use sources to gain an understanding musician/band to develop a short presentation to their peers. Sources may need to be of events, personalities or places in gathered for the students to explore. the past from own lives and It is recommended that musicians/bands selected by students be approved by the families, in the local community and teacher prior to students commencing their investigation. Alternatively, students may beyond be provided with a range of musicians/bands to select from. The Contestability of the Past Presentations could include: Students: country of origin of the musician/band recognise the process historians use to decide if a source is reliable timeframe for the musician/band (eg birth/death, period of their musical career) Historical Concepts and Skills Analysis – popular/famous songs and use of sources type of music (musical genre) and audience Students: why they were so popular identify relevant information from a range of sources the legacy of the musician/band. use sources to locate, select and use information Extension activity reliability of sources – demonstrate an understanding of Students engage in a class discussion where they consider what makes a source historical inquiry reliable and why. They attempt guided activities looking at different sources in relation to a particular artist to examine their reliability. Students use this information to identify the most reliable source from those used in their own historical investigation and explain why the source is reliable. Historical Investigation Case study Songs of change perspectives of war Songs about the Vietnam – – explore methods of investigating the War: As a class group, students investigate the role of music during the Vietnam War and modern past in their own lives, in the how songs were used to represent people’s perspectives of the war. I was only 19 Redgum – local community and beyond, for Students are provided with the lyrics of a teacher-selected song about the Vietnam Where Have all the example: War. Flowers Gone? Pete – artefacts, sites and sources Seeger Students listen to the song/watch the video clip and identify: interpretation, perspective and War (What is it Good what the song is about representation For?) Edwin Starr – the feeling or mood represented in the song. Vietnam Jimmy Cliff –
use sources to gain an understanding of events, personalities or places in the past from own lives and families, in the local community and beyond The Contestability of the Past Students: recognise the process historians use to decide if a source is reliable Historical Concepts and Skills – Analysis and use of sources Students: identify relevant information from a range of sources use sources to locate, select and use information demonstrate an understanding of historical inquiry musician/band to develop a short presentation to their peers. Sources may need to be gathered for the students to explore. It is recommended that musicians/bands selected by students be approved by the teacher prior to students commencing their investigation. Alternatively, students may be provided with a range of musicians/bands to select from. Presentations could include: country of origin of the musician/band timeframe for the musician/band (eg birth/death, period of their musical career) popular/famous songs type of music (musical genre) and audience why they were so popular the legacy of the musician/band. Extension activity – reliability of sources Students engage in a class discussion where they consider what makes a source reliable and why. They attempt guided activities looking at different sources in relation to a particular artist to examine their reliability. Students use this information to identify the most reliable source from those used in their own historical investigation and explain why the source is reliable. Historical Investigation – Case study explore methods of investigating the modern past in their own lives, in the local community and beyond, for example: artefacts, sites and sources interpretation, perspective and representation Songs of change – perspectives of war As a class group, students investigate the role of music during the Vietnam War and how songs were used to represent people’s perspectives of the war. Students are provided with the lyrics of a teacher-selected song about the Vietnam War. Students listen to the song/watch the video clip and identify: what the song is about the feeling or mood represented in the song. Songs about the Vietnam War: I was only 19 – Redgum Where Have all the Flowers Gone? – Pete Seeger War (What is it Good For?) – Edwin Starr Vietnam – Jimmy Cliff
modern-history-life-skills-stage-6-year-11-sample-unit-music-of-change.docx