Global Influences on Popular Culture

Our beliefs, values and way of life in the last 50 years

Download Global Influences on Popular Activity Instructions  (PDF 259.9 KB)

Subject/Year: History Year 10

Exhibition: Freedom Then, Freedom Now

Key Inquiry Question/Aim (3):
How was Australian society affected by other significant global events since the Second World War?

Overview

This program explores how beliefs and values that have significantly changed the Australian way of life in the last 50 years. Students look at global influences on their values and beliefs as reflected in changing living standards and popular culture in Queensland. Early on, significant efforts were made by the Queensland government to keep these influences out – but it became like stopping a rising tide.

This activity is a series of tasks that draws on the Freedom Then, Freedom Now exhibition materials, enabling students to access varying perspectives and get a sense of continuity and
change in mainly the last 65 years.

For full details on tasks, refer to the Global Influences on Popular Culture Activity Instructions. A summary of the tasks for this activity is below:

  • Task 1 Beliefs, Values and Living Standards Checklist

Students identify items in the exhibition in terms of beliefs or values, changes in technology and impacts on living standards or way of life.

  • Task 2 Back in time to ’67 – What’s changed?

Students take a perspective of a fictional family (students create), returning to 1967.

  • Task 3 Time-lining changes in beliefs, values and global influences

Students select a topic of interest and create a visual timeline.

Curriculum Links

Knowledge/Content

Developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability (ACOKFH024)

  • Brainstorming forms of technology that have affected what people see and hear, where they go, and how they live
  • Tracing key developments in technology since 1918 that have changed the world in the following areas: the household (radio, television, appliances), travel and trade (shipping,
    passenger jets), communications (invention of the microchip, satellites, digital technologies Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149)
  • Describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism

(3): Curriculum references in terms of aim, inquiry question, knowledge, content, outcomes and skills are drawn from the Australian Curriculum v8.3 F-10 Curriculum http://www.australiancurriculum.edu.au/

Outcomes

  • Students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time.
  • They analyse the causes and effects of events and developments and explain their relative importance.
  • Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time.
  • Students process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes.
  • When evaluating these sources, students analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context.
  • Students develop and justify their own interpretations about the past.
  • Students develop texts, particularly explanations and discussions, incorporating historical argument.
  • In developing these texts and organising and presenting their arguments, students use historical terms and concepts, evidence identified in sources, and they reference these sources.

Skills

Historical questions and research

  • Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)

Analysis and use of sources

  • Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
  • Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
  • Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)

Perspectives and interpretations

  • Identify and analyse the perspectives of people from the past (ACHHS190)
  • Identify and analyse different historical interpretations (including their own) (ACHHS191)

Explanation and communication

  • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
  • Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)

Activity

For full details on tasks, refer to the Global Influences on Popular Culture Activity Instructions.