4. How does culture express time and place?

Activity 1 - What was life like in 1967?

Activity Tasks

Time Capsule - While digging up Borrett Road, they discovered a time capsule from when the school was founded. It is labelled 1967. Inside there are a range of artefacts from this time period. Examine each of the sources (Slide 3-8) to find out what life was like in 1967:
Write - From what you can see in the time capsule write a short description of what people's lives would have been influenced by in 1967. Consider:
1. What changes occurred during the 1960s that impacted on society?
2. Why was there more protests in the 1960?

Activity Tasks

Mind-map - For the rest of this lesson you will need to fill in this mind-map with research information.
Reading - Read these pages to find out more about what was happening globally in the 1960s. As you read, fill in the 'Historical Context' section with details of what was happening in the world in the 1960s.
Discuss - When you have finished, discuss:
1. What changes occurred during the 1960s that impacted on society?
2. Why was there more protests in the 1960s?

Activity Tasks

Groups - Organise yourselves in to groups of 3 max. You will each have 15 minutes to examine a different artist of the 1960s to work out why they might be significant. Choose between Bob Dylan, The Beatles, or Aretha Franklin.
Biographies - In groups research the following questions for each artist you examine:
1. Who were they?
2. When and where were they born?
3. Where did they spend most of their life?
4. What was their most famous pieces of art?

Activity Tasks

Source Analysis - Choose one of the songs from your selected artist that you have been researching. Complete an OPCVL analysis by answering the following questions:
1. Origin - Who created the song? When was it created?
2. Purpose - Why did the artist create the song? Who did they create the song for?
3. Content - What type of song is it (genre)? What do the lyrics talk about?
4. Value - How do you know this is a 1960s artist? What can you learn about the 1960s from this song?

Activity Tasks

Review - Using this source analysis grid, review how significant your chosen artist of the 1960s was:
1. How important was this person’s work to the people at the time?
2. Did this person’s work affect many people at the time?
3. Did this person’s work change people’s lives?
4. Are we still affected by their work?
5. Did their work improve society at all?
Write - Now write a paragraph conclusion explaining how significant your artist was and why, with reasons. This writing frame can help:
1. In conclusion, Person X ... was a .... significant artist in the 1960s mostly because of...
2. They wrote and performed many famous ... songs. The best example of this is ...
3. This was a significant song because...
4. The song was significant in reflecting the 1960s because....
5. Another way it was significant was due to...

Activity Tasks

Review - Reflect on the statement of inquiry for this unit: Cultural expression reflects the time, place and space of the artists that created it - How did the artists song you studied reflect the time, place and space of 1960s USA?
Mind-map - Add the statement of inquiry to your Padlets and then mind-map details and examples from what you have learnt to show how artists in the 1960s expressed ideas about their time, place, and space.