Stage 5 | History Program | Popular Culture Unit 2014
Year 10
TOPIC: Keep on rocking in the free world - Popular Culture 1945-now.
Stage 5
Year 10
Duration:
4 weeks (Semesterised course)
Detail:
10 hours/ approx 15 lessons (45 mins)
(Depth Study: 5a - The Globalising World: Pop Culture)
Historical Context of the Overview This unit is a study of popular culture - music, art, and more - from the period after 1945 in Australia and the world. The unit will require students to explore the ways in which popular culture was
affected by social, political and economic realities as well as how popular culture had an effect on these areas. A decade should form the focus on specific study to highlight the changes which
occurred at a particular moment in history. This will include a focus on specific musicians, artists and other personalities of that era and how they contributes to continuity or change in Australian
and global society. Students will engage in a range of historical thinking and working skills including source analysis and presentation of ideas in various forms.
Key Inquiry Questions -
Historical Skills - the highlighted skills are targeting in this unit.

How did the nature of global conflict (Cold War) affect popular culture in the 20th
century?

Comprehension: chronology, terms and concepts

read and understand historical texts

What were the consequences of WWII? How did these consequences shape the
modern world?

use historical terms and concepts in appropriate contexts (ACHHS165, ACHHS183)


How was Australian society affected by other significant global events and changes in
this period?
sequence historical events to demonstrate the relationship between different periods, people and
places (ACHHS164, ACHHS182)
Framing Questions
Analysis and use of sources

identify different types of sources

identify the origin, content, context and purpose of primary and secondary sources (ACHHS169,
ACHHS187)
Conceptual Q - What influences had the greatest effect on Australian society from
overseas?

process and synthesise information from a range of sources as evidence in an historical
argument (ACHHS170, ACHHS188)
Contestable Q - Has Australia made a significant and lasting impact on global pop
culture?

evaluate the reliability and usefulness of primary and secondary sources for a specific historical
inquiry (ACHHS171, ACHHS189)
Content Q - What major changes occurred in popular culture in Australia after 1945?
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Outcomes
Historical Concepts
A student:
The following historical concepts are integrated into the lesson sequences:
HT5-1 explains and assesses the historical forces and factors that shaped the modern world
and Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the
historical contexts that shaped the modern world and Australia
HT5-4 explains and analyses the causes and effects of events and developments in the
modern world and Australia
HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-7 explains different contexts, perspectives and interpretations of the modern world and
Australia
HT5-9 applies a range of relevant historical terms and concepts when communicating an
understanding of the past
HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences
Continuity and change: music, art and other forms of popular culture changed dramatically
after WWII, driven by a youth culture and changes in technology and political involvement.
Cause and effect: there were several domestic and international influences on the changes
which occurred in Australia, as well as changes within Australia that had international impact.
Perspectives: different groups in Australian society affected (and were affected by) the
changes which occurred since 1945. There was debate and conflict over how and why these
changes occurred.
Empathetic understanding: the themes and issues present in the pop culture of the post-war
period offer insights into the ideas, emotions and experiences of the people at the time.
Significance: some of the popular culture icons and movements of this period had significant
impact on political, economic and social lives of people in Australia and the world.
Contestability: there is argument over whether pop culture had a significant impact on society,
which nations/groups/individuals had most impact in Australia and whether pop culture can be
a valid form of historical evidence or study.
Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-5, HTLS-6, HTLS-7, HTLS-9, HTLS-11,
HTLS-12, HTLS-13
Key Historical Terms & Concepts (Glossary)
Site Study
Significance
Powerhouse Museum
Contribution
Australian Museum exhibits & others (virtual)
Popular Culture v High Culture
Centre for the Moving Image, Federation Square, Vic. (links to Civics & Citizenship with
Exhibition Hall etc)
Communication technology
Hype
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Resources
Books –

Arrow, M., Friday on Our Minds: popular culture in Australia since 1945, 2009
Websites –

For more ideas on activities, lessons and tasks, go to http://www.achistoryunits.edu.au/unit-program/y10-overview-v3-1.html

Activities, lessons and more http://www.tesaustralia.com/teaching-resource/Yr-10-History-Resources-Post-War-Australia-and-amp-Exam-7010086/

Australian Cartoon Museum – Pop culture 1945-present http://theaustraliancartoonmuseum.com.au/projects/pop-culture-1945-present /

The People History (list of events by year) - http://www.thepeoplehistory.com/1945.html

DFAT website on People, Culture and Lifestyle since 1945 https://www.dfat.gov.au/facts/people_culture.html

Skwirk [watch this website for plagiarism in this topic and others] http://www.skwirk.com/p-c_s-14_u-189_t-506_c-1875/american-and-british-cultural-influence-1950s/nsw/american-andbritish-cultural-influence-1950s/australia-s-social-and-cultural-history-in-the-post-war-period/social-and-cultural-features-of-the-1950s
Assessment overview
Depth Study 5A
Semester 1
Popular Culture
Term 2 , Week 1
Assessment for learning
Assessment as learning
Assessment of learning

Reflective response: To what extent did life change in
Australia during WWII?


