Why wasn't the Gospel of Thomas included in the Biblical Canon?
- Web links for gnostic gospel research:
- https://www.gotquestions.org/Gnostic-gospels.html
- http://selfdefinition.org/christian/Gospel-of-Thomas-Scholars-Version-15-pages-1961.pdf
- http://www.everystudent.com/features/bible.html (you’ll need to scroll down to the actual heading as the bit we want is part-way through the article)
EVERYTHING BELOW THIS POINT IS
COMPLETELY IRRELEVANT TO YEAR 10 THEO
COMPLETELY IRRELEVANT TO YEAR 10 THEO
AUSTRALIAN POPULAR CULTURE 1945-PRESENT
Link to the ACARA website for work samples we looked at in class:
http://www.acara.edu.au/curriculum/worksamples/Year_10_History_Portfolio_Above.pdf
FROM THE HTAA:
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content Focus:
Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock 'n' roll.
Classroom activities:
Resources:
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Developments in popular culture in post-war Australia and their impact on society, including the introduction of television.
Classroom activities:
Resources:
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
The changing nature of the Australian film industry from the 1950s to the 1970s as an expression of Australian popular culture.
Classroom activities:
• Case study: Jedda. Why is Jedda a significant film in Australian film history? Consider the information at Australian Screen http://aso.gov.au/titles/features/jedda/ and 'Chauvel's Jedda led the way' http://www.theage.com.au/news/Film/Chauvels-Jedda-led-the- way/2004/12/14/1102787061956.html as a starting point.
The 1970s film revival: Australian stories for Australians. Some suggestions include:
Resources:
Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp. 191-2
Inquiry question:
How did Australian music change in this period?
Lesson content focus:
The changing nature of the music industry in Australia.
Classroom activities:
Resources:
Inquiry questions:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
The changing nature of the film industry in Australia during the post-war period.
Classroom activities:
Mad Max (1979) (MA)
Breaker Morant (1980) (M)
Gallipoli (1981) (PG)
The Man From Snowy River (1982) (PG)
Phar Lap (1983) (PG)
Crocodile Dundee (1986) (PG – TV version) Malcolm (1986) (PG)
Evil Angels (aka A Cry In The Dark) (1988) (M).
°
• As a class, you may choose to watch one of these films and compare your reactions to the reviews you
have accessed. What view of Australia do you think the film conveys?
Case study: Crocodile Dundee – have students consider what evidence there is to argue that Crocodile Dundee is the greatest Australian film of all time. Do they need more than statistics to answer that question?
°
Resources:
• Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp 204-5.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
The changing nature of the television industry in Australia during the post-war period.
Classroom activities:
° ° ° ° °
A comment on the costumes required
An indication of the location required
A storyboard detailing the main plot points
A poster that could be used to publicise the series
A playlist that could be used to provide the soundtrack for the series A publicity kit to send to the media to attract interest in it.
°
• 'Neighbours, the perfect blend' http://perfectblend.net/review/ gives a summary of each year of
Neighbours since 1985. Students could be allocated a year each to review and create a folio of evidence such as photos, plot highlights and character studies. When presented chronologically they will create a fascinating study of continuity and change. This could be expanded into Home and Away, leading to a debate about how realistically these two shows have reflected life in Australia.
Resources:
• Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp195-6; 207.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Australia's contribution to international popular culture – music.
Classroom activities:
Resources:
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Australia's contribution to international popular culture – film and literature.
Classroom activities:
°
°
How many of these books you have heard of
How many of these books you have read
How many of these books have been made into films or television shows.
°
• Many Australian books have been made into films and television miniseries. Select one of these
books for further research. Create a research folio which includes:
The title of the book
The author, and brief biographical details about them
When the book was published
How popular it was (this may include sales figures, reviews or whether it was made into a film or television series)
A summary of what it is about
What it says about life in Australia, and how it has helped Australians develop a sense of identity
A design for a cover of the book that you think captures what it is about.
Resources:
Inquiry question:
How has sport impacted on Australian society and identity?
Lesson content focus:
The role of sport in Australian society.
Classroom activities:
Resources:
Inquiry question:
What other cultural activities have impacted on Australia? Were they an aspect of popular culture?
Lesson content focus:
Continuity and change in cultural activities that have influenced the Australian way of life.
