Zachary Mark Harris-17978675

Assignment 1: Professional Task

102090 Secondary Curriculum 2A 2H 2018
Zachary Mark Harris-17978675

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Stage 6 | History

Course​: Year 11 ​Modern History Stage 6 Year 11 Duration 4 weeks/16 hours

Title:​ The Little Boy and the Fat Man who changed the world forever

Content Focus:​ The Nature of Modern History: History and Memory

Content
Students investigate:
● The nature of history compared to memoir, including oral accounts and
national ceremonies
● The contribution of oral history to our understanding of the past
● the tensions between national memory and different perspectives on the
past
● an example of how memory can turn into myth
● the variety of expressions of collective memory and critical examinations
of an expression of memory as reflected through a film, monument,
official document, statue or oral account
Rationale
In the political climate that has recently revolved around the threat of nuclear war, it
is important to reflect upon the only times a nuclear weapon has been used on a
human population. Hiroshima and Nagasaki serve as a constant reminder of the
damage that nuclear weapons inflict on human life. Now more than ever, we need
to be reflect upon the destruction this kind of power causes and indeed what the
implications they have for us today. This unit aims to discuss the lasting memory
that has emerged from these tragic events and the way in which popular culture has
become both a power for change and hope as well as political propaganda in a
nuclear age.

Outcomes Key questions

A student:
● MH11-1​ describes the nature of continuity and change in the modern
world
● MH11-2​ proposes ideas about the varying causes and effects of events and
developments
● MH11-3​ analyses the role of historical features, individuals, groups and
ideas in shaping the past
● MH11-4​ accounts for the different perspectives of individuals and groups
● When were Nuclear weapons used on a human populations?
● How were these two events represented/discussed around the time that
these two events happened as opposed to now?
● How did these moments effect popular culture?
● How is the memory of these bombs being dropped and the aftermath
represented in different countries? (eg: movies, discourse and museums)
● How has depictions of these events changed over time?
● How do the two main parties involved in these events differ in the memory
of this event?

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● MH11-5​ examines the significance of historical features, people, ideas,

movements, events and developments of the modern world
● MH11-6 ​analyses and interprets different types of sources for evidence to
support an historical account or argument
● MH11-7 ​discusses and evaluates differing interpretations and
representations of the past
● MH11-9 ​communicates historical understanding, using historical
knowledge, concepts and terms, in appropriate and well-structured forms
● MH11-10 ​discusses contemporary methods and issues involved in the
investigation of modern history

Historical Concepts and Skills Learning Across the Curriculum

Analysis and use of sources:​ Students will engage with a range of primary and
secondary sources to develop an understanding and opinion on the topic of nuclear
war. They will also engage with the vali
Historical Interpretation:​ Students will be presented with multiple sides of a
significant moment in Human history and the fallout from that moment. They will
also be required to formulate their own understandings of these sources.
Historical Investigation and research: ​Students will be required to use multiple
sources from multiple perspectives to develop their own understanding of this
period of History. They will also undergo research of their own to formulate a
narrative.
Explanation and communication: ​Students will have to develop their own
explanation, and argument, as to the impact and necessity of these two moments in
history. They’ll develop these with group work and consistent discussion.
Critical and creative Thinking:​ Students will be required to analyse multiple
sources and use their critical thinking to fill in the gaps. Through their engagement
with these sources, they’ll develop their own understanding of the reasons why the
bombs were dropped on Hiroshima and Nagasaki and the overall representation that
differed in the two societies
Ethical understanding:​ The two bombs were dropped, so it seems, to stop the loss
of more life. Understanding both sides will be important to understanding the history
and how the years following were hardest on the reeling Japan.
Intercultural understanding:​ Seeing the events of 1945 from both the Japanese
and American perspectives will be integral to this unit. As will be the way in which
they reacted to and represented the bombings in the years following.
Civics and Citizenship: ​This topic will discuss and investigate the change of power
that occurred following the bombs. It will also bring to light the way in which power
affected the resulting representations throughout history.

Difference and Diversity: ​This specific moment in time is polarising because of the
profound impact it’s had on two distinct parties. However, the world was also
changed by the events that occurred in 1945.

