Global Influences on Popular Culture
Our beliefs, values and way of life in the last 50 years
- Task 1 Beliefs, Values and Living Standards Checklist
- Task 2 Back in time to ’67 – What’s changed?
- Task 3 Time-lining changes in beliefs, values and global influences
- 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
- 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.
- Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- 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)
- Identify and analyse the perspectives of people from the past (ACHHS190)
- Identify and analyse different historical interpretations (including their own) (ACHHS191)
- 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)
Learning notes PDFs
- Back in Time to 1967 Task Sheet (PDF 256.8 KB)
- Beliefs and Values Over Time Task Sheet (PDF 143.6 KB)
- Don't Just Count Us, Let Us Count!: Scenes of '67: Activity Instructions (PDF 311.7 KB)
- Final Scenes Checklist (PDF 188.9 KB)
- Freedom Then, Freedom Now: Freedoms, Rights and Movements: Activity Instructions (PDF 293.2 KB)
- Freedom Then, Freedom Now: Global Influences on Popular Culture: Activity Instructions (PDF 259.9 KB)
- Freedom Then, Freedom Now: Participate! Activity Instructions (PDF 252.0 KB)
- Freedoms Manifest Task Sheet (PDF 333.5 KB)
- Participate! Campaign Checklist (PDF 194.2 KB)
- Participate! Examples of Campaign Materials from the Freedom Then, Freedom Now exhibition (PDF 2.0 MB)
- Participate! Message Analysis Checklist (PDF 151.7 KB)
- Participate! Message Slogan Checklist (PDF 238.8 KB)
- Participate! Quick Analysis Template (PDF 168.9 KB)