$290 per person + GST
This Cornerstone course helps teachers who are new to The Changing World Order build a course with a skills based approach. The course does not simply narrate the events of the post-war settlement and the post-Cold War and 9/11 world. It assists teachers to develop outcome and skills rich activities around the central concepts. In taking this approach, teachers will be supported to develop coherent, well-sequenced teaching programs that lead to clearer assessment tasks.
Module 1: The Role of the United States in the World
Participants will gain an overview of the role of the United States in the post-World War II world. They will look at the emergence of the ‘American Century’ from 1941 and how Superpower rivalry and the Cold War shaped the second half of the 20thCentury. The overview will also identify the supporters and opponents of American foreign policy in Europe, Asia and the Middle East, and look at the post-Cold War triumphalism of the ‘End of History’ and American unilateralism after the September 11 attacks on New York and Washington.
Module 2: Russia and Europe
The post-Cold War world saw the breakup of the former communist Soviet Union and the re-emergence of Russia as a regional power. Participants will gain an overview of the transition from Gorbachev through Yeltsin to Putin. They will gain an understanding of the nature of the economic, political and military role of Russia under Putin and the rise of the oligarchs. At the same time, the European Union faced serious threats to its future in the aftermath of the Global Financial Crisis of 2008. After decades of closer regional integration, economic chaos in the so-called PIIGS economies led to a rise in nationalist forces in Greece and Italy.
Module 3: New Centres of Power
Participants will gain an overview of the new centres of power that emerged after the Cold War ended in 1991. The emergence of China as a powerful economic and military force on the world stage left many commentators asking if it would challenge the United States for the mantle of the world’s number one economy. The BRIC countries also wanted greater say in global institutions such as the World Bank and the United Nations Security Council. A new breed of non-state actors also emerged to challenge the traditional nation state – from technology companies such as Facebook and terror groups such as Al-Qaeda who brought terror to the world after 2001.
Module 4: The Role of the United Nations after 1991
With the Cold War over, the United Nations was able to finally fulfil its promise of maintaining peace and security in the world. But balancing the rights of sovereign nation states and achieving international cooperation proved difficult during the 1990s. The failure of the UN missions in the former Yugoslavia in 1991 and Rwanda in 1994 forced countries to reassess the role of and their commitment to the United Nations. After the September 2001 terror attacks, the United States began to act increasingly unilaterally in the world.
About the Presenter:
Brad Kelly(BA, Grad Dip. Ed, MEd Leadership) is an author and writing coach based at St. Mary’s Star of the Sea College in Wollongong. He has 15 years of experience in the classroom and in curriculum leadership. He is fascinated by how teachers teach writing and how students learn to write. Brad spends his days observing, discussing and trying to understand insights into developing student writing. He has authored five modern history textbooks with Cengage Nelson including The Cold War 1945-1991 (2018), The World Order 1991-2011 (2018), Investigating Modern History (2018) and more. He has been a presenter at HTA NSW, TTA professional learning and consults schools on improving writing instruction. Brad is a tour leader with Academy Travel, and leads the Modern History teacher development tour to Germany and Russia.
About The Changing World Order 1945-2011
The world entered the 1990s on a note of optimism. Seventy years of Soviet communism had collapsed. The United States emerged as the world’s sole superpower. Chinese reforms began to open it up to the rest of the world. Europe drifted towards greater integration and cooperation. And the United Nations, released from the shackles of the Cold War, finally seemed able to fulfil its Charter of promoting international peace and security.
But the end of the Cold War had lifted the lid on darker forces. Dormant nationalist and ethnic tensions in the former Yugoslavia and Rwanda reintroduced genocide and ethnic cleansing into the political lexicon. Post-Soviet reforms resulted in the rise of an oligarchy in Russia instead of evenly re-distributing former state assets. Peace was stubbornly difficult to achieve in the Middle East. Hopes for an end to the Arab-Israeli conflict ended in the assassination of Yitzak Rabin and the second intifada. The American military presence in Saudi Arabia after the Persian Gulf War provided the pretext for a succession of terror attacks which culminated on the events of September 11, 2001.
The collapse of the World Trade Center twin towers led the United States to adopt a militaristic and unilateral foreign policy, which arguably eroded American moral authority in the world. The global financial crisis of 2008 exposed serious weaknesses in American and European economies, and it seemed central bankers had few solutions to the crisis. At the same time, Russia and China were asserting their power in their respective regions.
By 2011, Fukuyama’s earlier prediction of the ‘end of history’ ushering in a triumphant liberal democratic world had given way to a declining America, a rising China, an extreme militant Islam, and a financial crisis that threatened the future of the European Union. The world order was indeed changing.
Here’s what people are saying!
‘This course has given me the confidence to teach this topic’ – Online participant
‘Very happy with the course – time well spent!!’ – Sydney participant, Independent.