Classroom activities:
Resources:
• As above.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Continuity and change in beliefs and values that have influenced the Australian way of life.
Classroom activities:
Resources:
http://www.acara.edu.au/curriculum/worksamples/Year_10_History_Portfolio_Above.pdf
FROM THE HTAA:
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content Focus:
Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock 'n' roll.
Classroom activities:
- 'What was Australia's first rock 'n' roll record?' will allow students to become historians as they work through a range of resources to investigate this question and come to a conclusion based on evidence.
- 'How did Australians react to the arrival of rock 'n' roll?' gives students the opportunity to explore competing perspectives on this question.
- 'Australian music's hidden history – exploring Indigenous music case studies' gives students the opportunity to explore the almost completely ignored contribution of indigenous Australians to our musical popular culture.
- 'The Beatles arrive' will allow students to create an exhibition to commemorate the 50th anniversary of The Beatles tour of Australia.
- 'Case study: The Easybeats' is an opportunity for students to utilise a range of digital presentation tools in arguing the case for the induction of The Easybeats into the Rock 'n' Roll Hall of Fame.
Resources:
- Unit resources: 'What was Australia's first rock 'n' roll record?', 'How did Australians react to the arrival of rock 'n' roll?', 'Australian music's hidden history – exploring Indigenous music case studies', 'The Beatles arrive' and 'Case study: The Easybeats'.
- Clinton Walker Buried Country: The Story of Aboriginal Country Music, Pluto Press, Sydney, 2000
- Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne,
2012 pp186-8; 211.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Developments in popular culture in post-war Australia and their impact on society, including the introduction of television.
Classroom activities:
- Contestability – should Australia have local content rules? The Menzies government decided not to require a quota of local content that had to be broadcast when television was introduced. Use the TV guides shown at TELEVISION.AU http://televisionau.com/classic-tv-guides to examine what was actually shown on Australian TV in the late 1950s and early 1960s. How can this information be used to argue for or against the argument that Australia should have local content rules to ensure television is used to support and develop Australian culture?
- Case study – Skippy – use Classic Australian Television: Skippy http://www.classicaustraliantv.com/Skippy.htm as a starting point for researching the extent to which Skippy reflected Australian life in the 1960s. How successful was it overseas? What image of Australia did it project internationally?
Resources:
- Classic Australian Television: Skippy http://www.classicaustraliantv.com/Skippy.htm
- Sites such as the Powerhouse Museum collection may contain images of 1950s televisions.
- Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press,
Melbourne, 2012 p. 215.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
The changing nature of the Australian film industry from the 1950s to the 1970s as an expression of Australian popular culture.
Classroom activities:
• Case study: Jedda. Why is Jedda a significant film in Australian film history? Consider the information at Australian Screen http://aso.gov.au/titles/features/jedda/ and 'Chauvel's Jedda led the way' http://www.theage.com.au/news/Film/Chauvels-Jedda-led-the- way/2004/12/14/1102787061956.html as a starting point.
The 1970s film revival: Australian stories for Australians. Some suggestions include:
- Walkabout (1971)
- Stork (1971)
- Picnic at Hanging Rock (1975)
- Sunday Too Far Away (1975)
- Caddie (1976)
- Storm Boy (1976)
- The Picture Show Man (1977)
- Newsfront (1978)
- Odd Angry Shot (1979)
- My Brilliant Career (1979).
Some key questions for analysis include:
- What view of Australia is portrayed?
- Was it relevant to Australia in the 1970s?
- Is it relevant to Australia today?
- What picture of Australia would it give overseas viewers?
- Do the characters seem realistic to you?
- How did this film contribute to the development of an Australian identity?
- Most of the films mentioned can be found on the International Movie Data Base, and it is
important to check the content of any film before using it in class. Many of the films from this period are rated M, which has implications for classroom use. If in doubt, check the parents advisory section of the International Movie Data Base www.imdb.com or the Australian government's Classification website http://www.classification.gov.au/Pages/default.aspx
Resources:
Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp. 191-2
Inquiry question:
How did Australian music change in this period?
Lesson content focus:
The changing nature of the music industry in Australia.
Classroom activities:
- Early influences: surf music. Surf music originated in California, but because of climate and culture it became very popular in Australia. Read the stories of two significant Australian bands here.
- 1 The Atlantics http://www.theatlantics.com/Page-About_2.aspx The Atlantics achieved enormous success with their hit single 'Bombora'. Have students research its international impact.