Investigation into sportsmen and women – develop a
persuasive speech

Beatlemania research – students will reflect on the
research process and be able to explain how they
approached it

Interviewing parents about favourite bands (students need
to evaluate own questions)

Finding sources on different bands from different decades
– peer assessment of each other’s sources
Film analysis
Weighting: 30%
Description of Task: Students plan and present a group
music video or short documentary which reflects a significant
individual or group.
Outcomes: HT5-4, HT5-6, HT5-7, HT5-9, HT5-10
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Teaching and learning strategies –
Other Resources
including opportunities for extension activities, adjustments and assessment tasks
Overview (about 45 minutes)
The end of World War II
a. Class discussion and group brainstorm recalling knowledge of World War II and its end. Focus on
what changed, especially in terms of women and shift from British to American support. This could be
expressed as a mindmap (bubbl.us, mindmeister) or collaborative document (butchers paper, Google
Doc, etc).
b. Students write a reflective response about what changes occurred during WWII using the brainstorm.
Sample question: “To what extent did life change in Australia during World War Two?”
In each lesson (beginning and/or end), students should be exposed to a different form of music (artists,
bands, genres) which were considered the most popular. Teachers should select songs that are
appropriate to what is under investigation.
Nature of Popular Culture in Australia
after 1945
Key question to think about: What are the key features of popular culture? What did ‘pop
culture’ look like in the 1950s?
Students:


identify the main features of Australian
popular culture at the end of World War
II, including music, film, fashion and
sport
Developments in popular culture
Students:
Students source a definition of “popular culture” and discuss the difference between popular culture
and other types of cultural activities/movements such as high culture, leisure time. Teacher could
incorporate the word “zeitgeist” (the spirit of the times) and suggest that pop culture is any work,
movement or person that exemplifies the zeitgeist of a particular year or decade. Discuss the role of
economic prosperity and a flourishing culture.

Teacher-led presentation of mindmap on four key areas of popular culture: a) music, b) film, c)
fashion, and d) sport – examples could be provided from pre-WWII Australia e.g. Phar Lap for sport.
Students could either research these areas and focus on decades or this could be filled in as the unit
progresses.

Case study: Beatlemania – Students investigate why Beatlemania occurred in Australia in the 1960s
and what this shows us about popular culture. Students might compare/contrast to another case of a
hyper-popular artist or band from the last decade. Youtube newsreel from 1964 http://www.youtube.com/watch?v=wPr2QrgJaXg How did the Beatles affect fashion and other
aspects of culture? Do other artists do this?
Key question to think about: How was Australia affected by British and American pop culture in
the post-war era? Is this still apparent today?
Mindmapping – bubbl.us
VisuWords – useful for definition of
popular, culture etc.
Australia in the 1950s stock footage
http://www.youtube.com/watch?v=AEXT
k8TYHZA
ABC Splash www.splash.abc.net.au
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Teaching and learning strategies –
Other Resources
including opportunities for extension activities, adjustments and assessment tasks

explain ways in which Australia in the
1950s was influenced by American
culture

assess the way American and British
music influenced post-war Australian

The old Australian record industry – questions and thinking from “Things to think about”
http://splash.abc.net.au/media/-/m/521155/vinyl-the-australian-record-industry-1963

Students find evidence of the music charts from the 1950s and identify the following features:
American bands/artists, British bands/artists, Australian bands/artists. They could then compare and
contrast different years and explain if there is a trend, or not, towards particular groups in terms of
popularity at this time.

Students could watch documentaries (clips) from such series as Long Way To The Top (ABC) which
charts the history of Australian music & in particular rock n roll.

Students should interview their parents about what kind of bands/musicians they listened to growing
up. Compare/contrast different parents’ favourite bands in terms of genre, etc. Could also
compare/contrast to the types of music now being produced and compare for quality, originality etc.
This activity will also require them to 1) formulate questions and 2) use sound research methods for
analysing these responses, which can be applied to other tasks. (clear literacy links here)
entertainment, such as rock 'n' roll

use a range of sources to explain the
nature and impact of television on
Australian popular culture
(3 lessons)
How to conduct an interview
http://www.scholastic.com/teachers/less
on-plan/how-conduct-interview
Other examples of pop culture:
Hippy Culture - http://www.tesaustralia.com/teaching-resource/Hippy-Badges-Teaching-Aid-for-andquot-Hippy-Culture-and-quot-7010448/
The Stomp – a 1960s dance craze – questions and thinking from “Things to think about”
http://splash.abc.net.au/media/-/m/522277/the-stomp-a-1960s-dance-craze
Class debate: That the Rolling Stones were the greatest band of the post-war period. (to be precursor
to class debate or persuasive writing task towards the end of unit)
Changing nature of popular culture &
overseas influences
Focus on film (clear links to English)

Students will investigate the way in which films changed over time thanks to advances in technology.
It would be most effective to choose a genre such as science-fiction or action in order to most easily
identify the advances in, for example, computer-generated imagery (CGI).

