Island School Humanities
  • Home
  • MYP 1
    • 1. The Universe & Earth >
      • 1. Where did our Universe and Earth come from? >
        • 1. What is the Universe?
        • 2. How Big, Far, Hot, and Old is the Universe?
        • 3. What are Ultimate Questions?
      • 2. What are origin stories?
      • 3. What is the Christian origin story?
      • 4. How did the scientific origin story develop?
      • 5. How do theories become accepted? >
        • 1. Charles Darwin and Evolution
        • 2. Alfred Wegener and Plate Tectonics
      • 6. Can religion and science co-exist?
      • 7. Assessment: Personal beliefs on creation
      • 8. Reflection: Changing Beliefs
    • 2. Natural Systems >
      • 1. How did early humans adapt to natural systems?
      • 2. How did farming help early human societies?
      • 3. What are natural systems?
      • 4. How do tropical rainforest systems work?
      • 5. How does farming affect natural systems in rainforests?
      • 6-7. Assessment: How can rainforests be used in a sustainable way?
      • 8. Reflection: The future of natural systems
    • 3. Ancient Civilisations >
      • 1. What are Ancient Civilisations?
      • 2. How and why do civilisations rise and fall?
      • 3. How successful were the Greeks?
      • 4. How successful were the Chinese?
      • 5. How successful were the Aztecs?
      • 6-7. Assessment: Ancient Civilisations Presentation
      • 8. Reflection: What is the legacy of Ancient Civilisations?
    • 4. Conflict and Crusade >
      • 1. What are the core beliefs of Christianity?
      • 2. What are the core beliefs of Islam?
      • 3. What do world religions teach about conflict?
      • 4. Was religion the main cause of the crusades?
      • 5. What did Muslims think about the Crusades?
      • 6-7. Assessment: Does religion cause conflict?
      • 8. Reflection: Can religion help end conflict?
    • 5. Island Learning - What's MY Hong Kong? >
      • 1. What is the cultural identity of Hong Kong?
      • 2. What is tourism?
      • 3. Where is tourism in Hong Kong located?
      • 4 - 6. Designing Graphics
      • 7-8. Assessment 1: Tourist Attractions in Sha Tin
      • 9-10. Assessment 2: Planning the Fieldtrip
      • 11. Assessment 2: Creating the Brochure
      • 12-14. Developing Design Skills
      • 15. Assessment 2: Designing the Icons
      • 16. Reflection: What have we learnt about HK?
    • Further Reading
  • MYP 2
    • 1. Significance & Symbolism >
      • 1. What and where was the Renaissance?
      • 2. What influenced artists in the Renaissance?
      • 3. Who was the ultimate Renaissance 'artist'?
      • 4. How does culture express time and place?
      • 5-7. Assessment: Artists, Culture & Expression
      • 8. Reflection: How is my own culture expressed?
    • 2. Trade & Exchange >
      • 1. Why do people explore?
      • 2. What is the impact of exploration?
      • 3. How was trade unequal in the past?
      • 4. How does trade and exchange work today?
      • 5. Is the global trade of chocolate fair?
      • 6-7. Assessment: How does fair trade reduce inequalities?
      • 8. Reflection: How can I make trade fairer?
    • 3. Diversity & Change >
      • 1. What is cultural diversity?
      • 2. How did beliefs differ in pre-Colonial Hong Kong?
      • 3. How did the British change Hong Kong's culture?
      • 4. What can we learn about culture from the local area?
      • 5. How does globalisation influence culture today?
      • 6-7. Assessment: How cultural diverse are Hong Kong neighborhoods?
      • 8. Reflection: Should we preserve cultural diversity?
    • 4. Sustainability & Society >
      • 1. Why is urbanisation a problem?
      • 2. How can we research solutions?
      • 3. What have we found out about our issue?
      • 4. How could Hong Kong be more sustainable?
      • 5. What is our solution to the issue?
      • 6-7. Assessment: How can we share our learning?
      • 8. Reflection: Can Hong Kong change?
  • Futures
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    • TED-Ed Club >
      • Part 1 - Discover >
        • 1. Tell us who you are
        • 2. Discover great ideas
        • 3. Learn the art of feedback
        • 4. Identify your ideas
      • Part 2 - Develop >
        • 5. Build your throughline
        • 6. Plan your talk arc
        • 7. Research and support your idea
        • 8. Write your script
        • 9. Make it visual
        • 10. Say your talk out loud
      • Part 3 - Share >
        • 11. Practice, Edit, Practice
        • 12. Present your final rehearsal
        • 13. Record the talk
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4. How does culture express time and place?