- 2 The Echomen http://members.optusnet.com.au/aband/archives.html#sixties The story of The Echomen is closely linked to the emergence of Indigenous Australian popular music. Discuss why Johnny Forrester has never been recognised as an Australian surf music pioneer.
- Time comparison: The Beach Boys tours 1964/2012.
- The Beach Boys – live on Ready, Steady, Go! http://www.youtube.com/watch?v=DCYouoLKxjo shows the
band in a 1964 performance. - The Beach Boys, Sydney 2012 http://www.youtube.com/watch?v=R7hpSPGdWso&feature=related
shows the band in a 2012 performance. - Use the clips as primary source material and have the students analyse them to identify continuities
and changes. Have them consider: the music; instruments used; content of songs; and the nature and
reaction of the audience. - The impact of Countdown and 2JJ/JJJ.
- Record charts as primary sources.
Resources:
- Unit resources: 'The role of the media in expanding the impact of rock 'n' roll' and 'Top 20 charts from Everybody’s magazine March 16, 1966 – a primary source'.
- Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp200-01; 202-03.
Inquiry questions:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
The changing nature of the film industry in Australia during the post-war period.
Classroom activities:
- Australians stories for world audiences.
- The International Movie Data Base is an international website that not only contains a wealth of detail
about films, but also allows users to review and comment on films. This allows you to use this site to
access primary sources for an investigation into the impact of Australian films in the 1980s. - Each of the following Australian films had some degree of international success. Use the International
Movie Data Base www.imdb.com to not only access factual material such as sales figures and awards, but also to explore user reviews. This is the raw source material that allows you to draw some conclusions about how successful Australian films were in the 1980s, but also to comment on their cultural impact.
Mad Max (1979) (MA)
Breaker Morant (1980) (M)
Gallipoli (1981) (PG)
The Man From Snowy River (1982) (PG)
Phar Lap (1983) (PG)
Crocodile Dundee (1986) (PG – TV version) Malcolm (1986) (PG)
Evil Angels (aka A Cry In The Dark) (1988) (M).
°
• As a class, you may choose to watch one of these films and compare your reactions to the reviews you
have accessed. What view of Australia do you think the film conveys?
Case study: Crocodile Dundee – have students consider what evidence there is to argue that Crocodile Dundee is the greatest Australian film of all time. Do they need more than statistics to answer that question?
°
Resources:
• Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp 204-5.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
The changing nature of the television industry in Australia during the post-war period.
Classroom activities:
- Use The Samurai http://www.home.netspeed.com.au/reguli/THE%20SAMURAI.htm
to explore the impact of this Japanese television in Australia in the 1960s. What is the significance of Australian children adopting a Japanese hero twenty years after the end of World War II? What does this tell you about the power of popular culture? - The National Film and Sound Archives unit TV Soap Opera http://dl.nfsa.gov.au/module/170/ gives a brief background to soap operas on Australian TV.
- The Aussie Soap Archive http://members.ozemail.com.au/~fangora/index.html allows students to access an archive of information about a range of Australian soapies.
- Students could create a digital museum exhibition based around one of the series, designed to highlight its role in Australian culture.
- Miniseries boom – research the miniseries that were made in Australia in the 1980s, and identify the aspects of Australian history and society they were covering. Miniseries became an effective way of having Australians think about their identity and consider the way the nation was changing and evolving.
- In groups, design a proposal for a miniseries that could show the changes in Australia since the 1980s. Your proposal could include the following:
A plot outline explaining the main period, topic and themes
An outline of the main characters and a comment on whether they are based on real people or are fictional
° ° ° ° °
A comment on the costumes required
An indication of the location required
A storyboard detailing the main plot points
A poster that could be used to publicise the series
A playlist that could be used to provide the soundtrack for the series A publicity kit to send to the media to attract interest in it.
°
• 'Neighbours, the perfect blend' http://perfectblend.net/review/ gives a summary of each year of
Neighbours since 1985. Students could be allocated a year each to review and create a folio of evidence such as photos, plot highlights and character studies. When presented chronologically they will create a fascinating study of continuity and change. This could be expanded into Home and Away, leading to a debate about how realistically these two shows have reflected life in Australia.
Resources:
• Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp195-6; 207.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Australia's contribution to international popular culture – music.
