The ancient world
The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what
Read full description ›
The ancient world
The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 7 are:
How do we know about the ancient past?
Why and where did the earliest societies develop?
What emerged as the defining characteristics of ancient societies?
The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The
Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 7 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.
Year 7 Content Descriptions
Overview of the ancient world
The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period. Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:
the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia
History / Year 7 / Historical Knowledge and Understanding / ACOKFH001
Content Description
the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia
Elaborations
using a map to describe the pattern of movement of humans ‘out of Africa’ and across other continents over time, and looking at the types of evidence of these movements (for example, stone tools, human remains and cave paintings)
using a map to describe the pattern of movement of humans ‘out of Africa’ and across other continents over time, and looking at the types of evidence of these movements (for example, stone tools, human remains and cave paintings)
thefor the emergence and establishment ofsocieties (including art, iconography, writing tools and pottery)
History / Year 7 / Historical Knowledge and Understanding / ACOKFH002
Content Description
thefor the emergence and establishment ofsocieties (including art, iconography, writing tools and pottery)
Elaborations
exploring an early example of art (for example, the 17 000 BC (BCE) great bull paintings from the Lascaux Cave in France) and discussing why they may have been painted
discussing the evolving nature of the evidence in this period, which shows increasingly sophisticated forms of technology (for example, the transition from making tools out of stone, bone and wood to metalworking)
identifying sources of evidence for the emergence of organised states (for example, the Cuneiform script phonetic writing of the Sumerians c.3500 BC (BCE); the ancient law code of Hammurabi clay tablets from ancient Babylon c.1790 BC (BCE); artefacts found in the tombs at Ur Sumer c.2500 BC (BCE), which indicate the presence of either royalty or priestesses; pottery shards and fragments discovered in Palestine, made of mud from the River Nile in Egypt, as evidence of trade)
exploring an early example of art (for example, the 17 000 BC (BCE) great bull paintings from the Lascaux Cave in France) and discussing why they may have been painted
discussing the evolving nature of the evidence in this period, which shows increasingly sophisticated forms of technology (for example, the transition from making tools out of stone, bone and wood to metalworking)
identifying sources of evidence for the emergence of organised states (for example, the Cuneiform script phonetic writing of the Sumerians c.3500 BC (BCE); the ancient law code of Hammurabi clay tablets from ancient Babylon c.1790 BC (BCE); artefacts found in the tombs at Ur Sumer c.2500 BC (BCE), which indicate the presence of either royalty or priestesses; pottery shards and fragments discovered in Palestine, made of mud from the River Nile in Egypt, as evidence of trade)
key features ofsocieties (farming, trade, social classes, religion, rule of law)
History / Year 7 / Historical Knowledge and Understanding / ACOKFH003
Content Description
key features ofsocieties (farming, trade, social classes, religion, rule of law)
Elaborations
exploring why the shift from hunting and foraging to cultivation (and the domestication of animals) led to the development of permanent settlements
identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them
locating the major civilisations of the ancient world on a world map and using a timeline to identify the longevity of each ancient civilisation
identifying the major religions/philosophies that emerged by the end of the period (Hinduism, Judaism, Buddhism, Confucianism, Christianity, Islam) and their key beliefs (through group work)
exploring why the shift from hunting and foraging to cultivation (and the domestication of animals) led to the development of permanent settlements
identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them
locating the major civilisations of the ancient world on a world map and using a timeline to identify the longevity of each ancient civilisation
identifying the major religions/philosophies that emerged by the end of the period (Hinduism, Judaism, Buddhism, Confucianism, Christianity, Islam) and their key beliefs (through group work)
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.
1 Investigating the ancient past
Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past.
