LESSON PLAN 1

Unit/lesson title Post War Intro

Lesson duration: 60
minutes

Stage
Year 10

Class/group 10.4 &

6

National Professional Standards for Teachers: Domain

Professional Knowledge

Standard
Know the content and how to teach it

Specific teaching target: Focus area/s

Resources
Jive Bunny - http://www.youtube.com/watch?v=1Q-cMvJ1EYU
(hook) 5 min maximum can cut short
Footage housing http://www.abc.net.au/tv/makingaustralia/educationextras/epi
sode-two/clip-six.htm 1.05 min
Footage home appliances - http://www.youtube.com/watch?
v=s2U71nORHp0 Cooker 2.44 min
http://www.youtube.com/watch?v=n_i0EQSYsfI Fridge 1.54
min THIS ONE
Footage entertainment
http://www.youtube.com/watch?v=2bNmeEcRCaA TV
2.30min THIS ONE
http://www.youtube.com/watch?v=HMzczmbspDk first TV
footage in Oz 1.19 min
Footage transport
http://aso.gov.au/titles/ads/holden-ideal-family-car/clip1/
Holden 1.40min
Footage communications
http://aso.gov.au/titles/sponsored-films/australia-postolympic/clip3/ 3 min Communications at the Olympic Games
http://aso.gov.au/titles/home-movies/clarke-sydneydiary/clip1/ Footage of family life 1950 (no sound)
Pens
A4 paper
Whiteboard and marker
Prior knowledge
This is a new topic, students have knowledge of WWII

2.2 Content selection organisation

Rationale
Students are to identify the major social and cultural

features of the Post-War Decade 1950s.

Introduction to Post-War period impact of technology on
everyday life, housing, home appliances and
entertainment, transport, communications.
Syllabus strand/sub strand
History syllabus
Unit 8 Australias Social and Cultural History in the Post-War
period

Syllabus
elaborations/co
ntent

Thinking about
and explaining
through
questioning

Syllabus content description/outcome

5.1 explains social, political and cultural developments and
events and evaluates their impact on Australian life

Tim
e

Content/learning experiences

15
min

Introduction
1. Introduce topic saying we are going to study
the Post-War period and a decade study on
the 1950s.
2. Advise I dont know all your names yet, I
might use the roll at times to ask someone to
answer a question.
3. Students start pre-test 10 minutes.
4. Show Jive Bunny DVD (not all of it).
5. Tell them this week we will work on Post-War
Australia. Today they are to construct a mind
map of this topic either on laptop or in
writing. Advise they will share their notes
with each other and/or the teacher on
Schoology at end of lesson.

30
min

Body
1. Teacher to construct on board mind map of
subject 1950s in the middle, branches of
housing, home appliances, entertainment,
transport, communications (attached). Under
each branch notes about each topic.
Teacher talks about each topic as per
attached notes. Will show video footage of

Teaching
strategie
s

Class
organisa
tion
Students
at their
desks
working
individuall
y.

Assessm
ent
techniqu
es
Assessme
nt for
learning summativ
e

Resource
s
`Schoolog
y
Pre-test
Laptops
Jive Bunny
video

Teacher
exposition

Teacher
directed
discussion

Topical
videos
Laptops,
A4 paper,
pens

10
min

each topic. Develops idea of what it might be

like to come out of war period, changes in the
focus areas, asks questions to gauge
understanding. About 15 min of footage,
more available in Resources if needed.
In pairs
Conclusion
1. Share your mind map with the person on your
right, hand your laptop over or show them
your hand written notes. Give that person
some constructive feedback. Positive and
encouraging.
2. Next lesson more in-depth study of these
topics, we have a lot to get through in a short
period of time so we will need to help each
other and be able to depend on each other to
for research skills and share our information.
3. Put your hand up if you learnt something that
you didnt know today.
4. Teacher to load pre-test answers to Schoology
and a copy of her mindmap.

8 Aboriginal ways of
learning

Reference:
http://8ways.wikispaces.com/

Summativ
e
reflection

Quality Teaching/Quality Learning Framework

These are your standards 1 & 2 then 3 & 4 and then 5 & 6
Intellectual Quality
Quality Learning Environment
Significance
Deep knowledge
Explicit quality criteria
Background knowledge
Deep understanding
Engagement
Cultural knowledge
Problematic knowledge
High expectations
Knowledge integration
Higher-order thinking
Social support
Inclusivity
Metalanguage
Students self-regulation
Connectedness
Substantiative communication
Student direction
Narrative

Lesson evaluation
OUTCOMES

RESOURCES/ENVIRONMENT

PRESENTATION/STRATEGIES

This outcome was explored by

the teacher and the students
together. The students verbally
answered questions on the topic
however they will achieve this
outcome over the next couple of
weeks as they carry out their
own research in these topics.
Students began to explore this
outcome by answer set pre-test
questions pertaining to the
topic.

The resources were utilised and

probably enjoyed more by the
first class. I was adjusting to the
technology available and my
access to it is somewhat limited
due to software rules within the
school. I ran out of time with the
first class. As the second
teaching opportunity followed, I
was able to take measures to
adjust my teaching plan so I got
through the main content in
time.

