Unit of Work Ubd

Understanding By Design Backwards Design Process
(Developed by Grant Wiggins and Jay McTighe, 2002

Year Level: Ten
Depth Study: Globalising the world: Popular Culture

(1945 present)
Duration (weeks): Eight
No. of periods (50-60 mins): Twenty-four

Rationale:
This unit of work has been established through identifying the content of pop culture as a
topic which complements the concept of continuity and change. This unit of work explores
the idea of continuity and change through the lens of pop culture, enabling students to
identify the impact that continuity and change can have on society. The idea of curation
(Hart, 2015) as a deeper process of investigation and critical thinking through the inquiry
process is intended as a central pedagogical idea, whereby students not only find their
information but apply meaning to that information. Additionally, source analysis as an
important factor of historical learning with an end goal of linking evidence to meaning
(Husbands & Kitson, 2011), something which is applied in this unit of work. In conjunction
with this inquiry-based unit, the concepts of continuity and change through the lens of pop
culture aims to improve on how students view history. One view students have according
to Seixas (2012) is that the worst is in the past, and the future will be even better than the
present. Another according to Taylor, Fahey, Kriewaldt and Boon (2012) is their tendency
to believe that how we view the past today, is the same as how the past was viewed in it's
own time. These tendencies are refuted throughout this unit by consistently making links
between content and concept, as well as showing students how to identify the influence
content and concept have on each other (Jones & Thomas, 2006). To ensure students are
successful in this unit, it is vital that the learning activities are authentic learning
experiences (Busby, 2011). The activities included in this UbD intend to provide for
different learning styles in the classroom and to also keep the students interested and
enthusiastic, particularly through the freedom to conduct their own research. According to
Hart (2015), effective history teaching involves a variety of resources, which is exhibited
throughout this UbD.

Stage 1 Desired Results

Established Goal(s)/Content Standard(s):
Students will be able to understand the ways in which popular culture has shaped
Australian society after WWII, the nature of the pop culture (ACDSEH027), the
developments of this culture in particular reference to TV and music (ACDSEH121), the
changing nature of pop culture and international influences (ACDSEH122), the Australian
contribution to international pop culture (ACDSEH123) and how continuity and change
have largely influenced the Australian lifestyle (ACDSEH149).
Understanding (s)
Students will understand:
How to identify continuity and change
throughout history and how to use
primary sources.
Students will understand what a
continuity and change is, how and why
some things continue and some
change, and also the effect that these
have on society. Students will be able
to analyse primary sources and relate
these sources as evidence to their big
idea of continuity and change.
A predictable misunderstanding
includes the students only grasping
what changes or remains, and not the
impact that these changes or
continuities have on society. It is
important that the impact is reinforced
and that students have a sound
understanding.
Different types of evidence should be
utilised as a way to inform students of
the impact of change or continuity, as
well as the action.
Essential Question(s):
What provocative questions will
foster inquiry, understanding, and
transfer the learning?
How does continuity effect society?
How does change effect society?
Is continuity more beneficial for
society than change?
Is change more beneficial for
society than continuity?
How do different sources support
your argument or idea?
Student objectives:
Students will:
Know the significant pop culture of different decades in Australia and how these
aspects of pop culture changed or remained the same. Students will be able to

identify how these changes and continuities in pop culture influenced Australian
society, and also how Australia contributed to pop culture phenomena. In relation
to AusVELS historical skills, students will be able to use chronological sequencing
to determine relationships between events and developments in different places
(ACHHS182), identify different types of questions about the past to shape historical
inquiry (ACHHS184), identify and locate relevant sources using ICT and other
methods (ACHHS186), processing and using information from a range of sources
for an historical presentation or argument (ACHHS188) and to identify and analyse
the perspectives of people from the past (ACHHS190).
What should they eventually be able to do as a result of such knowledge
and skill?
Based on the objectives above, student's should be able to identify what has
changed and what has stayed the same in regards to pop culture, and how these
continuities and changes have impacted on Australian society since WWII. Students
will be able to phrase historical inquiry-based questions that will be used in
conjunction with primary source analysis in order to conduct their own research
into a topic.
Stage 2 Assessment Evidence
Performance Task(s):
Formative:
Students will complete one formal
formative assessment a week in the
form of an extended answer question
in relation to the topics covered in
class that week. These responses will
be recorded in the teacher grade-book
for final marks.
Summative:
There will be two formal summative
assessments for the unit:
1. Group Presentation: students will
present on a pop culture topic as
assigned by the teacher. Students will
be required to utilise primary sources
in their presentation. This assessment
intends to focus on the students' use
of primary sources and grasp on the
big idea.
Other Evidence:
Student class contribution
Assessing their workbook for notes,
activities and homework tasks
Around the world class quiz game:
this is an informal quiz-style game
that aims to test every student's
knowledge. Description of the game
is in Appendix 2
Research skill activity: student's will
partake in a lesson designated to
showing students how to research
for sources. Their ability find sources
will be informally assessed in this
class and will provide the teacher
with knowledge on where students
may need support in this area.