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Literacy: ​Students will be engaging with written sources. past and present, and will
be required to engage with them critically. They will also be required to undertake
written components

Numeracy: ​Students will be required to interact with the timeline prior to 1945 until
present day. They will piece each part of this history together to develop their own
opinion about the “memory” that was forged following the bombs being dropped.

Diversity of Learners Key Terms

● provides teaching, learning and assessment for learning experiences that ● Japan
cater for the diversity of learners so that all students can learn effectively ● United States of America
● develop higher-order thinking and creative and critical thinking skills. ● Nagasaki
● providing a variety of stimulus materials in a range of mediums. ● Hiroshima
● provides a range of problem-solving and challenge-based learning ● Fat man
opportunities ● Little Boy
● Includes collaborative and individual learning ● Atomic Bomb
● Consistent teacher/student dialogue around learning activities. ● Remembrance
● Memory
● Choice
● Last Resort
● Manhattan Project
● President Harry Truman
● Emperor Hirohito
● Representation
● Super Heroes
● Monsters
● Godzilla
● Castle Bravo Test
● Cold War
● Lucky Dragon no.5

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Students Learn about Students learn to Teaching and Learning Strategies Resources

Week 1 ● Students are asked to consider when how many Context Sheet (provided both digitally and physically for
● Students will ❏ Evaluate the times and when nuclear bombs have been used on diverse classroom)
investigate the the significance of the human populations
tensions between bombings of both ● Students share their responses with the class, 1.
national memory Hiroshima and through a group discussion. Nuclear Date it People Cost to
and different Nagasaki
● Students engage in a teacher-led discussion to Bomb occured Involved human life
perspectives on the ❏ Students investigate
outline that Hiroshima and Nagasaki were the only Location
past the reactions towards
times these events occurred.
● Students will these events through
● Students now are required to develop context and Hiroshima
engage with the different cultural
an understanding of the devastation caused by
nature of history lenses Nagasaki
these bombs. Students use iPads to research these
compared to
two events looking for the Date in which they
memoir, including
occurred, who was involved and the damage
oral accounts and
caused to human life.
national ceremonies
(video can be uploaded to google classroom)
● The contribution of
● Students conduct a virtual tour of the Videos (Linked on Google Classroom):
oral history to our
Hiroshima/Nagasaki bomb sites and surrounding https://www.youtube.com/watch?v=Hgp6ZH-by-E
understanding of
museum using Google Maps to develop an https://www.youtube.com/watch?v=HKD-0mJ94B4
the past
understanding of the land and contrast with the https://www.youtube.com/watch?v=pX8hyM1a-sg
video that showed the destruction (This will be
useful when referred to later on in the unit) Site study (Linked on Google Classroom):
○ Students are to list five features of the https://earth.google.com/web/@34.39549651,132.45354019,20.
landscape, buildings and other significant 04408798a,671.92588321d,35y,166.93510207h,60.00367545t,0
factors they discover about these r
locations
● Using a range of sources, students engage with the https://earth.google.com/web/search/Memorial+Nagasaki+atom
moment as represented by the Japanese and the ic+bomb+Korean+victims,+5+Hiranomachi,+Nagasaki,+Japan/
Americans on the day of the event to develop their @32.77261534,129.86436472,28.14890282a,500d,35y,180.726
own understanding of what it meant to both 24582h,0t,0r/data=CigiJgokCa49dhj2MkFAEWSoizFGMUFA
nations then and now (filling out the table). (iPads Gffhk6vhjmBAIRwDPydPjmBA
to be used as tools for research)