Classroom activities:
- Case studies across time: 'Case studies of The Go-Betweens and The Jezabels'.
- Document study: 'John Bywaters interview'.
- Discuss the economy of rock 'n' roll: 'The economy of rock 'n' roll'.
- Planning an overseas marketing campaign – in groups, have students create a band and develop a
marketing campaign that could allow them to succeed overseas. They should name the group, develop songs, a musical style, costumes, and plan an itinerary that would give them the opportunity to succeed in the target countries. The campaign could include posters, interviews and an electronic press kit designed to attract interest.
Resources:
- 'From repression comes great art' http://historyteacher.org.au/nhc/2008/2008_yr9_10_AwardWinner.pdf or http://ebookbrowse.com/2008-yr9-10-awardwinner-pdf-d13179377
- Unit resources: 'Case studies of The Go-Betweens and The Jezabels', 'John Bywaters interview' and 'The economy of rock 'n' roll'.
- Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne, 2012 pp212-13.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Australia's contribution to international popular culture – film and literature.
Classroom activities:
- Screen Australia's Australian Content http://www.screenaustralia.gov.au/research/statistics/mrboxaust.asp has a list of the 100 most successful Australian films, as measured by box office takings.
How many of these films have you heard about? How many of these films have you seen?
Discuss: what films have made a significant contribution to Australian and international culture. - The booktopiablog http://blog.booktopia.com.au/2011/01/11/50-must-read-australian-novels- as-voted-by-you-in-2010/ contains a list of the 50 most popular Australian novels as voted by readers in 2010. This list reflects the perspective of those people who voted. It was also limited to one title per author. Analyse the list and record:
°
°
How many of these books you have heard of
How many of these books you have read
How many of these books have been made into films or television shows.
°
• Many Australian books have been made into films and television miniseries. Select one of these
books for further research. Create a research folio which includes:
The title of the book
The author, and brief biographical details about them
When the book was published
How popular it was (this may include sales figures, reviews or whether it was made into a film or television series)
A summary of what it is about
What it says about life in Australia, and how it has helped Australians develop a sense of identity
A design for a cover of the book that you think captures what it is about.
Resources:
- Screen Australia's Australian Content http://www.screenaustralia.gov.au/research/statistics/mrboxaust.asp
- booktopiablog http://blog.booktopia.com.au/2011/01/11/50-must-read-australian-novels-as-voted- by-you-in-2010/
Inquiry question:
How has sport impacted on Australian society and identity?
Lesson content focus:
The role of sport in Australian society.
Classroom activities:
- Discuss the significance of sport in Australian culture. Poll the class as to who they regard as the Australian sportspersons who have made a significant contribution to Australian culture and identity.
- Sport Australia's Hall of Fame http://www.sahof.org.au/ gives an insight into the significant role sport has played in Australia. Any institution such as a Hall of Fame has to make selections based on criteria. List the criteria you think should be used to recognise sportspeople selected for an Australian Sporting Hall of Fame.
- At Legends of Australian Sport http://www.sahof.org.au/hall-of-fame/legend-of-australian- sport/?page=1&filter you will see that they also recognise one Legend of Australian sport each year. How many sports and individuals have been recognised as legends? What do you think makes a successful sportsperson a legend? Do you think this list of Legends is an accurate reflection of Australia's sporting interests and successes?
- Using a presentation tool such as Prezi www.prezi.com create a presentation to persuade the Sporting Hall of Fame to select one Australian sportsperson as the latest Legend. Your presentation should make a strong case based on your person's achievements and impact on their chosen sport both here and internationally.
Resources:
- Sport Australia's Hall of Fame http://www.sahof.org.au/
- Legends of Australian Sport http://www.sahof.org.au/hall-of-fame/legend-of-australian-
sport/?page=1&filter= - Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne,
2012 pp217-20.
Inquiry question:
What other cultural activities have impacted on Australia? Were they an aspect of popular culture?
Lesson content focus:
Continuity and change in cultural activities that have influenced the Australian way of life.
Classroom activities:
- There are a wide range of cultural activities that Australians not only involve themselves in, but have made contributions to on a global scale. This will give students the opportunity to explore a broader range of interests than those prescribed by the curriculum.
- Discuss the cultural activities the students participate in. Direct the discussion back to a consideration of whether these activities fulfil the criteria of popular culture.