Students could view a series of films and create critical reviews of the films for technical
achievement (using Oscar nominations and winners from 1945-2010 would be useful). This could be
done as a website or blog or as a written or spoken task.

Students might like to focus on a sub-genre such as children’s animated films such as the
progression from the classic Disney movies through to Pixar animations such as Toy Story and Up!.
This could easily be linked to studies of other nations’ animated films such as manga or anime in
Students:

describe how advances in
communication technology changed at
least ONE of the following during the
post-war period in Australia: music, film
or television

discuss how overseas influences have
affected ONE aspect of Australian
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Teaching and learning strategies –
Other Resources
including opportunities for extension activities, adjustments and assessment tasks
Asia.
popular culture
(3 lessons)

Star Wars: Students could compare/contrast the CGI used in the Star Wars films of the 1970s/1980s
to the Episodes produced in 2000s. Could also link to influence of Australian sci-fi e.g. Matrix, (also
later Star Wars episodes were filmed in Australia)

Many film DVDs have “behind the scenes” or “the making of” type documentaries in the Extras area.
One of these could form the basis of a class discussion or framework for analysing another film.

Alternative: students could find trailers of famous/award-winning film from the post-war period and
compare/contrast the audiences for which the film was targeted.
Australia's contribution to international
popular culture
Key question to think about: how successful has Australia been on the international stage? How
do we judge this success?
Students:

Class discussion & teacher example: Draw on learning from the Between the Wars (Australians at
War unit) and discuss role of Don Bradman during the Great Depression as symbol of popular
culture. http://sportinghistory.com.au/sir-donald-bradman/

Investigation: Students are to find (or be given) a list of Australian sportsmen and sportswomen.
They are to ‘adopt’ one of these figures and assess their significance on the following features (or a
list of their own choosing) in a table form:

assess the contribution of Australian
men and women to international
sport, eg Olympic Games and Test
Cricket

using a range of sources, investigate
and assess the contribution of
Australian men and women to
international music, film and
television
(3 lessons)
Continuity and change in beliefs and
values that have influenced Australia
-
Their contribution to their sport within Australia
-
Their success on an international stage e.g. Olympics/Commonwealth Games
-
Their recognition (officially and unofficially) e.g. medals, championships
-
Their contribution beyond the sport (e.g. within the community)

Students should focus on using a range of sources and providing an accurate bibliography – the
Re:cite website might be useful here. http://www.lib.unimelb.edu.au/recite/

Assessment: Students could then write a persuasive speech to convince an audience as to why
their adopted sportsperson deserves to be placed in the Australian sports hall of fame. This speech
could be delivered orally (informal assessment task) in front of the class (or as a video) or written in
class, or could be a simply hand-in task.
Australian Stories
http://australia.gov.au/aboutaustralia/australian-stories
Sporting History
http://sportinghistory.com.au/
Key question to think about: How much of Australian culture has been influenced by the USA
and other global events?

This could be an informal assessment task, requiring students to gather their understandings from
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Teaching and learning strategies –
Other Resources
including opportunities for extension activities, adjustments and assessment tasks
Students:

outline and assess the impact of
Americanisation and global events on
Australian society over time

the unit and write, speak or otherwise present their views on at least four clear examples of
Americanisation and/or globalisation. This will link to Geography in that they may start with an easy
example such as McDonalds (also discussing the impact of this on the health/food/culture of
Australia).
discuss the nature of Australian
popular culture today and the legacy of
past influences
(3 lessons)

Ask students to brainstorm other international events which have had an impact on Australia (prompt
with events such as 9/11, Olympics, environmental issues, conflicts, agreements/trade).

Students then choose four from the list or four they have developed themselves.

FINAL QUESTION: Has Australian popular culture changed since 1945 or is it essentially the
same?
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This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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EVALUATION
What aspects of this unit worked well?
What aspects of this unit need improvement?
What other resources did you use?
Was the assessment appropriate to the unit?
What aspects of assessment need improvement?
Any additional comments?
Teacher:
Signature:
Date:
This unit of work was written by Matthew Esterman, St. Scholastica’s College, Glebe. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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