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○ The teacher will guide the discussion
towards understanding the American
opinion/discourse around why the bombs
were dropped and the way in which the
Japanese people reacted to this attack
○ Students are to develop a narrative that
revolves around America seeing the
Bombs as a way to end the war and
Japanese seeing nothing but unnecessary
destruction and death
● Following their research, students will create their
own timeline of Nuclear Bombs and Tests that
occured from 1940-Modern Time (see resources
for example) BE SURE TO LEAVE A LARGE
AMOUNT OF SPACE (this will be worked on
throughout the term)
○ Students may be assisted in the creation
of these works through the provision of
blanked out versions of the example and
being required only to do that many
● Students engage with the idea that these bombs are
significant beyond just the destruction to land and
loss of life and even to this day, they’re
remembered as key moments in history.
● Teacher-led investigation using the Nukemap
following the playing of the video ‘The day Japan
Surrendered’
○ Through this, students understand how
the world continued to advance despite
what was said and promised following
the destruction. It also shows the students
the arms race that both America and
Russia underwent during this period and
the implications of modern day nuclear
threats.
○ Students are required to in pairs to
explore the modern tests of nuclear
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Websites to guide research (provided on Google Classroom)
● https://www.japantimes.co.jp/news/2015/08/05/nationa
l/history/japan-times-reported-atomic-bombings-hirosh
ima-nagasaki/#.W4FCNegzaUk
● https://nationalinterest.org/feature/no-other-choice-wh
y-truman-dropped-the-atomic-bomb-japan-13504
● http://www.latimes.com/opinion/op-ed/la-oe-stone-kuz
nick-hiroshima-obama-20160524-snap-story.html#
● https://www.history.com/this-day-in-history/atomic-bo
mb-dropped-on-hiroshima
● https://www.japantimes.co.jp/news/2017/08/01/nationa
l/hiroshima-nagasaki-mayors-urge-government-act-nu
ke-ban-treaty/#.W4TzVugzaUl
● https://www.telegraph.co.uk/news/worldnews/asia/japa
n/11784827/70-years-after-the-atomic-bombs-Hiroshi
ma-and-Nagasaki-then-and-now.html
Table to be completed
Why did How did both How do both of
America see the Japan and these nations feel
need to use these America feel about Nuclear
weapons on about the use of Weapons now?
Japan? these weapons at
the time?
● https://www.newsweek.com/how-hiroshima-changed-
war-644570
● https://edition.cnn.com/2015/08/05/asia/japan-hiroshi
ma-nuclear-lessons/index.html
● https://www.historyhit.com/how-the-atomic-bombings
-of-hiroshima-and-nagasaki-changed-the-world/
 Zachary Mark Harris-17978675

bombs as opposed to those of the cold ● https://www.nytimes.com/2015/08/08/opinion/rememb

war ering-hiroshima-and-how-it-changed-the-world.html
(provided on Google Classroom)
The Day Japan surrendered the end of WWII:
● https://www.youtube.com/watch?v=pX8hyM1a-sg&t=
159s

Nuke Map
● https://nuclearsecrecy.com/nukemap/

Week 2
● The contribution of ❏ Students will engage ● Teacher-led discussion surrounding what they
oral history to our with the idea of already know and discussion about anything Online resources for research: ​(provided on Google
understanding of memory turning into students may have discovered in the week Classroom)
the past myth ● Students engage with the timeline of what
● the tensions ❏ Students investigate happened following the end of war: Teacher leads ● https://www.ctbto.org/nuclear-testing/history-of-nuclea
between national the representation of a class discussion as to what they believe r-testing/nuclear-testing-1945-today/
memory and these events through happened following the war? ● http://www.grips.ac.jp/vietnam/VDFTokyo/Doc/EDJ_
different popular culture and ● Students engage with the discussion surrounding Chap10-11.pdf
perspectives on the film the start of the Cold War and how it began in in http://www.loc.gov/teachers/classroommaterials/prese
past ❏ Students investigate 1947 but 1945 was the beginning of the Nuclear ntationsandactivities/presentations/timeline/postwar/
the political climate Age for the world ● http://factsanddetails.com/russia/History/sub9_1e/entry
following Nagasaki ● Students develop key ideas surrounding the Cold -4975.html
and Hiroshima and War. They learn about the significance of the ● https://history.state.gov/milestones/1945-1952/japan-re
discuss the Nuclear Arms race and how this stemmed from construction
importance of this in the initial bombings of Hiroshima and Nagasaki ● https://whc.unesco.org/en/list/775
regards to the creation and less fear of the bombs but the want for bigger
of certain narratives bombs For research (provided on Google Classroom)
● Students fill in more of the timeline with https://www.japantimes.co.jp/life/2012/03/18/general/lucky-dra
significant advances in nuclear testing and gons-lethal-catch/#.W4Uvf-gzaUk
significant tests that occured
● In pairs students investigate and contrast the arms ‘’Quite obviously, the U.S., which had fallen behind the Soviet
race of Russia and America with what Japan was Union in nuclear weapons technology, was playing catch-up big
doing in the wake of 1945. time.’’
● Students share with the class what they’ve
discovered (details added to google classroom)

