Post on 12-Apr-2018
2013
Teaching Humanities AEG5212 Henrik Steenberg
[HUMS: VCE LESSONS AND ASSESSMENT] Development of a sequence of VCE activities and assessment task for 20th Century History,
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20th Century History: Ideas and political power
This unit is designed to examine the effect that World War II had on global politics from 1945 until the present day. Conflict is a major area of discussion
and exploration.
Ideas and political power After World War II the United States emerged with the Soviet Union as the global superpowers and remained so for much of the second half of the
twentieth century. Conflict and competition between the opposing ideologies of capitalism and communism raised world tension and conflict, and
continued until the fall of communism in 1989. Rivalry between the superpowers was played out in the arts, propaganda, sport, the space race, nuclear
weapons production and political influence over developed and emerging nations.
The colonial empires once controlled by the great powers of the nineteenth century such as France, Germany and Britain disappeared in the decades
following World War II. Some countries, such as Vietnam, Cuba and the Dutch East Indies (present-day Indonesia), gained independence through armed
struggle, and others, such as the Malay States and much of Africa, through the diplomatic process. Some newly independent nations such as Korea and
Vietnam became the battlefields of the Cold War. Others were to be used as platforms for ideological, cultural and diplomatic rivalry between the two
superpowers.
Old conflicts, some dating back to settlements made after World War I or earlier, continued throughout the century sometimes with new force; for
example, in the Middle East after the establishment of the state of Israel and the dispersion of Palestinians into neighbouring Arab states, the conflict in
Northern Ireland, the break up of Yugoslavia and ensuing conflict.
Developments in media technology, in particular television, allowed Western audiences to witness these conflicts in a way that had not previously been
possible.
In this area of study, students examine a conflict(s) of the second half of the twentieth century such as those based on competing ideologies of capitalism
and communism or ethnic or religious tensions.
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VCE Study Unit 2: Twentieth century history 1945–2000
Unit AREA OF STUDY 1 Ideas and political power
Outcome On completion of this unit the student should be able to analyse and discuss how post-war societies used ideologies to legitimise their worldview and
portray competing systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.
Knowledge Knowledge includes:
• the principal features of a post-war conflict(s);
the ways in which the competing groups represented themselves and each other; for example, views on the individual in society, the proper
function of the state, tolerance of dissent and minority groups, view of nationalism;
• the propagation and maintenance of ideological views both domestically and beyond their borders; for example, the use of the media, symbols,
espionage, competition, physical force and the law;
• the outcome of the competition between ideologies; for example, military threats, propaganda wars, isolationism
Skills Skills include the ability to:
• use key concepts relevant to the selected historical conflict; such as ideology, power, racism, communism, capitalism, imperialism, ethnicity and
nationalism;
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• analyse written and visual evidence;
• synthesise evidence to draw conclusions;
• present historical material using conventions such as quotations, footnotes and a bibliography.
Synopsis Students begin the study of the Cold War by examining the key phases of Cold War tensions which will provide them with the broad overview. This major
study will introduce the effect that World War II had on global politics from 1945 until the present day. Conflict is a major area of discussion and
exploration.
The main focus of the course is to explore the Cold War using a variety of resources and to interact in small group discussions whenever possible. Teacher
led discussions and research activities will assist with the building of relevant material collections.
Topics of exploration include:
Origins of the Cold War (the Yalta and Potsdam Conferences, Churchill’s Fulton speech, USSR’s security needs, USA’s priorities)
The Bomb and the theory of Deterrence
The Cold War as a war of ‘ideas’ between to competing ideologies
Containment (Kennan’s Long Telegram, the Truman Doctrine, Cominform and introduction to proxy conflicts)
Propaganda and the home front
Détente and decolonisation
Proxy conflicts are examined in a separate case study of the US involvement in the Vietnam War. The learning activities and assessment described below
are connected to the case study of the Vietnam War and looking at Vietnam as a case study of Cold War ideological conflict. The main focus is on the role
that the Superpowers played overtly and covertly.
