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The Battle for The Rocks

The Battle for The Rocks. Historical background and lesson 1 research task. Learning outcomes. Inquiry question: What is the significance of the green ban movement for the rights and freedoms of Australians as well as the preservation of our natural and built heritage?

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The Battle for The Rocks

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  1. The Battle for The Rocks Historical background and lesson 1 research task

  2. Learning outcomes • Inquiry question: What is the significance of the green ban movement for the rights and freedoms of Australians as well as the preservation of our natural and built heritage? • 5.1 Explains…the Green Ban movement at The Rocks and evaluates its impact on Australian life • 5.3 Explains the changing rights and freedoms… of resident groups in Australia • 5.5 identifies, comprehends and evaluates historical sources • 5.7 Explains different contexts, perspectives and interpretations of the past • 5.10 Selects and uses appropriate…forms…to communicate…about the past.

  3. Where is The Rocks? The Rocks Google Map A closer view

  4. What about the built environment? • Google 3D map

  5. Early history • Convict town 1788-1840 • Seamen and traders • Chinatown • Immigrant town • The urban working class 1870-1900 • The plague • Government resumption and ‘renewal’ 1900-60

  6. Historical Context - the sixties • What were the important events, trends, fashions and cultural works that characterised the sixties? • Were there any global or international events and trends influencing the period? • What technological developments influenced the development of the time?

  7. What are Green Bans? • Rocking the Foundations

  8. More than just The Rocks • The Victoria Street struggles

  9. Task Instructions • Learning outcomes: 5.1 explains…the Green Ban movement at The Rocks and evaluates its impact on Australian life , 5.5 identifies, comprehends and evaluates historical sources and 5.7 explains different contexts, perspectives and interpretations of the past • You may work in pairs or threes however each student must complete her own scaffold • Study the images on the following scaffold and write your ideas in the boxes • Describe what is portrayed: list the events that are happening in each image. Particularly note who the people might be (their jobs not their names), what they are doing and what is happening to them. • Explain what is happening: interpret the events in each image. What is the image telling us about Green Bans and The Rocks development in the sixties? • Compare the settings: where are the characters in the image situated? Is the image a spontaneous photo, a composed artwork or a composed photo? What is the significance of these differences for historical interpretation? • Differing perspectives: Do the images represent different points-of-view about The Rocks and Green Bans? What are they? Which perspectives are the most popular today? • You may refer to your text and undertake web research to clarify your ideas

  10. Describe what is portrayed: • Compare the settings: • Evaluate differing perspectives: • Explain what is happening:

  11. Extension Activity – Historical Cartoons Cartoon Analysis Guide Use this guide to identify the persuasive techniques used in the cartoon on the next page Symbolism: Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist means each symbol to stand for. Exaggeration: Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make by exaggerating them. Labelling: Cartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear? Analogy: An analogy is a comparison between two unlike things. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. After you’ve studied a cartoon for a while, try to decide what the cartoon’s main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonist’s point more clear to you. Irony: Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively?

  12. Symbolism: • Analogy: Extension Activity – Historical cartoon • Irony: • Cartoonist’s opinion:

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