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○ Teacher makes key notes on these details

because they’re important for the coming
weeks
● Students engage in classroom discussion where
they brainstorm how certain nations feel towards Images to be displayed on interactive whiteboard, ipads
the use of Nuclear weaponry because of what through google classroom or printed. See images of the
happened and use crater and the fallout flow (see resources).
● Students, using the range of sources they have
encountered thus far, write an account of what the Example of the table:
Japanese people might be feeling in the wake of
1945 and the sudden nuclear arms race happening
What happened? A sailing vessel from Japan
alongside the rebuilding of their nation
named Lucky Dragon no.5
● Students consider the importance of the stories
was accidentally caught in
that were coming out of Japan in regards to their
the blast of America’s atom
national feeling towards the bombs
bomb testing in Bikini Atoll
● Students revisit the map of Hiroshima and locate
the Peace Park. Teacher leads a discussion about
Who was involved? 23 Japanese Sailors and the
when it was built in stark contrast to the actions of
American Government
the rest of the world. This date should also be
added to the developing timeline students are Where did this happen? Bikini Atoll
using
● Students access the story of Lucky Dragon no. 5 Why is it significant? The Lucky Dragon no.5 now
and are required to write a summary of what serves, alongside Hiroshima
happened, where it happened, who was involved and Nagasaki, as an enduring
and what they believe the significance of this was. symbol of protest against the
○ This should lead the students to an unnecessary development
understanding that this was Japan being and stocking of more nuclear
caught in the crossfire of the Cold War. weapons.
The Nuclear Arms race was very real and
the idea that no one had been deterred by
the destruction of Hiroshima and
Nagasaki
● Students reflect upon this incident and write a
summary as to how this specific incident is
polarising for this period and how it would have
been incredibly significant for the Japanese
people.

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○ Teacher guides the discussion as to how

this was only 9 years after the attack on
Hiroshima and Nagasaki and this quest
for larger bombs has now affected a
peaceful Japan through injuries to the
crew and contamination of their fish
supply.
Week 3
● The nature of ❏ Students form an ● Students engage in a class discussion and in doing Video:
history compared to understanding of how so brainstorm ideas about nuclear bombs, https://www.youtube.com/watch?v=z3NZI_TIZLo
memoir, including the memory and fear radiation etc in popular culture which is scaffolded
oral accounts and of Nuclear attacks on the board or in a google classroom doc whilst
The Beast from 20,000 Gojira (Gozilla)
national ceremonies emerged in the form students are on iPads
fathoms/ Them!
● The contribution of of popular culture and ○ Teacher should make note of superheroes
oral history to our discourse for use in later discussion
understanding of ❏ Students engage with ● Teacher leads a discussion surrounding Godzilla
the past different mediums of and if any students are aware of this character and
● the tensions expression that where this character is from. Expected replies
between national represent the fear for would usually revolve around the American
memory and the future through the version of Godzilla.
different representation of the ○ Teacher should encourage the discourse
perspectives on the past around whichever origin story the
past ❏ Students recognise students come up with
● an example of how the emergence of a ● Following this discussion, students in pairs Table example for Godzilla’s timeline:
memory can turn nuclear age myth investigate the origin of Godzilla which will lead
into myth them to the bomb test of 1954 and Lucky Dragon
Godzilla Year Link to world events and
● the variety of no. 5
significance
expressions of ○ Provide the students with the video on
collective memory iPads to help start their investigation 1954 Directly linked to the incident
and critical ● Students, using their table completed on the Lucky involving Lucky Dragon no.5.
examinations of an Dragon no.5, compare and contrast the origin on This Godzilla represents the
expression of Godzilla to the event in 1954. fear towards mankind's lust for
memory as reflected ● Students investigate the American film ‘The Beast power in the nuclear world.
through a film, from 20,000 fathoms’/ Them! and compare the
stories presented by both America and Japan and
contrast what the idea/metaphor behind them is.
● Teacher leads a discussion where students share
their findings and creates a large table that