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Activities
Knowledge Skills Learning Activity Resources
the ways in which the competing groups represented themselves and each other the propagation and maintenance of ideological views both domestically and beyond their borders
use key concepts relevant to the selected historical conflict
analyse written and visual evidence
synthesise evidence to draw conclusions
Propaganda piece Good Guys and Bad Guys! In small groups, students will be randomly allocated a superpower (US or USSR). Students are to produce their own propaganda pieces as a short ad for TV to represent the ‘other’ ideology. The ads will be screened in class. Make it clear that their ad will be judged on the following criteria:
- Inclusion of key cold war terms and concepts such as: “Cold War”; “Domino Theory”; “Communism”
- Analysis of political and military alliances between Super Powers and allies. U.S.S.R./North Vietnam versus United States/South Vietnam. Are they present? In what form?
http://propaganda.mrdonn.org/techniques.html#INTRO
the ways in which the competing groups represented themselves and each other
use key concepts relevant to the selected historical conflict
Class debate Students will be divided into two groups, each representing a Super Power and its ally (USA/ South Vietnam or USSR/ North Vietnam). Hand out the document ‘Basic debating skills’ and ask the students to prepare to
Basic debating skills.docx Guidance and information helping students complete essay / coursework questions related to US involvement in
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the propagation and maintenance of ideological views both domestically and beyond their borders the outcome of the competition between ideologies the principal features of a post-war conflict(s) the outcome of the competition between ideologies
analyse written and visual evidence
synthesise evidence to draw conclusions
debate the topic:
- USSR’s involvement in the Vietnam war was an attempt to start a series of social revolutions in South East Asia (domino theory)
Tell the students that they must delegate the following roles:
- 1st affirmative/ 1st negative - 2nd affirmative/ 2nd negative - 3rd affirmative/3rd negative - Timekeeper - Researchers (the rest of the group)
Make it clear that their arguments will be judged on the following criteria:
- Inclusion of key cold war terms and concepts such as: “Cold War”; “Domino Theory”; “Communism”
- Analysis of political and military alliances between Super Powers and allies. U.S.S.R./North Vietnam versus United States/South Vietnam. Are they present? In what form?
- Use of appropriate textual and other forms of evidence. Quotes from primary & secondary sources.
Record the debate on video.
the Vietnam conflict: http://www.schoolhistory.co.uk/gcselinks/britishworld/vietnam/getinvolved.pdf Notes and information about the US involvement in Vietnam. http://www.schoolhistory.co.uk/gcselinks/britishworld/vietnam/Vietnamusinvolvement.pdf
the ways in which the competing groups represented themselves and each other the propagation and maintenance of ideological views
use key concepts relevant to the selected historical conflict
analyse written and visual
Film analysis (main assessment task – see rubric below) Viewing of the Oliver Stone film ‘Platoon’ An understanding of how personal experiences can be relayed through the medium of popular film or documentary pieces. In writing, in essay format, students are individually to discuss if “Platoon” accurately depicts the Vietnam war. They must select specific scenes and
Platoon (http://www.imdb.com/title/tt0091763/) Reviews of ‘Platoon’ http://monthlyreview.org/2012/11/01/an-ex-marine-sees-platoon http://dramatica.com/analysis
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both domestically and beyond their borders
evidence
synthesise evidence to draw conclusions present historical material using conventions such as quotations, footnotes and a bibliography
incidents from the film and compare them with a range of primary and secondary sources. Present students with the rubric and review the criteria as a class.
/platoon http://www.oscarworld.net/ostone/default.asp?PageId=10 http://www.massline.org/Politics/ScottH/platoon.htm http://www.writework.com/essay/critical-analysis-film-platoon Studying primary sources.docx
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Assessment
AREA of STUDY 1 Outcome 1, Unit 2: 20th Century History
Name: __________________________________ Class: _______ Teacher: _________
Description of the task (History): Film Analysis.
In writing, in essay format, discuss if “Platoon” accurately depicts the Vietnam War. Select specific scenes and incidents from the film and compare them
with a range of primary and secondary sources.
Assessment Criteria Level of performance
Excellent (High) Satisfactory (Medium) Poor (Low)
1. Understanding of the key terms and concepts
relevant to the historical conflict; such as ideology,
communism, capitalism, power, “Cold War”,
“Domino Theory”. Highlight their inclusion within
scenes and character’s conversations.
Key skills:
use key concepts relevant to the selected historical
Relevant key terms and
concepts relevant to the
historical conflict are
used throughout the
essay.