Activity 1 - What was life like in 1967?


Activity Tasks
  1. 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:​​
  2. 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 2 - What happened in the 1960s?


Activity Tasks
  1. Mind-map - For the rest of this lesson you will need to fill in this mind-map with research information.
  2. Reading - Read this worksheet 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.
  3. 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 3 - Significant artists of the 1960s


Activity Tasks
  1. 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.
  2. 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 4 - What can we learn from songs?


Activity Tasks
  1. 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?
Picture

Activity 5 - Who was the most significant?


Activity Tasks
  1. 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? 
  2. ​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...
Picture

Activity 6 - Reflecting on the 1960s


Activity Tasks
  1. 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?
  2. 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.
Picture

Further Reading


STANDARD READING
  1. Pearson, S. (2020). What Happened in the 1960s inc. News, Popular Culture, Prices and Technology. Thepeoplehistory.Com. 
INTERMEDIATE READING
  1. The 1960s: American Pop Culture History. (2020). Retrowaste.Com.
ADVANCED READING
  1. Mikal Gilmore. (1990, August 23). Bob Dylan, the Beatles, and the Rock of the 1960s. Rolling Stone; Rolling Stone.
FURTHER WATCHING
  1. CrashCourse. (2013). The 1960s in America: Crash Course US History #40 [YouTube Video]. 
  2. ‌WatchMojo.com. (2012). Aretha Franklin Biography: Life and Career of the Soul Singer [YouTube Video].
  3. ‌WatchMojo.com. (2011). The Life and Career of Bob Dylan [YouTube Video].
  4. WatchMojo.com. (2011). The History of The Beatles [YouTube Video].

previous lesson - who was the ultimate renaissance artist?
next lesson - assessment: artists, culture, and expression