2. Research Essay: students will

conduct research into a pop culture
topic of their choice and use primary
and secondary sources to analyse the
continuities and changes surrounding
the topic. Topic choice must be
approved by teacher. This assessment
aims to assess students'
understanding of the big idea and
ability to find sources.
See Appendix 1 for rubrics related to
these summative assessments
Stage 3 Learning Plan
Learning Activities:
Learning Activity 1: Introductory Brainstorm Activity using ICT
This lesson is designed to teach the students about the big ideas of continuity and
change, pop culture and how the big idea and content are linked. This is an introductory
lesson, therefore it is assumed that the students have some general knowledge
regarding the topic, but not a lot. To achieve these aims, students will be split into groups
in order to brainstorm using ICT. Each group will have an iPad and using the app
Inkflow students will collaborate to create a brainstorm regarding different pop cultural
concepts throughout the decades in Australia. This will be one brainstorm. Following this,
students will brainstorm the big idea of continuity and change. To encourage the
students, questions will be provided to scaffold their discussion. Essential questions
focusing on the big idea will be utilised to emphasise on the concept of continuity and
change. These brainstorms are intended to be discussed at the end of the class, and
students will be taught how to make links between the big idea and the concept of pop
culture.
See Appendix 3 and 3a for materials related to this activity
Learning Activity 2: We Didn't Start the Fire: Identifying Pop Culture Throughout the
Decades
This learning activity intends to teach students about what pop culture is, how to identify

pop culture and also how to make links between the big ideas of continuity and change
and pop culture. This activity intends to act as a precursor to inquiry-based skills and
activities. In order to achieve the goals of this activity, students are viewing a music
video referencing many aspects of pop culture throughout the second half of the 20 th
century. Students will view the video and be provided with a lyric sheet and will be asked
to identify pop culture references. It is important to note some misunderstandings
related to the activity being students identifying political or economic references as pop
cultural. It is important that these misunderstandings are noticed and cleared up for the
students to avoid any confusion in the future. Students are to do quick research on any
topics that aren't familiar to them and to clarify pop culture references versus political or
economic. This activity intends to expand on the brainstorming in the introductory
lesson, with reference to the big ideas of continuity and change, but also how these pop
cultural references relate to and impacted on Australia in this period. Through referring
to the impact on Australia, this lesson leads into one of the more specific aspects of the
unit being pop cultural impact on Australia.
See Appendix 4 for materials related to this activity
Learning Activity 3: Primary Source Analysis
This activity follows an excursion to the Melbourne Museum. The excursion focused on
The Melbourne Story exhibition. Students were required to identify any pop culture
references throughout the exhibition and to take photos or record any evidence they
found significant. This activity intends to show students how to analyse a primary source
using what they found interesting at the museum. Students will be shown an example of
this analysis and then asked to analyse their own source. Students will be given a list of
statements related to the unit that they will need to identify from their source. This
intends to scaffold the students in relating their primary source to the topic of pop
culture and the big idea of continuity and change.
See Appendix 5 and 5a for materials related to this activity
Learning Activity 4: Teach Me Group Presentation and Activity
This lesson activity intends to utilise students' historical skills, public speaking skills and
their knowledge regarding the big idea and also the content of the unit. Prior to the
activity, students had been working in groups to create a presentation regarding a
particular pop cultural reference from a certain decade, and this presentation will be in
the format of a lesson. The students are to teach their classmates about their topic of

choice and how it relates to the big ideas of continuity and change. Students will be
required to use ICT in some way to reinforce their lesson. This activity allows for students
to highlight their historical and inquiry skills, content knowledge but also their public
speaking abilities.
Learning Activity 5: Research Lesson