- Select one of the following areas to explore. For each topic, there is a website to help get started. For the selected area, prepare a webpage for prospective visitors to Australia to help them understand its place in Australian life and culture.
Australian pop music: http://australia.gov.au/about-australia/australian-story/austn-pop-music Popular Australian TV: http://australia.gov.au/about-australia/australian-story/popular-austn-
television
Modern Australian fashion: http://australia.gov.au/about-australia/australian-story/modern-austn- fashion
What house is that?: http://heritage.vic.gov.au/Heritage-places-objects/What-house-is- that/interactive.html
Australian design: http://australia.gov.au/about-australia/australian-story/austn-design Australian cars: http://www.news.com.au/business/celebrating-the-icons-of-australian-motoring-
history/story-e6frfm1i-1226249784804
Australian dance: http://australia.gov.au/about-australia/australian-story/austn-dance
Indigenous cultural expression: http://australia.gov.au/topics/culture-history-and-sport/indigenous- culture-and-history
Indigenous and non-Indigenous art: http://australia.gov.au/about-australia/australian-stories/visual- arts-and-crafts#Artmovements
Australian poetry: http://australia.gov.au/about-australia/australian-story/modern-austn-poetry Australian slang: http://australia.gov.au/about-australia/australian-story/austn-slang
Australian novels: http://australia.gov.au/about-australia/australian-story/austn-novels
Resources:
• As above.
Inquiry question:
How was Australian society affected by other significant global events and changes in this period?
Lesson content focus:
Continuity and change in beliefs and values that have influenced the Australian way of life.
Classroom activities:
- Oral history – interviewing older Australians about continuities and changes.
- Have students create a poster that shows the changing role of women in Australian popular culture.
- National identity – how has 'being Australian' been depicted across time? Have students collect a series of
words and images from Australian popular culture since World War II that show how we have tried to show an 'Australian'. A discussion on who is usually missing from these depictions of an 'Australian' could form the basis of an organised classroom debate on how effectively and inclusively popular culture has expressed an Australian identity. A stimulus for this activity could be a compilation of 'typical' Australian faces such as David Gulpilil, Kylie Minogue, Paul Hogan, Dame Edna Everage and Anh Do. Have students rank them from 'most Australian' to 'least Australian'. The results should be discussed. - The unit then utilises a class activity. Each member should be allocated a year from post-war Australia to design and construct a birthday card/CD/DVD of the year that reflects popular culture in that specific year. The results can be exhibited to create a visual reference point to study continuities and changes across the period studied.
Resources:
- Unit resources: 'Oral history guide' and 'Year 10 assessment task sample response and marker comments'.
- Oxford Big Ideas. History 10: Australian Curriculum – Carrodus et al, Oxford University Press, Melbourne,
2012.
WRONG WAY!
YOU HAVE SCROLLED TOO FAR!
GO BACK UP FOR 2016 WORK!
YOU HAVE SCROLLED TOO FAR!
GO BACK UP FOR 2016 WORK!
For more info and helpful links, check https://www.diigo.com/user/mrsaatmcc/yr9
For Thursday 12th March, be working on your assessment task using the links on the diigo site above.
For Monday 9th March
Use the textbook notes printed on the A3 sheet to help you to answer the questions below.
You are then to complete q2&3 under the heading "Analysis and use of sources" (p103)
Then Q1&2 under the heading "Perspectives and Interpretations" (p103)
For Monday 9th March
Use the textbook notes printed on the A3 sheet to help you to answer the questions below.
You are then to complete q2&3 under the heading "Analysis and use of sources" (p103)
Then Q1&2 under the heading "Perspectives and Interpretations" (p103)
Here is the link to a BBC History Interactive Map. This is a google trail following the life of Olaudah Equiano, an ex-slave who went on to have an incredibly powerful role in the abolition of slavery together with William Wilberforce. To the left of the map, click on the purple link entitled "Olaudah Equiano's Adventures"
Here is the link to Crash Course World History: Coal, Steam and The Industrial Revolution.
Be warned, Jon Green talks VERY fast so you might need to watch twice.
Sorry for the delay! Weebly was down for hours so I couldn't make any changes to this site!
Be warned, Jon Green talks VERY fast so you might need to watch twice.
Sorry for the delay! Weebly was down for hours so I couldn't make any changes to this site!