Investigating the ancient past
How historians and archaeologists investigate history, including excavation and archival research
History / Year 7 / Historical Knowledge and Understanding / ACDSEH001
Content Description
How historians and archaeologists investigate history, including excavation and archival research
Elaborations
identifying different approaches to historical investigation such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating
identifying different approaches to historical investigation such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating
The range of sources that can be used in an historical investigation, including archaeological and written sources
History / Year 7 / Historical Knowledge and Understanding / ACDSEH029
Content Description
The range of sources that can be used in an historical investigation, including archaeological and written sources
Elaborations
listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains
History / Year 7 / Historical Knowledge and Understanding / ACDSEH030
Content Description
Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains
Elaborations
evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
The nature of sources forAustralia and what they reveal about Australia’s past in theperiod, such as the use of resources
History / Year 7 / Historical Knowledge and Understanding / ACDSEH031
Content Description
The nature of sources forAustralia and what they reveal about Australia’s past in theperiod, such as the use of resources
Elaborations
investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
The importance of conserving the remains of thepast, including the heritage of Aboriginal and Torres Strait Islander Peoples
History / Year 7 / Historical Knowledge and Understanding / ACDSEH148
Content Description
The importance of conserving the remains of thepast, including the heritage of Aboriginal and Torres Strait Islander Peoples
Elaborations
investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
2 The Mediterranean world
Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.
Egypt
Physical features ofEgypt (such as the River Nile) and how they influenced the civilisation that developed there
History / Year 7 / Historical Knowledge and Understanding / ACDSEH002
Content Description
Physical features ofEgypt (such as the River Nile) and how they influenced the civilisation that developed there
Elaborations
describing the importance of the River Nile to Egyptian society (for example, inundation and farming, the worship of the god of the Nile, and the use of the Nile as a means of transportation)
describing the importance of the River Nile to Egyptian society (for example, inundation and farming, the worship of the god of the Nile, and the use of the Nile as a means of transportation)
Roles of key groups inEgyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and
History / Year 7 / Historical Knowledge and Understanding / ACDSEH032
Content Description
Roles of key groups inEgyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and
Elaborations
creating a graphic representation of the social structure of Egyptian society
outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
creating a graphic representation of the social structure of Egyptian society
outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
Significant beliefs, values and practices of theEgyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH033
Content Description
Significant beliefs, values and practices of theEgyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations
investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
generating alternative explanations for the building of the pyramids at Giza
investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
generating alternative explanations for the building of the pyramids at Giza
Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties
History / Year 7 / Historical Knowledge and Understanding / ACDSEH034
Content Description
Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties
Elaborations
explaining the nature of contact with other societies (for example, trade with Cyprus, Crete and Greece); and conflict (for example, the Battle of Kadesh in the New Kingdom that concluded with Ramses II’s peace treaty with the Hittites)
explaining the nature of contact with other societies (for example, trade with Cyprus, Crete and Greece); and conflict (for example, the Battle of Kadesh in the New Kingdom that concluded with Ramses II’s peace treaty with the Hittites)
The role of a significant individual inEgyptian history such as Hatshepsut or Ramses II
History / Year 7 / Historical Knowledge and Understanding / ACDSEH129
Content Description
The role of a significant individual inEgyptian history such as Hatshepsut or Ramses II
Elaborations
examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
Greece
Physical features ofGreece (such as its mountainous landscape) and how they influenced the civilisation that developed there
History / Year 7 / Historical Knowledge and Understanding / ACDSEH003
Content Description
Physical features ofGreece (such as its mountainous landscape) and how they influenced the civilisation that developed there
Elaborations
describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and
History / Year 7 / Historical Knowledge and Understanding / ACDSEH035
Content Description
Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and
Elaborations
examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
Significant beliefs, values and practices of theGreeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH036
Content Description
Significant beliefs, values and practices of theGreeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations
investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars)
History / Year 7 / Historical Knowledge and Understanding / ACDSEH037
Content Description
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars)
Elaborations
explaining the nature of contact with other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture)
explaining the nature of contact with other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture)
The role of a significant individual inGreek history such as Leonidas or Pericles
History / Year 7 / Historical Knowledge and Understanding / ACDSEH130
Content Description
The role of a significant individual inGreek history such as Leonidas or Pericles
Elaborations
examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
Rome
Physical features ofRome (such as the River Tiber) and how they influenced the civilisation that developed there
History / Year 7 / Historical Knowledge and Understanding / ACDSEH004
Content Description
Physical features ofRome (such as the River Tiber) and how they influenced the civilisation that developed there
Elaborations
describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)
describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)
Roles of key groups inRoman society (such as patricians, plebeians, women, slaves), including the influence of law and
History / Year 7 / Historical Knowledge and Understanding / ACDSEH038
Content Description
Roles of key groups inRoman society (such as patricians, plebeians, women, slaves), including the influence of law and
Elaborations
examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
Significant beliefs, values and practices of theRomans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH039