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compares and contrasts the findings of the

students which will be printed for students who
request it but also available on the Google
Classroom
● Students investigate the evolution of the Godzilla
story and how it changed over time. Each
significant change is to be noted along with the
year that this occurred. They’re required to
compare this to other world events, including
events within Japan, and theorise why they
happened.
● Teacher leads a discussion that requires the Source: ​Japanese Gacha Machine toy of Godzilla (purchased in
students to present the timeline of Godzilla, year, 2017)
significance and link to world events. example to
the right
● Students critically analyse the way in which
America adapted the franchise in their own way
and how it seemed to lose its initial meaning as
well as noting the change of meaning within
Japan, noting the less scary iterations etc

● The students, with all the research they’ve

conducted thus far, undergo a class debate. (see
question to the right) Teacher goes around the
room and asks each student to give a point ‘For
then Against’. The teacher will outline that we
understand that it might not be their point of view
but it’ll be helpful for the narrative.
Class Debate Question:
Should America have taken the Godzilla franchise and changed/
used it for their own blockbuster, regardless of if they were
allowed to, or should they have left it as Japanese property
considering the meaning it held for them?

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Week 4
● The nature of ❏ Students begin to ● Students reflect on what they’ve learned so far, Online resources (on Google Classroom)
history compared to interact with how making careful note of how Japan began to portray
memoir, including popular culture was these events through film in the form of Godzilla ● https://www.cbr.com/radioactive-superheroes-nuclear-
oral accounts and directly intertwined and how America chose their own form of villains/
national ceremonies with historical portrayal as well as the refranchising Godzilla for ● http://www.bbc.com/culture/story/20150702-how-the-
● The contribution of moments their own bomb-changed-everything
oral history to our ❏ Students investigate ● Teacher lead discussion that brings the students ‘’But in Cold War America, unlike Japan, atomic radiation
understanding of the political nature of back to the discussion about Nuclear Bombs and made superheroes more often than it made monsters’’
the past comic books and radiation in popular culture (key quote to be raised for students)
● the tensions movies following the ○ centre this around superheroes and other ● http://historiesofthingstocome.blogspot.com/2011/04/n
between national bombing of Nagasaki super powered individuals uclear-culture-3-americas-radioactive.html
memory and and Hiroshima ● Students investigate who the first superhero with Atomic- Man
different ❏ Students compare and powers derived from nuclear/atomic sources and “​He was, in many ways, the first superhero of the Atomic Age
perspectives on the contrast the popular during what period they were created. and was introduced in “Headline Comics” #16’’
past culture that emerged ○ They’re to discuss as a class their Sourced
● an example of how in America to answers and the implications of this from:​https://www.mycomicshop.com/search?TID=347851
memory can turn previously researched Answer: Atomic-Man November 1945.
into myth Godzilla Why is this date so important?
● the variety of ● Students conduct and investigation into the
expressions of different comic books. They will focus on their
collective memory superhero leads, their date of release and
and critical significant moments in history. Throughout this
examinations of an process they’ll fill out the chart (in resources
expression of below) and develop an image of what America
memory as reflected saw atom bombs/nuclear power as within their
through a film, popular culture.
monument, official ● Students compare and contrast significant events
document, statue or in Nuclear history with the data they collected
oral account within their chart. Using sources as evidence,
students are the theorise what these characters ● https://thebulletin.org/2015/10/comics-graphic-novels-
might represent/embody much like Godzilla and and-the-nuclear-age/
will present to the class as a group. ● https://www.ranker.com/list/nuclear-themed-comic-bo
○ eg: Fantastic four= use of nuclear power ok-characters/chinofernandez
to beat the Russians in the space race.
● Students investigate how the superheros
developed over time, much in the same way that
Godzilla did. Students answer similar questions as

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to whether they see them as having lost their

meaning or are they as valid or metaphorical as
they once were

● Students engage in a class discussion in which

they consider the value of each representation of
nuclear incidents in popular culture from both
Japan and America. They’ll critically engage with
a range of perspectives and resources and they
much discuss the myth status that these stories
seem to have developed into and where these
stories came from. They will also consider the
perspective/national memory of these events and
how they’re represented differently.