This lesson activity intends to have students utilise the ABC 'Splash' database as an
introduction into inquiry and research skills for their research essay assessment. To
achieve this, the activity will be conducted in the library in order to ensure that every
student has access to a computer, as well as the school database and any hard copy
books and journal articles. In this activity, students will be shown the 'Splash' website
and how to access it, as well as the school online and physical database. Students will be
shown how to search for particular topics, how to identify relevant and valid sources in
relation to their topic as well as how to cite the sources they intend to use through the
APA format. This activity aims to lay the foundations for students' research and inquiry
skills and gives them the freedom to research a content topic they find particularly
interesting, which students would find encouraging in completing their work.
Learning Activity 6: Indigenous Australians and Pop Culture
This lesson activity aims to incorporate Indigenous Australian history and knowledge with

the concepts of continuity and change, within the context of pop culture. This activity
expands on a previous lesson where students viewed the film Bran Nue Dae which
created a basis for exploring how Indigenous culture has been utilised in the Australian
film industry. The activity achieves this learning intention through the use of their
newfound research and inquiry skills in order to find other pop cultural references that
depict different views of Indigenous Australians, such as TV shows, films and books.
Additionally, students are to use the Trove database to search for sources that highlight
how Indigenous Australians have been portrayed in reality over time and how these
portrayals have remained the same or changed. This activity broadens the pop culture
scope for the students, and also provides an insight into a different context for continuity
and change, that being the lives and treatment of Indigenous Australians throughout
history.
References:
ABC Splash. (2015). Popular culture post war. Retrieved from
http://splash.abc.net.au/digibook/-/c/618362/popular-culture-in-post-war-australia
Billy Joel. (n. d.). We Didn't Start the Fire lyrics. Retrieved from
http://www.billyjoel.com/music/storm-front/we-didnt-start-fire
Busby, R. S. (2011). Learning through Doing: Preservice Teacher Training in Historical Inquiry
through Oral History Projects. Oral History Review, 38(1), 175-184. doi: 10.1093/ohr/ohr048
Chua-Eoan, H. G. (1987, September 21). Two hundred years later... as the bicentennial
nears, Hawke offers Aborigines fresh hope. Time Magazine. Retrieved from
http://trove.nla.gov.au/work/45283548

Hart, C. (2015). Get connected: Locating, organising and sharing digital resources for History
teaching. Agora, 50(1). Retrieved from Australian Catholic University Learning Environment Online
(LEO).
Husbands, C. & Kitson, A. (2011). Evidence and enquiry in history teaching. In Teaching and
learning history 11-18: understanding the past (Part 3, pp. 55-65). Retrieved from ProQuest eBrary.
Jones, R. C. & Thomas, T. G. (2006). Leave no discipline behind. Reading Teacher, 60(1), 58-64. doi:
10.1598/RT.60.1.6
National Library of Australia. (2015). Trove Database. Retrieved from

http://trove.nla.gov.au
Seixas, P. (2012). Progress, Presence and Historical Consciousness: Confronting Past, Present and
Future in Postmodern Time. Paedagogica Historica, 48(6), 859-872. doi:
10;1080/00309230.2012.709524
Subher0. (2007, November 6). We Didn't Start the Fire! [Video file]. Retrieved from
https://www.youtube.com/watch?v=2v2JcpolIQU
Taylor, T., Fahey, C., Kriewaldt, J. & Boon, D. (2012). Place and Time: Explorations in Teaching
Geography and History. Frenchs Forest, NSW: Pearson Australia.
Victorian Curriculum and Assessment Authority. (2014). AusVELS: Level Ten History. Retrieved from
http://ausvels.vcaa.vic.edu.au/Level10?layout=1&d=H

APPENDICES
APPENDIX 1: SUMMATIVE ASSESSMENT RUBRICS

Pop Culture Group Presentation Criteria 1a and Research Essay Assessment
Criteria 1b
1a
Pop culture
topic is
relevant,
comprehensive
ADVANCED
CAPABLE
PROGRESSING
NEEDS
IMPROVEMENT

and presented
clearly and
concisely
The concept of
continuity and
change is
presented in
relation to pop
culture topic
Refers to how
this pop
culture
impacted on
Australian
society
ICT is used
appropriately
and effectively
Voice is clear,
coherent and
confident
A primary
source is
analysed and
utilised
appropriately
to support
presentation
topic
1b
Research topic
selected is
ADVANCED
CAPABLE
PROGRESSING
NEEDS
IMPROVEMENT

relevant
Comprehensiv
e description
of the pop
culture topic
Reference to
the time
period the
topic
originates
from, including
basic overview
of ESP
Description of
the
continuation or
change of the
topic in society
Explanation of
how this
continuity or
change
effected
society
Refers to how
this pop
culture
impacted on
Australian
society
Use of one
primary source
as evidence
Use of one
secondary
source as
evidence
Grammar is

correct and
appropriate
Reference list
of sources is
included in
APA format
Appendix 2: Around the world quiz