‘Expansively addresses syllabus requirements.’ – Sydney participant, Independent.
‘Directly applicable to classroom.’ – Sydney participant, Independent.
Brilliant. Cannot fault.– Online participant
‘It was very beneficial discussing with other teachers in a similar boat. As the sole history teacher in a small school, I found it very helpful!’ – Online participant, Independent.
‘Closely followed syllabus content points with very practical info that can be used in the classroom.’ – Sydney participant, Independent.
‘Gave a good outline and ideas on how to set out the unit and engage the students in a meaningful way.’ – Sydney participant, Independent.
‘The booklet will be great when programming, creating powerpoints etc.’ – Sydney participant, Independent.
‘Loved the additional resources.’ – Sydney participant, Catholic.
‘I’ll be using the questions for each modules as the guiding approach to my program.’ – Online participant, Independent.
‘This course has improved my understanding of the content.’ – Sydney participant, Catholic.
‘Booklet provided is very helpful.’ – Sydney participant, DET.
‘Useful mix of content and reference material.’ – Sydney participant, Independent.
‘Being able to print off the pdfs and go through them at my own pace was great.’– Online participant
‘It was great to have a small group and Brad facilitated discussion well.’ – Sydney participant, Independent.
‘Lots of discussion.’ – Sydney participant, DET.
‘The assistance with coming up with activities for the new syllabus topic was especially helpful.’ – Online participant, DET.
‘Was great! Open floor to ask questions and was approachable.’ – Sydney participant, Independent.
‘It was a discussion rather than a lecture. Great!’ – Sydney participant, Independent.
‘Made a big subject very manageable.’ – Online participant, Independent.
‘This course developed my content knowledge and has given me a clear understanding of the syllabus dot points – content – concepts.’ – Sydney participant, Catholic.
‘The insights from talking to Brad and discussing material are really valuable, especially when it comes to how to organise teaching the topic.’ – Online participant
‘I will be designing an effective program in which the students will hopefully gain a good understanding.’ – Sydney participant, Independent.
‘Direct links to content to be taught in classroom.’ – Sydney participant, Independent.
‘I had minimum knowledge at the start of today. The course has contextualized and begun my learning – I’m excited to learn more!’ – Sydney participant, DET.
‘Great targeted activities for assessments and even greater variety of lesson activities…’ – Online participant, DET.
‘The specific content ideas that can be used to write a program. The contextual info to understand the focus of the unit as a whole.’ – Sydney participant, Independent.
‘I really loved the course notes to be able to write our ideas and further detail down. Great opportunities for discussion and collaboration. Loved that it was a small group.’ – Sydney participant, DET.
‘A variety of learning activities were used, which would be included within the classroom to encourage engagement from visual learners especially.’ – Sydney participant, DET.
‘I loved the structure of the questions in each module.’ – Online participant, Independent.
‘I gained a great understanding of course concepts and have been able to collaborate with others on how to condense this part of modern history into an effective program with differentiated learning activities.’ – Sydney participant, DET.
‘I enjoyed the discussion with other professionals based on challenges and course content.’ – Sydney participant, Catholic.
‘The video conferences were brilliant!’ – Online Participant
‘Very clear outlines. I appreciated the discussions and also the opportunities to think about how to convey this unit of work – e.g. sequencing lessons!!’ – Sydney participant, Independent.
‘Easy to contact and fast responses to any questions.’ – Online participant, DET.
‘The development of a story and strategies to teach history – timeline (layered) this and maps.’ – Sydney participant, Catholic.
‘I have become much more confident in delivering content for the new topic in the syllabus.’ – Online participant, DET.
‘I found Brad to be engaging and flexible. He let conversation evolve while keeping a focus. Learnt lots, had fun doing it.’ – Sydney participant, Independent.
‘Being taken through the unit (with a view to teaching it next year) was excellent and informative. In particular, how the program can be held together for students and for there to be meaning in studying history.’ – Sydney participant, Independent.
‘I got a clear idea on how to structure and organize the content in a relatable and meaningful way, so students will be able to follow and understand.’ – Sydney participant, Independent.
‘I enjoyed the discussions and wrestling with application of content’ – Sydney participant, Independent.
‘Break down into modules and extra reading very helpful and can be adapted to the classroom.’ – Online participant, DET.
‘Very personalized due to the small group, lots of interaction, time for discussion, collaboration and building on ideas. Great visual techniques.’ – Sydney participant, DET.
‘Great detail was provided along with a clarification of complicated concepts.’ – Sydney participant, DET.
‘Engaging discussion, collaborative activities along with providing questions that stimulate higher order thinking.’ – Sydney participant, DET.
‘Thank you for an excellent day of PD!’ – Sydney participant, Independent.
‘I’m finally starting to get my head around a really large topic and seeing it as an achievable challenge.’ – Sydney participant, DET.