The mind map decided not to

get the students to draw their
own. Displayed in on interactive
whiteboard however it was
difficult to adjust to size. It was
appropriate for the task and will
be made available for students
to access through Schoology.
Should have used the hook (Jive
Bunny) video a lot earlier in the
class.

INTERACTION &
COMMUNICATION
In this first lesson I told them I
was going to use the roll to ask
questions but did not do it. In
the second lesson I made a
concerted effort to do this. This
is not so bad as it gets the quiet
ones to join in. If students were
being a little disruptive, I stood
near them which generally
settled them down. Although I
need to consider they maybe
talking about something that
could be on topic and shared
with the whole class. Sometimes
I struggled for words to say what
I was trying to say.

Follow-up
I will try to tune in to what
students are saying. See if it is
appropriate to the discussion
and can be shared. Keep using
the Interactive whiteboard to
get used to it. How is this
evaluation going to impact in
future learning experiences for
your pupils?

Learning to teach evaluation of specific teaching target for this lesson (identified on lesson plan)

How will I adjust my teaching as a result of this lesson Dot points

Tune into their conversations

Use the hook earlier

Prepare question that require longer spoken answers

Specific teaching targets (should be written into next days lesson plan)

Associate Teacher: _____________________________________

taught

Date: ________________

NB. This must be signed before lesson is

PRE-TEST ANSWERS
Assisted Passage
Scheme

system of financial assistance provided by the Australian government to reduce the cost of
migrant travel to Australia

Baby Boomers

people born in the baby boom years between 1946 and 1960

delinquency

bad behaviour characterised by lack of responsibility and neglect of duty

discrimination

differentiating between people on the basis of their sex, age, race or beliefs

fibro

fibro-cement sheeting - asbestos and cement that has been compressed into a board to be
used as a building panel

hire purchase

a system of paying for goods in regular instalments, while having full use of the goods after
the first payment

prefabricated

manufactured in standardised parts ready for construction or assembly

reconstruction

Rebuilding

secondary industry

an industry involved in the production of manufactured goods

Cultural changes

living cultures of the world are changing and adapting to external or internal forces

Robert Menzies

Prime Minister from 1949 for 16 years

Notes for Teaching

Set the scene

What does Post-War mean?
Return to Normality Would life ever be same again? A war that changes society forever nothing would ever be
the same. Brought about massive social change change that could not have been predicted before the wars.

1949 Robert Menzies was elected PM of Australia Liberal 16 years the nation was still
recovering from the Great Depression and WWII. He promised to end wartime restrictions, provide a boost to Aust
economy. At this stage most people believed Australia would remain a British country.
They were in a War recovery program petrol being rationed, strikes on the water front, railways and

coalmines. Coal based power met most of the worlds energy needs so strikes would mean what power
blackouts and these were constant.
Australians still felt vulnerable to attack. Why? The last war had been in Pacific and there had been bombings on
Aust soil who can tell me where they attacked us or evidence of it? (Darwin and Sydney submarine).
Immigration a strong force changing Australian society in the decades after WWII. In 1944 they appointed a
minister for Immigration Arthur Calwell, established the Assisted Passage Scheme to attract British
immigrants which was later extended to encourage European immigrants from nations such as Italy, Germany,
Greece Yugoslavia and Holland. 70,000 every year can anyone tell me why we might have needed these
people? For reconstruction. Help meet Australias labour shortages in the fields of industry and agriculture. And
in building the Snowy Mountains Scheme building pump stations, tunnels, aqueducts, power stations and dams.
Can you tell me did these immigrants come to our local area? Where? Bonegilla, King Valley, Myrtleford,
Whorouly What areas in the local district are populated by these people? Did this include the Asian peoples?
Why WWII fears and long standing fear of Asians from 1800s. Offered a chance of prosperity

Populate So the population was increasing with immigrants. The government encouraged
women to have large families. And this also happened because men returned from the war so there were

more children. Baby boomers 1949 -1960 born then. A lot of focus on child-rearing

strengthened the place of women in the home and men as the breadwinners . Media
pushed about virtues of motherhood, also war jobs were filled by men and returned servicemen, so
women who had been paid workers during the war were now at home. Some like this and some didnt. This caused
social problems of its own. The promotion of prosperity in this period led to belief Australia was a lucky country.
SHOW HOUSING FOOTAGE

Technology transformed the homes of Australians and more employment available .

Secondary industry grew what is secondary industry? Manufactured goods, what is primary industry?
Wood, things in their natural state.
SHOW HOME APPLIANCES FOOTAGE
The concepts of teenagers, womens liberation and non-English speaking migrants began to change.

Communications With the introduction on TV, radio programs began to provide more
music, sport and news services. Radio stars became the fast talking disc jockeys and compares, and
talkback radio was introduced. Many people now had their own portable radios.
SHOW ENTERTAINMENT FOOTAGE
In the 1950s there was a development in technology which connected Australia to the wider

world and started to break down the barriers of distance between countries. Commercial
airlines- reduced intercontinental travel which opened up travel. Australia produced first Holden car.
SHOW TRANSPORT FOOTAGE
The biggest business in Australia was PMG they handled postage, telephone services and television

licences because people had to pay a fee to own a TV and receive the transmission. Photocopiers came into use
in the 1950s and the first satellites were launched.

SHOW COMMUNICATIONS FOOTAGE