YEARS 7-10 HISTORY
STAGE 5, TOPIC 7
PEOPLE POWER AND
POLITICS IN THE POSTWAR ERA
HSIE STAGE 5
Curriculum K–12
June 2005
Page 1 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
PLEASE READ THIS STATEMENT ABOUT THE PROGRAMS AND THEIR
PURPOSE
Officers from Curriculum K-12 Directorate have been working with a number
of schools on a programming project. The purpose of the project has been to
take the programming focus off the restrictive, often slavish, following of every
dot point in the old syllabuses to focus on the big picture learning and to
incorporate the elements of the Quality teaching document into student tasks
to increase the significance of the learning for students.
The programs are NOT lesson plans and do not contain the excessive detail
and overlays of some programs that have developed in the HSIE subjects.
They have a simple format that provides a small number of large tasks to
cover the learn to and learn about statements for each topic.
In using these programs students take more responsibility for their learning,
work more in groups and have greater choice about what case studies and
examples they engage. Teachers can act more as facilitators, but will still
need to intervene in the learning to teach explicitly concepts, skills and
terminology when students find difficulty within particular tasks. All the tasks
can be used for assessment for or assessment of learning purposes.
Teachers can use the tasks to provide feedback to students and assess the
products and processes of the task for the purpose of recording data that will
be used for school reporting purposes. When using the tasks in these ways
for assessment, there is no need to create additional assessment tasks and
end of topic tests are not needed because teachers will have already the
assessment information needed for school reporting.
Schools can add their own resources and vary the ICT suggestions, within the
syllabus requirements, to match their school resources. While every attempt
has been made to cover all the syllabus requirements, the units have not as
yet been trialled in classrooms. Feedback is welcomed and adjustments will
be made to improve the units in response to feedback. Watch for updates in
2005.
John Gore
CEO, HSIE
HSIE STAGE 5
Curriculum K–12
June 2005
Page 2 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
Topic 7:
Focus
People Power and Politics in the Post-war Time
Period
What role has Australia played in international affairs in the post-war
period?
Outcomes
5.1 Explains social, political and cultural developments and events and evaluates their impact on
Australian life.
5.2 Assesses the impact of international events and relationships on Australia’s history
5.3 Explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia
5.7
Explains different contexts, perspectives and interpretations of the past
5.8
Locates, selects and organises relevant historical information from a number of sources, including
ICT, to undertake historical inquiry
5.10 Selects and uses appropriate oral, written and other forms, including ICT, to communicate
effectively about the past for different audiences
Suggested ICT
Resources
The United Nations: www.un.org http://www.australiaun.org
Department of Foreign Affairs and Trade: http://www.dfat.gov.au
Australian War Memorial : http://www.awm.gov.au
APEC secretariat: www.apecsec.org
http://www.apecsec.org.sg/apec/about_apec.html
http://www.dfat.gov.au/apec/
Colombo Plan:
http://www.colombo-plan.org/
South Pacific Forum
http://www.forumsec.org.fj/
http://www.dfat.gov.au/geo/spacific/regional_orgs/spf.html
ASEAN Regional Forum
http://www.dfat.gov.au/arf/
HSIE STAGE 5
Curriculum K–12
June 2005
Page 3 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
Learn to
Learn about


Australia as a Global Citizen
Australia's role in the following:
United Nations, including
- UNESCO, and UN conventions
- Regional agreements, including
Colombo Plan, APEC

Outline key developments in
Australia’s role within the UN in the
post-war period
Assess an achievement of Australia
in its role within the UN
Explain the purpose of Australia's
regional agreements


People Power
Event/issue
Freedom Rides
Women's Liberation
Green bans
Whitlam dismissal
Green politics
Republicanism
One Nation


Individuals
Charles Perkins
Germaine Greer
Jack Mundey
Sir John Kerr
Bob Brown
Paul Keating
Pauline Hanson
Examine the role of the significant
individual in the chosen study
Assess the significance of the
chosen issue for Australia in the
post-war period.
HSIE STAGE 5
Curriculum K–12
Teaching and learning activities
Assessment: The activities require students to
demonstrate their learning and are all assessment for
learning activities. Some activities might be selected and
included in a school assessment schedule for assessment
of learning.
Task 1 Power point presentation
The local Apex Club has requested the school to provide a
student speaker on the topic 'Australia as a Global
Citizen'.
You have been asked to prepare a PowerPoint
presentation that should lead your audience to better
understand Australia's role in the modern world after
WWII. Relevant Internet sites are listed in the Resources
section.
Your presentation should cover:
1. What is meant by Australia as a global citizen?
2. An assessment of Australia's role in the United Nations,
including:
 the origins, aims, structure of the United Nations
 support for a UN agency (UNESCO) and UN
conventions
 peacekeeping
 individual Australian contributions
3. An explanation of the purpose of Australia's regional
agreements including Colombo Plan and APEC regional
agreement. Include members, when established, purpose,
changes over time, Australia's contribution.
Task 2 Community talk
Your PowerPoint presentation to the Apex Club was so
successful that you have been invited back as one of a
number of speakers to provide a short (three minute)
speech on an Australian issue and the person most
associated with that issue selected from one of the
following people:
Freedom Rides
Charles Perkins
Women's Liberation Germaine Greer
Green bans
Jack Mundey
Whitlam dismissal
Sir John Kerr
Green politics
Bob Brown
Republicanism
Paul Keating
One Nation
Pauline Hanson
In your speech you are to:
 Examine the role of the significant individual
 Assess the significance of the chosen issue for
Australia in the post-World War II period.
A selection of students will give their speech to the class.
June 2005
Page 4 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/
Prime Ministers and Policies
One Prime Minister from the post-war
period


Outline and explain a major policy or
issue of the term of office of the
chosen Prime Minister
Assess the contribution of the chosen
Prime Minister to Australia's post war
development.
HSIE STAGE 5
Curriculum K–12
Task 3 Magazine report
A weekend newspaper is devoting a section of its
magazine supplement to the perspectives of young people
on Australia's Prime Ministers of the post-World War II
period. You have been asked to select one of these men,
conduct research using library resource and the Internet,
and to prepare a two A4 feature for publication.
Your feature needs to:
 Outline and explain a major policy or issue of the
term of office
 Assess the contribution to Australia's post war
development.
June 2005
Page 5 of 5
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/