“How useful is popular culture as an expression of history​ ​for a

● Following this discussion students will answer the
questions (to the right) which will be marked by
the teacher.
(Students sign off they received the assignment)
historian studying the nuclear age following the events of 1945
and why?
In your answer, consider the perspectives of at least TWO
cultures as well as provide at least TWO examples of popular
culture, stories, monuments or movies for each. (These can be
from the ones we have discussed in class or from your own
research, both require you to provide evidence)

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Example of a timeline created in week 1 (and developed throughout the term, be sure students leave space)
Note: Students having difficulty can be provided a sheet that has the events blanked out with only the date remaining.

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Superhero Research Sheet: images sourced from:​https://www.cbr.com/committed-my-favorite-radiation-induced-superheroes/​ (RESIZE FOR

STUDENTS)

Image Name Year of Why are they significant? (Eg. date of release coinciding with a
release nuclear test or certain event in history? They might also
resemble a fear held within a society)

Dr Manhattan

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Fantastic Four

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The Hulk

Phoenix (Jean
Grey)

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Amazing
Spider Man

Atomic-Man

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Negative Man

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3. Crator left in Bikini Attol (area for the Atom bomb test) (sourced from: https://www.thoughtco.com/the-lucky-dragon-incident-195579)

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4. Fallout Drift following the testing at Bikini Attol (sourced from ​https://www.thoughtco.com/the-lucky-dragon-incident-195579​)

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References:

Videos:
Nagasaki Bomb And Surrender - Hiroshima - BBC. (2017). Retrieved from https://www.youtube.com/watch?v=HKD-0mJ94B4

The Atomic Bombing of Hiroshima | The Daily 360 | The New York Times. (2017). Retrieved from https://www.youtube.com/watch?v=Hgp6ZH-by-E

The Day Japan Surrendered, Ending WWII | NBC News. (2016). Retrieved from https://www.youtube.com/watch?v=pX8hyM1a-sg&t=159s

Maps:

Google Earth. (Hiroshima) (2018). Retrieved from

https://earth.google.com/web/@34.39549651,132.45354019,20.04408798a,671.92588321d,35y,166.93510207h,60.00367545t,0r

Google Earth. (Nagasaki) (2018). Retrieved from

https://earth.google.com/web/search/Memorial+Nagasaki+atomic+bomb+Korean+victims,+5+Hiranomachi,+Nagasaki,+Japan/@32.77261534,12
9.86436472,28.14890282a,500d,35y,180.72624582h,0t,0r/data=CigiJgokCa49dhj2MkFAEWSoizFGMUFAGffhk6vhjmBAIRwDPydPjmBA

Nuke Map (2018) Retrieved from https://nuclearsecrecy.com/nukemap/

Research:

70 years after the atomic bombs: Hiroshima and Nagasaki then and now. (2015). Retrieved from
https://www.telegraph.co.uk/news/worldnews/asia/japan/11784827/70-years-after-the-atomic-bombs-Hiroshima-and-Nagasaki-then-and-now.html

Ahmed, S. (2015). How The Bomb changed everything. Retrieved from

http://www.bbc.com/culture/story/20150702-how-the-bomb-changed-everything

Atkins, H. (2018). How the Atomic Bombings of Hiroshima and Nagasaki Changed the World. Retrieved from
https://www.historyhit.com/how-the-atomic-bombings-of-hiroshima-and-nagasaki-changed-the-world/

Atomic bomb dropped on Hiroshima - Aug 06, 1945 - HISTORY.com. (2018). Retrieved from
https://www.history.com/this-day-in-history/atomic-bomb-dropped-on-hiroshima

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Douglass, L., & profile, V. (2011). Nuclear Culture 3: America's Radioactive Superheroes. Retrieved from
http://historiesofthingstocome.blogspot.com/2011/04/nuclear-culture-3-americas-radioactive.html

Fernandez, C. (2018). Nuclear-Themed Comic Book Characters. Retrieved from

https://www.ranker.com/list/nuclear-themed-comic-book-characters/chinofernandez

Friesen, J. (2016). Godzilla’s Island Origin | Hakai Magazine. Retrieved from https://www.hakaimagazine.com/news/godzillas-island-origin/

Goldstein, R. (2014). A Comprehensive History of Toho’s Original Kaiju (and Atomic Allegory) Godzilla. Retrieved from
https://www.thedailybeast.com/a-comprehensive-history-of-tohos-original-kaiju-and-atomic-allegory-godzilla