Step-by-step instructions:
1. Students coordinate desks in a circular/square formation in the classroom. One
student per desk.
2. One student is chosen to go around the world, and begin by standing behind the
chair of the classmate to their left
3. The quiz begins by the teacher asking a question relevant to the content. The two
competing students call out their name when they know the answer. First to call out
their name has the opportunity to answer the question. If they are incorrect, the
second student can attempt.
4. The winner out of the pair then continues around the world - if it was the original
student, they simply move to the seated student on their left. Should the seated
student win, the pair swap spots and the originally-standing students takes their
competitors seat.
5. The quiz continues as the winner of the pairs moves around the classroom. The
winner is the first to reach the original starting position.
6. Questions in relation to this quiz are to be of a moderate level in order to spark
students memories of the content they just learnt, for example:
- Which American artist was said to have ignited the trend of rock and roll? Elvis
Presley
- What Australian film starring Paul Hogan had an impact on the American
population? Crocodile Dundee
- Which Australian rock band was one of the first to make it big internationally?
AC/DC

Appendix 3: Inkflow Brainstorms

Brainstorm 1:

Brainstorm 2:
Appendix 3a:
Scaffolding questions for brainstorm 1:
What is pop culture? What makes up pop culture?

What are some examples of TV pop culture that were popular in Australia 30 years
ago? 20 years ago? 10 years ago?
What are some examples of music pop culture in Australia? What are examples of
songs, bands and musicians from over the decades?
What are other types of pop culture you can think of?
Scaffolding for brainstorm 2:
How do you define continuity?

How do you define change?
Are there certain things you can identify in pop culture that have stayed the same?
What can you identify in pop culture that has changed?
What do you think should stay the same and what do you think should change?

Appendix 4:
Video link:
Billy Joel's We Didn't Start the Fire. Link: https://www.youtube.com/watch?v=2v2JcpolIQU
Questions:
Based on this song...
What are some pop culture references included in this song?
Which of these references have or have not changed?
Why do you think these references remained or changed?
What impact did the mentioned pop culture references have on Australia?
Can you identify any similarities between these American references and Australia?
Lyrics:

Harry Truman, Doris Day, Red Davy Crockett, Peter Pan,

China, Johnny Ray
Elvis Presley, Disneyland
South Pacific, Walter Winchell,
Bardot, Budapest, Alabama,
Joe DiMaggio
Khrushchev
Joe McCarthy, Richard Nixon, Princess Grace, Peyton Place,
Studebaker, Television
Trouble in the Suez
North Korea, South Korea,
We didn't start the fire
Marilyn Monroe
It was always burning
Rosenbergs, H Bomb, Sugar Since the world's been
Ray, Panmunjom
turning
Brando, The King And I, and We didn't start the fire
The Catcher In The Rye
No we didn't light it
But we tried to fight it
Eisenhower, Vaccine,
England's got a new queen
Little Rock, Pasternak, Mickey
Maciano, Liberace, Santayana Mantle, Kerouac
goodbye
Sputnik, Chou En-Lai, Bridge
On The River Kwai
Lebanon, Charles de Gaulle,
Since the world's been
California baseball
turning
Starkwether, Homicide,
Children of Thalidomide
Buddy Holly, Ben Hur, Space
Monkey, Mafia
Joseph Stalin, Malenkov,
Hula Hoops, Castro, Edsel is a
Nasser and Prokofiev
no-go
Rockefeller, Campanella,
U2, Syngman Rhee, payola
Communist Bloc
and Kennedy
Roy Cohn, Juan Peron,
Chubby Checker, Psycho,
Toscanini, Dancron
Belgians in the Congo
Dien Bien Phu Falls, Rock
Around the Clock
Einstein, James Dean,
Brooklyn's got a winning team Since the world's been
turning
Hemingway, Eichman,
Stranger in a Strange Land
Dylan, Berlin, Bay of Pigs
invasion
Lawrence of Arabia, British
Beatlemania
Ole Miss, John Glenn, Liston
beats Patterson
Pope Paul, Malcolm X, British
Politician sex
J.F.K. blown away, what else
do I have to say
turning
Birth control, Ho Chi Minh,
Richard Nixon back again
Moonshot, Woodstock,
Watergate, punk rock
Begin, Reagan, Palestine,
Terror on the airline
Ayatollah's in Iran, Russians in
Afghanistan
Wheel of Fortune, Sally Ride,
heavy metal, suicide
Foreign debts, homeless Vets,
AIDS, Crack, Bernie Goetz

