Lesson Plan 1
Topic area: The Globalising
World (Popular Culture)
Date:
Time: 60 minutes
Outcomes
Syllabus outcomes
HT5-3: explains and analyses
the motives and actions of past
individuals and groups in the
historical contexts that shaped
the modern world and Australia
HT5-9: applies a range of
relevant historical terms and
concepts when communicating
an understanding of the past
Life Skills outcomes
HTLS-5 recognises the
significance of people and
events in the past
HTLS-11 uses historical terms
to describe the
past
HTLS-12 investigates the past
using historical skills
CCP & GCs
CCP: Sustainability (This class
is looking towards the
sustainability of Australian and
American culture and the
growth and development of an
international community which
shares culture and information)
GC: Intercultural understanding
(This class focuses on an
understanding of the American
culture. The focus on particular
cultural issues and the
development of social
phenomenon such as Rock n
Roll, enhances students
understanding of the culture)
Stage of Learner: Stage 5 Syllabus Pages:
(Year 10) 98-99
Location Booked: R.G.20 Lesson Number: 5/18
Total Number of students: 28 Printing/preparation
None
Assessment Students learn Students learn to
about
Lesson assessment Developments in Explain ways in which
This lesson will popular culture in Australia in the 1950s was
informally assess the post-war Australia influenced by American
and their impact on culture
prior knowledge of society, including
students in regards to the introduction of
their understanding of television and rock
Australias 'n' roll.
involvement in the
First and Second
World War.
Additionally, this
class will also
informally assess
through the Think-
Pair-Share activity
and the notes students
supply during the
lesson.
subject specific concepts
Continuity and Change: This class will focus on the change of popular
culture within American Culture and the social change that develops
due to the progression of history through the First and Second
World War in America
Empathetic Understanding: The class will be developing their
understanding of another culture in a differing context to their own.
Through understanding the issues ad developments of a differing
time period and culture, students historical empathetic understand
will increase.
Discipline specific skills
Comprehension: The class will be developing their comprehension of
a differing time period and develop a historical narrative that
directly relates to the eventual development of Rock n Roll for both
America and Australia.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep Within this lesson students must connect their knowledge of Rock n Roll to the history of
Understanding its development in America. This allows students to develop this classroom content as the
background knowledge that will ground their eventual analysis of this cultural and social
phenomenon.
2.3 High Providing students with the inquiry question on the board provides a direct goal that must
Expectations be achieved within the class. Students must be able to accurately deliver and answer to the
inquiry question, utilising knowledge and evidence from the content of this lesson.
3.2 Cultural This class is focus on developing cultural knowledge on the history of America. Building
Knowledge cultural knowledge in imperative in this lesson as it allows students to view changes in the
cultural background of the American society in regards to the emergence of Rock n Roll.
Time Teaching and learning actions
5 Class enters and Settles
The class will start with an overview of the lesson
and suppling the inquiry question of this class
What nation was the primary cultural influence
of Australia Post World War Two and how did this
10 country develop Rock n Roll in their culture? Student: Will settle and prepare for
Ask students to write down and review their
knowledge of the Second World War and
Australias involvement. Explain to the students
that this is the introduction to a series of online
activities that will involve Australian Popular
Culture and the emergence of Rock and Roll.
15 Introduce the concept of foreign influences
affecting the Australian culture. Ask students to
consider the influence America would have on
Australia Post World War Two and begin to
structure the class on the influence of Rock and
Roll from America to Australia
20 The class will now focus on a PowerPoint
presentation focusing on the development of
American Rock and Roll. This will provide
background knowledge on the origins of Rock and
Roll and its significance to American culture. This
25 will lead directly to the post war period and will
link to the inclusion of Australian in this new
phenomenon. The end of the PowerPoint will
have a series of questions that will focus students
30 on particular cultural developments in America
due to Rock and Roll.
Finally the PowerPoint will outline the intentions
35 of the online activities and how students will
submit their work as they progress.
40
45 Link the PowerPoints background content to the
dramatic shift in social and cultural perspectives
within Australia. Emphasise that this is mainly due
to the political and cultural exchange between
50 America and Australia during the Second World
War. Use think-pair-share activity to get student
to consider these links in culture.
Organisation Centred
T/S
Teacher: Will settle the class and T
prepare them for the content that the
class will undertake and write down
the inquiry question for students to
answer in the class
class. Will respond to questions and
review personal knowledge on the
Second World War
Resources: White board, markers,
students require books and pens out.
Teacher: Will begin the discussion of S
Americas influence on Australian
culture. Guide students in their
responses.
Student: Will consider and supply
some possible influences that America
could have established given previous
classroom content.
Resources: White board, markers,
students require books and pens out
Teacher: Will provide the PowerPoint T
slides and guide discussion. Support
students while answering review
questions. Provide the required goals
and tools students will need to
provide during the online weeks.
Student: Will record primary
information. Provide answers. Record
the method of submission.
Resources: Students require books
and pens. Teacher will use the
computer and PowerPoint slides
(Resource 1).
Teacher: Create class room discussion T/S
and provide links to the cultural and
political exchanges between America
and Australia.
Additionally the teacher will outline
the next class work and the focus on
the concept of the teenager

