? rights.
The Cuban Missile Crisis of 1962 brought the world to
the brink of ?? war and made people fearful that humanity
could be destroyed at any moment. The ?? of US President
John F. Kennedy, the ?? of Australian Prime Minister Harold
Holt and the lies of President Johnston about the ?? War led people to be
suspicious of governments. Furthermore, conscription in both Australia
and the US of men considered old enough to kill but not old enough to ??
led to open hostility against the older generation.
Revolution
Teenage rebellion became the new “??” of the 1960s.
Fashion rebelled against short hair, plain colours, distinct
gender styles, suits, dresses and traditional materials.
Instead long hair, bright paisley & tie dye patterns, “??”
(no difference between males & females) designs, flares, bare feet, beads
& mini-skirts became fashionable. Protest music emerged to replace
“rebellious” ?? which had mutated into “pop music” suitable for television.
Even coupled dancing went out of fashion and were replaced by dance
crazes like “The ??” and “The Twist”. To try some of these yourself visit:
www.sixtiescity.com/Culture/dance.shtm
The British Invasion
At the same time, there was an explosion of
British ?? and fashion around the world. British
songs dominated the charts of both Australia and the United
States to such an extent that Americans referred to the situation as “The
British ??”. The growing numbers of ??, record players and portable radios
only spread British ?? further and faster.
13 Optional Activities #2
14/07/2012 1:23:00 PM
Literacy Options
Find out about the Woodstock Musical Festival (and one other) and make
a page of notes
Listening & Interpersonal Options
Find at least 3 protest songs from the 1960s, read the lyrics as you listen
to each, make a few notes about the musician and what was being
protested against.
Kinaesthetic & ICT Options
Make a 1960s picture slide show on either: Fashion; Entertainment;
Social/Political Events; Gender roles or Leisure time OR try the dance
moves found at: www.sixtiescity.com/Culture/dance.shtm
14 1960s Pop Culture & Sport
14/07/2012 1:23:00 PM
 Handwriting Alternative: Answer the questions in your exercise book, under the
heading “1960s Pop Culture and Sport”
 Text book reference: Chapter 8, pages 357 – 367
Read the following 5 case studies and answer the questions that
follow.
#1 Australia’s world domination of tennis
Year &
country of
Australia 1961-1970
origin
Description of
the feature
This was the “golden age” for
Australian tennis. We had,
what some argue were the two
greatest players of all time;
Rod Laver (winning Wimbledon
eight times) & Margaret Court
(winning Wimbledon in 1961,
1962, 1968 and 1969). Other
world dominating Australians
included Evonne Goolagong (who was Aboriginal and
could not vote until 1967), Fred Stolle Neal Fraser and
John Newcombe.
How it fitted
in with the
60s
Australia became increasingly successful in sport in the
1950s and 1960s despite its small population.
How it
influenced
Australians increasingly saw themselves as a “sporting
nation”.
Australian
identity
#2 Beatlemania and youth culture
Year & country
of origin
Britain 1962
Description of
the feature
The Beatles were almost as famous for their hair which
was
longer than was usual for men. In Australia, a ‘Beatle
haircut’ could lead to suspension or expulsion from
school. ‘Beatlemania’, referred to describe the
hysterical screaming of young girls wherever the
Beatles went.
How it fitted in
with the 60s
As a result of the Beatles many other British bands
came to world
attention, including their more rebellious rivals The
Rolling Stones. This
came to be known as the ‘British invasion’.
How it
influenced
The Beatles caused chaos in
Melbourne when they arrived
Australian
identity
in 1964 (as seen in this
picture or crowds waiting to
see the group at Town Hall).
British music and fashion became extremely popular
with young Australians. Record companies,
entertainers and other industries began to focus more
on teenagers than on adults to make money.
#3 Bob Dylan and protest music
Year &
country of
origin
From America, 1963 until early
1970s
Description of
the feature
Was as much a poet as a musician
whose songs were to be listened to
rather than danced to.
How it fitted
in with the
60s
Bob Dylan led a revival in “folk
music” which was a reaction to the
pop-music and commercialism of the
1950s and early 1960s music. His
songs are said to have captured the
mood of the time;
“A Hard Rain’s A-Gonna Fall” –
referred to the common fear of
nuclear war
“Hurricane” – protested against
unfair treatment of African
Americans and reflected common
desire for radical social change
“The Times They Are A-Changin’” –
about how the Baby Boomers were
changing the rules of society
How it
influenced
Australian
identity
Bob Dylan’s songs encouraged
Australians to think about issues and
question rules about Aborigines and
women as well as the Vietnam War.