Hypodermics on the shores,

China's under martial law
Rock and Roller cola wars, I
can't take it anymore

turning

Appendix 5: Primary Source Analysis

Sunbury Music Festival poster primary source analysis example:

Source: The Melbourne Story exhibition,

Melbourne Museum
What can you identify about this

source?
Music festival poster
Sunbury
1970s
Australian musicians
Victorian pop culture
How do you know this is a pop culture
source?
The poster is advertising a music
festival
Does the source remind you of any
other pop culture reference?
Yes, it reminds me of modern-day
music posters for concerts, albums
and festivals. Suggests that this is a
continuity in this area of pop culture
Do you think this pop culture would
have had an international impact?
The festival and musicians may have
had an impact internationally, but
more research needs to happen to
determine this
Do you think the culture that this
artefact represents would have had an
impact on the development of
Australian pop culture?
Yes, because we can compare this
festival to modern-day Australian
music festivals and how music
festivals are a big part of Australian
pop culture
Do you think this artefact represents
any impact on Indigenous Australians?
The date of the festival is Australia
Day, so yes there may have been an
impact on Indigenous Australians

which could be further investigated.
Appendix 5a:
Source analysis questions and big idea linking statements
Questions:
What can you identify about this source?
How do you know this source is pop cultural?
Does this source remind you of any other pop culture references?
Do you think the pop culture of this source would have had an international impact?
Do you think the culture that this artefact represents would have had an impact on
the development of Australian pop culture?
Do you think this artefact represents any impact on Indigenous Australians?
Linking statements:
Does this source symbolise continuity or change in pop culture?
How does the artefact provide an insight into past pop culture?
How can we interpret the impact of the pop culture remaining the same or changing
on Australia, through using this source?
How does this pop culture artefact allow for an insight into how the past is different
to today?

Appendix 6: Research Lesson

Databases:
School library database
APA referencing example:
Website:
ABC Splash. (2015). Popular culture post war. Retrieved from
Students can access APA Citation Style Examples online document from the University of
Western Australia to assist in their referencing through this link:
http://guides.is.uwa.edu.au/apa

Appendix 7: Indigenous Australians and Pop Culture

Film viewed prior to this learning activity:
Perkins, R. (Director). (2009). Bran Nue Dae [Motion picture]. Australia: Robyn Kershaw
Productions.
Database:
National Library of Australia. (2015). Trove Database. Retrieved from
http://trove.nla.gov.au
An example of source relevant to activity:
Chua-Eoan, H. G. (1987, September 21). Two hundred years later... as the bicentennial
nears, Hawke offers Aborigines fresh hope. Time Magazine. Retrieved from
http://trove.nla.gov.au/work/45283548


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Understanding By Design Backwards Design Process

(Developed by Grant Wiggins and Jay McTighe, 2002

Depth Study: Globalising the world: Popular Culture

Duration (weeks): Eight

No. of periods (50-60 mins): Twenty-four

Understanding By Design Backwards Design Process

Stage 1 Desired Results

Understanding By Design Backwards Design Process

Understanding By Design Backwards Design Process

2. Research Essay: students will

Understanding By Design Backwards Design Process

Understanding By Design Backwards Design Process

Learning Activity 5: Research Lesson

Understanding By Design Backwards Design Process

Understanding By Design Backwards Design Process

National Library of Australia. (2015). Trove Database. Retrieved from

Understanding By Design Backwards Design Process

APPENDIX 1: SUMMATIVE ASSESSMENT RUBRICS

Understanding By Design Backwards Design Process

Understanding By Design Backwards Design Process

Understanding By Design Backwards Design Process

Appendix 2: Around the world quiz

Understanding By Design Backwards Design Process

Appendix 3: Inkflow Brainstorms

Understanding By Design Backwards Design Process

What is pop culture? What makes up pop culture?

Scaffolding for brainstorm 2:

How do you define continuity?

Understanding By Design Backwards Design Process

Understanding By Design Backwards Design Process

Harry Truman, Doris Day, Red Davy Crockett, Peter Pan,

Understanding By Design Backwards Design Process

Hypodermics on the shores,

We didn't start the fire

We didn't start the fire

Appendix 5: Primary Source Analysis

Understanding By Design Backwards Design Process

Source: The Melbourne Story exhibition,

What can you identify about this

Understanding By Design Backwards Design Process

which could be further investigated.

Understanding By Design Backwards Design Process

Appendix 6: Research Lesson

Understanding By Design Backwards Design Process

Appendix 7: Indigenous Australians and Pop Culture

Understanding By Design Backwards Design Process

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