Furthermore, explain to the students that the
online activities will begin next lesson and also
that the activities will demonstrate the growth of
Rock and Roll and the emergence of the concept
of the Teenager.
60 Conclude the class with a reminder that the next
classes will take place in the computer labs and
that they should come to class with their work
books and prepare for research tasks.
Teacher will place students into Think-
Pair-Share groups for ease of
discussion.
Student: Will consider and provide
responses to the class room discussion
within their groups and will take note
of the method of submission and
purpose of the next four classes.
Resources: Students require books
and pen. Computer and Resource 1
PowerPoint
Teacher: Will dismiss students and T/S
give a reminder for the next classes to
head to the computer labs.
Student: Will quietly pack up and take
note of the next lessons location if
they have not done previously
Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
In preparing this lesson I have discovered that students will need to be provide
background information and content that may not necessarily be utilised regularly
for this historical content area. As this lesson is in preparation for four online
activities, it became clear while developing this pre-lesson that I would need to
develop content that conveyed background knowledge for the development of
American Rock n Roll. As the four online activities will require background
information to American history and culture, this class became a necessity in order
to students to adequately compare the development of Rock n Roll of Australia to
the culture of its origins.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-3: explains and analyses
the motives and actions of
past individuals and groups in
the historical contexts that
shaped the modern world and
Australia
The responses for the Think-Pair-Share exercise will
provide the evidence for the teacher to gauge the
students knowledge of American motives and actions
that allow for their cultural music to eventually shape the
Australian society.

HT5-9: applies a range of
relevant historical terms and
concepts when
communicating an
understanding of the past
The initial process of recording prior knowledge will allow
for teachers to measure and record the level of
knowledge their students know. Through the simple act
of compiling their understanding of a topic, the teacher
can not only gauge the level of involvement of students
but also discover any gaps in knowledge that need to be
repaired in the current or future lessons.
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.5: Demonstrate This lesson has been designed to support students with differing
knowledge and strengths in their learning. The PowerPoint provides the opportunity for
understanding of
strategies for visual learners to engage with the content and the think-pair-share
differentiating activity allows for learners that utilise verbal discussion in order to
teaching to meet generate or process information. The class also has in mind students with
the specific potential colour blindness through the consistent selection of colours in
learning needs
of students
the PowerPoint and scaffolding for students that may need additional
across the full support due to the initial questioning of the teacher and a reference
range of through the inquiry question supplied for the class.
abilities.
2.2 Organise The content of this lesson was purposefully selected in an effort to
content into an develop contextual knowledge to the comparative society that will be
Effective utilised in future task. By allowing students to first develop their prior
learning and
teaching knowledge of similar content then applying it to a new understanding, a
sequence. natural progression of knowledge is developed for ease of learning.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

Teacher must be aware of any trip hazards on the floor including bags
Must have the fire escapes and fire prevention tools regularly checked and
easily assessable at all times.

References (In APA)

Information used:
Anderson, M., Conroy, J., Keese, I., & Low, A. (2005). Retro active stage 5:
Australian History (2nd ed.). Milton: John Wiley & Sons.
Yamasaki, M. (1996). Using rock 'n' roll to teach the history of post-world war II
america. The History Teacher, 29(2), 179-193. Retrieved from
http://www.jstor.org/stable/494739
Resources Attached:
Resource 1 PowerPoint Presentation

Slide 1

Slide 2

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Slide 5

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Slide 8

Slide 9