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  • Home
  • MYP 1
    • 1. The Universe & Earth >
      • 1. Where did our Universe and Earth come from? >
        • 1. What is the Universe?
        • 2. How Big, Far, Hot, and Old is the Universe?
        • 3. What are Ultimate Questions?
      • 2. What are origin stories?
      • 3. What is the Christian origin story?
      • 4. How did the scientific origin story develop?
      • 5. How do theories become accepted? >
        • 1. Charles Darwin and Evolution
        • 2. Alfred Wegener and Plate Tectonics
      • 6. Can religion and science co-exist?
      • 7. Assessment: Personal beliefs on creation
      • 8. Reflection: Changing Beliefs
    • 2. Natural Systems >
      • 1. How did early humans adapt to natural systems?
      • 2. How did farming help early human societies?
      • 3. What are natural systems?
      • 4. How do tropical rainforest systems work?
      • 5. How does farming affect natural systems in rainforests?
      • 6-7. Assessment: How can rainforests be used in a sustainable way?
      • 8. Reflection: The future of natural systems
    • 3. Ancient Civilisations >
      • 1. What are Ancient Civilisations?
      • 2. How and why do civilisations rise and fall?
      • 3. How successful were the Greeks?
      • 4. How successful were the Chinese?
      • 5. How successful were the Aztecs?
      • 6-7. Assessment: Ancient Civilisations Presentation
      • 8. Reflection: What is the legacy of Ancient Civilisations?
    • 4. Conflict and Crusade >
      • 1. What are the core beliefs of Christianity?
      • 2. What are the core beliefs of Islam?
      • 3. What do world religions teach about conflict?
      • 4. Was religion the main cause of the crusades?
      • 5. What did Muslims think about the Crusades?
      • 6-7. Assessment: Does religion cause conflict?
      • 8. Reflection: Can religion help end conflict?
    • 5. Island Learning - What's MY Hong Kong? >
      • 1. What is the cultural identity of Hong Kong?
      • 2. What is tourism?
      • 3. Where is tourism in Hong Kong located?
      • 4 - 6. Designing Graphics
      • 7-8. Assessment 1: Tourist Attractions in Sha Tin
      • 9-10. Assessment 2: Planning the Fieldtrip
      • 11. Assessment 2: Creating the Brochure
      • 12-14. Developing Design Skills
      • 15. Assessment 2: Designing the Icons
      • 16. Reflection: What have we learnt about HK?
    • Further Reading
  • MYP 2
    • 1. Significance & Symbolism >
      • 1. What and where was the Renaissance?
      • 2. What influenced artists in the Renaissance?
      • 3. Who was the ultimate Renaissance 'artist'?
      • 4. How does culture express time and place?
      • 5-7. Assessment: Artists, Culture & Expression
      • 8. Reflection: How is my own culture expressed?
    • 2. Trade & Exchange >
      • 1. Why do people explore?
      • 2. What is the impact of exploration?
      • 3. How was trade unequal in the past?
      • 4. How does trade and exchange work today?
      • 5. Is the global trade of chocolate fair?
      • 6-7. Assessment: How does fair trade reduce inequalities?
      • 8. Reflection: How can I make trade fairer?
    • 3. Diversity & Change >
      • 1. What is cultural diversity?
      • 2. How did beliefs differ in pre-Colonial Hong Kong?
      • 3. How did the British change Hong Kong's culture?
      • 4. What can we learn about culture from the local area?
      • 5. How does globalisation influence culture today?
      • 6-7. Assessment: How cultural diverse are Hong Kong neighborhoods?
      • 8. Reflection: Should we preserve cultural diversity?
    • 4. Sustainability & Society >
      • 1. Why is urbanisation a problem?
      • 2. How can we research solutions?
      • 3. What have we found out about our issue?
      • 4. How could Hong Kong be more sustainable?
      • 5. What is our solution to the issue?
      • 6-7. Assessment: How can we share our learning?
      • 8. Reflection: Can Hong Kong change?
  • Futures
    • Elements >
      • Big History Project
      • Freakonomics
      • History: Film, Food and Fashion
      • Law
      • Mundo Geographico
      • Philosophy at the Movies
      • Run Your Own Business
      • Social Psychology
      • Urban Survival
    • Entrance >
      • Business
      • Economics
      • Geography
      • History
      • Religious Studies
    • Escape
    • Explorations
  • IBDP
    • Business & Management
    • Economics
    • Environmental Systems and Societies
    • Geography
    • Global Politics
    • History
    • Philosophy
    • Psychology
  • ECA
    • Model United Nations
    • TED-Ed Club >
      • Part 1 - Discover >
        • 1. Tell us who you are
        • 2. Discover great ideas
        • 3. Learn the art of feedback
        • 4. Identify your ideas
      • Part 2 - Develop >
        • 5. Build your throughline
        • 6. Plan your talk arc
        • 7. Research and support your idea
        • 8. Write your script
        • 9. Make it visual
        • 10. Say your talk out loud
      • Part 3 - Share >
        • 11. Practice, Edit, Practice
        • 12. Present your final rehearsal
        • 13. Record the talk
  • More
    • About
    • I&S Blog
    • Links >
      • Island School Business and Economics
      • Island School Global Politics
      • Island School History
      • Island School PRS