Hays, J. (2008). SOVIET UNION AFTER WORLD WAR II | Facts and Details. Retrieved from
http://factsanddetails.com/russia/History/sub9_1e/entry-4975.html

Headline Comics (1943) comic books. (2018). Retrieved from https://www.mycomicshop.com/search?TID=347851

Hiroshima Peace Memorial (Genbaku Dome). (2018). Retrieved from https://whc.unesco.org/en/list/775

Hiroshima, Nagasaki mayors to urge government to act on nuke ban treaty | The Japan Times. (2018). Retrieved from
https://www.japantimes.co.jp/news/2017/08/01/national/hiroshima-nagasaki-mayors-urge-government-act-nuke-ban-treaty/#.W4TzVugzaUl

How the Hiroshima bombing changed war and the future of man. (2017). Retrieved from
https://www.newsweek.com/how-hiroshima-changed-war-644570

Kantor, J. (2017). The Nuclear Option: 15 Radioactive Superheroes and Villains. Retrieved from
https://www.cbr.com/radioactive-superheroes-nuclear-villains/

Merchant, B. (2013). A Brief History of Godzilla, Our Walking Nuclear Nightmare. Retrieved from
https://motherboard.vice.com/en_us/article/9aaxze/godzilla-is-our-never-ending-nuclear-nightmare

Milestones: 1945–1952 - Office of the Historian. (2018). Retrieved from https://history.state.gov/milestones/1945-1952/japan-reconstruction

Nichols, T. (2015). No Other Choice: Why Truman Dropped the Atomic Bomb on Japan. Retrieved from
https://nationalinterest.org/feature/no-other-choice-why-truman-dropped-the-atomic-bomb-japan-13504

Nuclear Testing 1945 - today: CTBTO Preparatory Commission. (2018). Retrieved from
https://www.ctbto.org/nuclear-testing/history-of-nuclear-testing/nuclear-testing-1945-today/

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Piper, I. (2015). What Hiroshima taught the world - CNN. Retrieved from
https://edition.cnn.com/2015/08/05/asia/japan-hiroshima-nuclear-lessons/index.html

Postwar Recovery, 1945-49. Retrieved from http://www.grips.ac.jp/vietnam/VDFTokyo/Doc/EDJ_Chap10-11.pdf

Postwar United States - American Memory Timeline- Classroom Presentation | Teacher Resources - Library of Congress. Retrieved from
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/postwar/

Schmemann, S. (2015). Opinion | Remembering Hiroshima, and How It Changed the World. Retrieved from
https://www.nytimes.com/2015/08/08/opinion/remembering-hiroshima-and-how-it-changed-the-world.html

Schreiber, M. (2012). Lucky Dragon's lethal catch | The Japan Times. Retrieved from
https://www.japantimes.co.jp/life/2012/03/18/general/lucky-dragons-lethal-catch/#.W4Uvf-gzaUk

Schreiber, M. Lucky Dragon's lethal catch | The Japan Times. Retrieved from
https://www.japantimes.co.jp/life/2012/03/18/general/lucky-dragons-lethal-catch/#.W4Uvf-gzaUk

Stone, O., & Kuznick, P. (2016). Bombing Hiroshima changed the world, but it didn't end WWII. Retrieved from
http://www.latimes.com/opinion/op-ed/la-oe-stone-kuznick-hiroshima-obama-20160524-snap-story.html#

Tabatabai, A. (2015). Comics, graphic novels, and the nuclear age - Bulletin of the Atomic Scientists. Retrieved from
https://thebulletin.org/2015/10/comics-graphic-novels-and-the-nuclear-age/

Umayam, L. (2014). Gojira vs. Godzilla: Two nuclear narratives in one monster. Retrieved from
https://medium.com/@bombshelltoe/gojira-vs-godzilla-two-nuclear-narratives-in-one-monster-443a7803219a

Wanklyn, A. (2015). How The Japan Times reported the atomic bombings of Hiroshima and Nagasaki | The Japan Times. Retrieved from
https://www.japantimes.co.jp/news/2015/08/05/national/history/japan-times-reported-atomic-bombings-hiroshima-nagasaki/#.W4X_legzaUl

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Discussion:

My professional beliefs about the curriculum are centred around the idea that it is malleable and should be used as guide for what we teach but

not how we teach it. How you present the content of the curriculum, a unit as an example, comes down to you as a teacher and your own

interpretations and knowledge. However, what is also imperative to meeting the criteria outcomes is that these units most definitely should still

be taught in an engaging manner for the students regardless of content. This particular unit of work aims to not only satisfy the requirements

outlined within the syllabus, it also aims to excite and engage students with history through the lens of something they would all be familiar

with, popular culture.