The film’s use of key
terms and concepts
relevant to the historical
Relevant key terms and
concepts relevant to
the historical conflict
are included in parts of
the essay.
The film’s use of key
terms and concepts
relevant to the
Relevant key terms
and concepts relevant
to the historical
conflict are hardly
included the essay.
The film’s use of key
terms and concepts
relevant to the
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conflict conflict are highlighted
within individual scenes.
The film’s use of key
terms and concepts
relevant to the historical
conflict are highlighted
within character
conversations.
historical conflict are
highlighted within some
scenes.
OR
The film’s use of key
terms and concepts
relevant to the
historical conflict are
highlighted within some
character
conversations.
historical conflict are
not highlighted within
scenes.
OR
The film’s use of key
terms and concepts
relevant to the
historical conflict are
not highlighted within
character
conversations.
2. Analysis of political and military alliances between
Super Powers and allies. U.S.S.R./North Vietnam
versus United States/South Vietnam. Are they
present? In what form?
Key knowledge:
the ways in which the competing groups represented
themselves and each other
the propagation and maintenance of ideological views
both domestically and beyond their borders
Description of the
political and military
alliances between the
Super Powers and their
allies provided.
Evidence of the alliances
is provided with
reference to scene.
Analysis of the political
Description of the
political and military
alliances between the
Super Powers and their
allies provided.
Evidence of the
alliances is provided
with reference to
scene.
Incomplete
description of the
political and military
alliances between the
Super Powers and
their allies provided.
Some evidence of the
alliances is provided
with reference to
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Key skills:
analyse written and visual evidence
and military alliances
between Super Powers
and allies provided.
Comparison between
the political and military
alliances between the
Super Powers and their
allies provided.
Partial analysis of the
political and military
alliances between
Super Powers and allies
provided.
scene.
Incomplete analysis of
the political and
military alliances
between Super
Powers and allies
provided.
3. Analysis of the way the nature of the conflict in
Vietnam is portrayed within the film. Character point
of view only. Military & political/racial.
Key knowledge:
the ways in which the competing groups represented
themselves and each other
the propagation and maintenance of ideological views
both domestically and beyond their borders
Key skills:
analyse written and visual evidence
Description of the way
the Vietnam War is
portrayed within the
film is provided.
Evidence is provided
with reference to
character point of view
only.
Analysis of the way the
Vietnam War is
portrayed within the
Description of the way
the Vietnam War is
portrayed within the
film is provided.
Evidence is provided.
Partial analysis of the
way the Vietnam War is
portrayed within the
film is provided.
Some military and
political/ racial aspects
Description of the way
the Vietnam War is
portrayed within the
film is provided.
Some evidence is
provided.
Incomplete analysis of
the way the Vietnam
War is portrayed
within the film is
provided.
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film is provided.
Military and political/
racial aspects are
included.
Comparison (similarities
and differences) of the
Vietnam War (case
study) to the Cold War
(major unit of study) is
included.
are included. Some military and
political/ racial aspects
are included.
4. Use of appropriate textual and other forms of
evidence. Quotes from primary & secondary sources.
Key skills:
present historical material using conventions such as
quotations, footnotes and a bibliography
Evidence from textual
and other forms of
material is included.
The material includes
comprehensive
evidence (quotes and
references) from both
primary and secondary
sources.
The material is
Evidence from textual
and other forms of
material is included.
The material includes
some evidence (quotes
and references) from
primary and secondary
sources.
The material is mainly
presented using
Evidence from textual
and other forms of
material may be
included.
The material includes
some evidence
(quotes OR
references) from
primary OR secondary
sources.
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presented using
historical conventions
and including
quotations, footnotes
and a bibliography.
The included evidence is
analysed for bias.
historical conventions
and including
quotations, footnotes
and a bibliography.
The material may be
presented using some
historical conventions.
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Resources Links for Cold War studies.
These are but a few of the plethora of links available. These have been selected owing to their development and implementation by teaching staff
worldwide.
http://www.coldwar.org/
http://legacy.wilsoncenter.org/coldwarfiles/index.html
http://www.bbc.co.uk/history/worldwars/coldwar/
http://www.historywiz.com/primarysources/coldwarprimary.html
http://www.neok12.com/Cold-War.htm
http://www.vietnam.ttu.edu/