Modern History Stage 6 Syllabus


Sample Preliminary Program: Case Study List B



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2.2.3 Sample Preliminary Program: Case Study List B


SAMPLE PROGRAM PRELIMINARY CASE STUDY: B8 Course time: 36 hours

NUCLEAR TESTING IN THE PACIFIC 1950S TO 1960S

PRINCIPAL FOCUS

Students apply historical inquiry methods within a range of historical contexts to investigate key features, issues, individuals, groups, events, concepts and other forces relevant to Nuclear Testing in the Pacific in the 1950s to 1960s.


TARGETED OUTCOMES

Students:

P1.2 investigate and explain the key features and issues in the study

P3.1 ask relevant historical questions

P3.2 locate, select and organise relevant information from different types of sources

P3.3 comprehend and analyse sources for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

STUDENTS LEARN ABOUT:

Key features and issues of the modern world

political, economic, social and technological features of the selected case study

forces for change that emerged in the period of the selected case study

the nature of the political, social, economic and technological change that occurred in the period of the selected case study

the impact of change on the society or period of the selected case study


Targeted Concepts


communism, Cold War, democracy, imperialism, colonisation, decolonisation, nuclear fallout, nuclear testing
Individuals and groups in relation to

their historical context

their personal background and the values and attitudes that influenced their actions

significant events and achievements

their contribution to the society and time in which they lived and the legacy of this contribution

Events in relation to

factors contributing to these events

main features of the events

impact of the events on the history of an individual nation, region and/or the world as a whole.

SELECTED RESOURCES


Books

Robert Miliken, No Conceivable Injury

Denys Blakeway and Sue Lloyd Roberts, Fields of Thunder

Stewart Firth, Nuclear Playground

Bengt Danielsson, Poisoned Pacific: The Legacy of French Nuclear Testing

B and MT Danielsson, Mururoa Mon Amour



The Greenpeace Book of the Nuclear Age

Karen Throssell, The Pursuit of Happiness: Australia, the empire, ANZUS, nuclear disarmament and neutrality

Roger T Cross, Fallout: Hedley Marston and the British Bombtests in Australia
Documentary Films

Trinity and Beyond: the atomic bomb movie, Visual Concept Entertainment, 1995–97

Silent Storm, Dir Peter Butt

Half-life – a parable for the nuclear age, O’Rourke and Associates

Quantum: French Nuclear testing (ABC TV program)

George Negus Tonight – Maralinga (ABC TV Program)
Websites

www.naa.gov.au?Publications/fact_sheets/FSI129

www.rmiembassyus.org

www.greenpeace.org/international_en

www.thebulletin.org/article.php?art_ofn=mar90danielsson

www.iratiwanti.org/iratiwanti.php3?page=silence

www.anawa.org.au/weapons/monte-bellos.html




STUDENTS LEARN TO:

TEACHING AND LEARNING STRATEGIES (incorporating students learn about :)

  • analyse the major events and issues relevant to selected studies of the modern world







  • communicate an understanding of relevant concepts, features and issues relevant to the selected study




Students learn about: Geographic, ideological and political motives for the testing of nuclear weapons by western powers in the Pacific

Map work locating major Pacific test sites, eg French nuclear test sites, American nuclear test sites and British test sites in Australia

Teacher outlines the development of nuclear weapons within the context of the Cold War, including the first atomic bomb and the H-bomb. Students make notes and begin a glossary of terminology

Students view selected documentary films on the development of nuclear weapons, eg Silent Storm. They identify and discuss major issues.



  • ask relevant historical questions




  • locate, select and organise information form different types of sources, including information and communication technologies (ICT), to describe and analyse relevant features and issues of the study




  • present the findings of investigations on selected studies of the modern world, analysing and synthesising information from different types of sources




  • communicate an understanding of relevant concepts, features and issues using appropriate and well-structured oral and/or written and/or multimedia forms including ICT

Students learn about:

The use of the Marshall Islands, Mururoa Atoll and Australia for nuclear testing

The impact of nuclear fallout on the indigenous peoples and ex-service people involved

In groups, students access relevant websites to research nuclear testing at one of the following sites: Marshall Islands, Mururoa Atoll, the Monte Bello Islands and Maralinga using a ‘who, what, when, where, why?’ notemaking scaffold.



    • www.rmiembassyus.org (Marshall Islands)

    • www.thebulletin.org (Mururoa)

    • www.iratiwanti.org/iratiwanti.php3?page=silence (Maralinga – Aboriginal view)

    • www.anawa.org.au/weapons/monte-bellos.html (Monte Bello)

For each test site, students also find information about the impact of the tests on those involved, indigenous peoples and service personnel. Include a brief overview of the impact on the people and the environment and eyewitness accounts

Representatives from each group form new groups to present their findings to each other.



describe and evaluate the role of key individuals and groups in selected studies of the modern world
account for and assess differing perspectives and interpretations of significant events, people and issues in selected studies of the modern world

Students learn about: The role, responsibility and compliance of local authorities and governments concerning testing of nuclear devices

Teacher leads class discussion to elicit from groups their understanding of the relationship between those conducting the nuclear tests and local authorities affected by them (based on previous group research). Teacher provides necessary feedback.

Discuss reaction of different groups (eg residents, governments and political groups).



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