Fundamentally, this unit revolves around two quite commonly discussed events in history. These specifically being America’s use of

Nuclear bombs on Hiroshima and Nagasaki. What isn’t common knowledge is how these two events were the catalyst for the development of

some of the most popular Superheroes as well as monsters in current popular culture. It is the attempt to develop and maintain engagement

through the use of popular culture where this unit aligns with my professional beliefs about the curriculums malleability. This unit is maintaining

its connection to the core outcomes but also attempting to engage the senior students with relevance to current political climate as well as pop

culture. The Australian Professional Standards for Teachers (APST) outlines a clear set of standards of what teachers should be proficient in.

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Standard 1: Know students and how they learn and Standard 2: were focal points during the creation of this unit (NESA, 2018). APST outlines

one of the key parts of Standard 1 is understanding and demonstrating knowledge into how students learn(NESA, 2018). Much of the historical

outcomes aim to engage students in what would be considered higher order thinking within Bloom’s Taxonomy ​(1969). In the hierarchical order

set out by Bloom’s Taxonomy (1969), the activities that involve analysing sources, evaluating evidence and even the creation of timelines,

connections and conjecture all fall under the higher order thinking area. (Woolfolk, Margretts, 2016) The choice to include certain active verbs,

inside the unit outline and within our investigation questions, were imperative to achieving these higher cognitive outcomes. (​Weatherby-Fell,

2015)​ It is these aspects of this unit, and for history as a subject, that I consider fundamental to and are very much in line with my professional

beliefs of how history should be taught.

The next standard that I saw as important within this unit outline was Standard 2: Know the content and how to teach it (NESA, 2018).

As previously mentioned, the curriculum is a guide to what outcomes need to be met but as is shown through this unit outline, they can be

adapted to topics that you as a teacher are passionate or interested in. This topic specifically has been something I have been quite interested in

for quite some time and I believe that I have demonstrated a level of “substance” and “understanding” within this topic to be able to apply it to a

unit (NESA, 2018, pg 10). In an attempt to keep students engaged, I tried to implement as much time as possible using iPads as a research tool to

enhance their learning as well as connecting their research to popular culture. Using my own knowledge and research I had already undertaken

prior to creating this unit was key to this because it allows me the ability to focus the student’s learning and investigation around specific topics

and with the use of Google Classroom as a starting point for this research. The choice focus on ICT was made because NESA has acknowledged

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the necessity of its implementation within an increasingly digital world. (NESA, 2018) Because of the way in which students are relying on the

digital research aspect of learning, but may not have the means/access to such a thing, I also wanted to provide the opportunity to use

sources/resources they’re familiar with e.g. Youtube within the classroom setting. Because I had already done the research and watched the

primary sources/secondary sources, I was able to provide that opportunity for everyone and hopefully provide an equal and fair unit for all.

Overall, I believe that the unit I have created is made with not only the curriculum and its outcomes in mind but also my professional

beliefs too. Much in the way that everything in teaching is, developing a unit is not an exact science and should never be treated as such. As I

have learned within the creation of this unit, a lot of knowledge will come through the engagement with fellow teachers and the reactions from

students and no unit will be perfect.

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References: (for Discussion)

Margetts, K. & Woolfolk, A. (2016). ​Educational psychology​(4th ed.). Melbourne: Pearson Australia.

New South Wales Education and Schooling Authority [NESA] (2018). Integrating ICT Capability. Retrieved from

https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

New South Wales Education and Schooling Authority [NESA] (2018). The Australian Professional Standards for Teachers. Retrieved

from

http://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-a8d9-02309a2c67a1/australian-professional-standar

ds-teachers.pdf?MOD=AJPERES&CVID=

Weatherby-Fell, N. (2015). ​Learning to teach in the secondary school​. Melbourne, Vic.: Cambridge University Press.

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