#4 Jean Shrimpton and the mini skirt scandal
Year &
country of
origin
From Britain in 1965
Description
of the
feature
British model Jean Shrimpton
caused a scandal when she
attended the Melbourne Cup in
1965. She arrived without a
hat, stockings or gloves which
women were expected to wear
in public. But the biggest issue
people had was with her mini
dress which that ended 10
centimetres above her knee.
How it fitted
in with the
60s
Fashion in the 1960s was
deliberately provocative and
‘rebelled’ against the
conservative social values of
the 1950s
The introduction of the
contraceptive pill and the
growing sexualisation of society
in the 1960s was seen in
women’s clothing which became
increasingly revealing
How it
influenced
Australian
identity
Young Australian women were
inspired by Jean to follow her
lead and mini dresses and miniskirts were soon to be found
throughout Australia.
Conservative fashion died not
long afterwards.
#5 Hair and the sexual revolution
Year & country
of origin
From the USA in 1969
Description of
the feature
This was a way popular “rock opera” (or musical) that
was performed around the world, including Australia’s
capital cities.
It tells the story of a tribe of alternative lifestyle
hippies from the “age of Aquarius” who fight against
conscription and authority.
How it fitted in
with the 60s
The musical was inspired by the
counter-culture, pro-drug Hippie
movement that originated in
California during the late 1960s
There were nude scenes and sexual
references which were never
acceptable in the conservative
1950s. It reflected how much the
“sexual revolution” of the late 1960s
had changed social attitudes.
The long hair, sound track and psychedelic clothing
reflected growing experimentation with drug. Drug use
was not as widespread as today but far more public as
the power of addiction and the serious health and
psychological consequences were poorly understood at
the time.
Some of the songs from the musical came to be used
as anthems for the anti-Vietnam War movement.
How it
influenced
Australian
identity
The musical both promoted and reflected Hippy
fashion, alternative lifestyle, sexual and drug
experimentation in Australia.
Questions to answer.
1. Which two countries had the greatest influence on Australia?
2. What were some of the ways teenagers ‘rebelled’ against the
conservatism of the 1950s?
3. What was the biggest issued of the 1960s that people protested
against?
4. Which of the above case studies do you think was most influential on
Australian society? Why?
5. Which of the above case studies do you think was least influential on
Australian society? Why not?
6. What do you believe was the biggest change in Australian society in
the 1960
15 The British Invasion
Music
Fashion
Television
Film
Share on screen (5 slides)
1-3 working together
Quiz – 60s or NOT, British or NOT
14/07/2012 1:23:00 PM
16 Source Analysis Task
14/07/2012 1:23:00 PM
 Handwriting Alternative: Answer the questions in your exercise book, under the
heading “1960s Fashion”
 Text book reference: Chapter 8, pages 357 - 359
Read text pages 357-8 under heading “Fashion” and complete questions
on page 359
17 Research on assignment
14/07/2012 1:23:00 PM
18 In-class End of Topic Quiz
http://www.quia.com/quiz/3595767.html
14/07/2012 1:23:00 PM
19 Optional Activities #13
14/07/2012 1:23:00 PM
7/14/2012 1:23:00 PM
7/14/2012 1:23:00 PM
7/14/2012 1:23:00 PM
i
ii
The Australian Bureau of Statistics, Yearbook 2002 p 69
Douglas Coupland, Generation X: tales for an accelerated culture. St Martin’s
Press, 1991
iii Australian Vice-Chancellors Committee Report, 2001
iv
Australian Bureau of Statistics, Labour Force Australia, 1999
Australian Lifestyles Survey 2002, p2
viWalker-Smith, J. & Clurman, A. Rocking the Ages. Yankelovich Partners, 1997.
vii Australian Leadership Foundation, SMS Research Study, December 2002.
v
viii
Ash, R. The Top 10 of Everything. 1993, UK, Headline Books, p130.
Barna Research Group Teenage Attitude Study, October 2001, www.barna.org
ix
x
xi
Australian Lifestyles Survey 2002, p2
Korn, N. Understanding Australian Teenagers Study 2000, p2.
xii
Australian Lifestyles Survey 2002, channel [V] p4
Manpower Inc Survey, Sydney Morning Herald 14 October 2000
xiv The Body Shop Full Voice Issue 4, August 2001 p16
xv The Australian Leadership Foundation Commissioned Research Project January
xiii
2003
For further information contact:
Mark McCrindle
McCrindle Research Pty Ltd
Suite 12, 1-7 Belmore Street
North Parramatta NSW 2151
E: mark@markmccrindle.com
M: 0411 5000 90
P: (02) 9890 5363
F: (02) 9890 5373