Content Description
Significant beliefs, values and practices of theRomans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations
investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman(including its material remains), and the spread of religious beliefs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH040
Content Description
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman(including its material remains), and the spread of religious beliefs
Elaborations
describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))
reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)
describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))
reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)
The role of a significant individual inRome’s history such as Julius Caesar or Augustus
History / Year 7 / Historical Knowledge and Understanding / ACDSEH131
Content Description
The role of a significant individual inRome’s history such as Julius Caesar or Augustus
Elaborations
examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
3 The Asian world
Students investigate ONE of these Asian societies in depth: India or China
India
Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there
History / Year 7 / Historical Knowledge and Understanding / ACDSEH006
Content Description
Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there
Elaborations
describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)
creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)
creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and
History / Year 7 / Historical Knowledge and Understanding / ACDSEH044
Content Description
Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and
Elaborations
creating a graphic representation of the social structure of Indian society
explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
creating a graphic representation of the social structure of Indian society
explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH045
Content Description
Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations
investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan(including its material remains), and the spread of philosophies and beliefs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH046
Content Description
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan(including its material remains), and the spread of philosophies and beliefs
Elaborations
examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka
History / Year 7 / Historical Knowledge and Understanding / ACDSEH133
Content Description
The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka
Elaborations
examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
China
Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there
History / Year 7 / Historical Knowledge and Understanding / ACDSEH005
Content Description
Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there
Elaborations
describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade
describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade
Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and
History / Year 7 / Historical Knowledge and Understanding / ACDSEH041
Content Description
Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and
Elaborations
creating a graphic representation of the social structure of Chinese society
outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
creating a graphic representation of the social structure of Chinese society
outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH042
Content Description
Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations
investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs
History / Year 7 / Historical Knowledge and Understanding / ACDSEH043
Content Description
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs
Elaborations
explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
The role of a significant individual inChinese history such as Confucius or Qin Shi Huang
History / Year 7 / Historical Knowledge and Understanding / ACDSEH132
Content Description
The role of a significant individual inChinese history such as Confucius or Qin Shi Huang
Elaborations
examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
Historical Skills
Chronology, terms and concepts
Sequence historical events, developments and periods
History / Year 7 / Historical Skills / Chronology, terms and concepts / ACHHS205
Content Description
Sequence historical events, developments and periods
Elaborations
identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted
identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted
Use historical terms and concepts
History / Year 7 / Historical Skills / Chronology, terms and concepts / ACHHS206
Content Description
Use historical terms and concepts
Elaborations
defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
Historical questions and research
Identify a range of questions about the past to inform a
History / Year 7 / Historical Skills / Historical questions and research / ACHHS207
Content Description
Identify a range of questions about the past to inform a
Elaborations
posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’
identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’
identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
Identify and locate relevant sources, using ICT and other methods
History / Year 7 / Historical Skills / Historical questions and research / ACHHS208
Content Description
Identify and locate relevant sources, using ICT and other methods
Elaborations
compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
identifying information within a source that can be used as evidence to support an interpretation
compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
identifying information within a source that can be used as evidence to support an interpretation
Analysis and use of sources
Identify the origin and purpose of primary and
History / Year 7 / Historical Skills / Analysis and use of sources / ACHHS209
Content Description
Identify the origin and purpose of primary and
Elaborations
responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’
discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’
discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
Locate, compare, select and use information from a range of sources as
History / Year 7 / Historical Skills / Analysis and use of sources / ACHHS210
Content Description
Locate, compare, select and use information from a range of sources as
Elaborations
creating categories (that is, concepts) with which to organise information obtained from sources
identifying a range of archaeological sources (for example, the physical remains of the Colosseum, gladiatorial equipment such as helmets, mosaics showing gladiatorial combat, written accounts of what happened in the Colosseum)
creating categories (that is, concepts) with which to organise information obtained from sources
identifying a range of archaeological sources (for example, the physical remains of the Colosseum, gladiatorial equipment such as helmets, mosaics showing gladiatorial combat, written accounts of what happened in the Colosseum)
Draw conclusions about the usefulness of sources
History / Year 7 / Historical Skills / Analysis and use of sources / ACHHS211
Content Description
Draw conclusions about the usefulness of sources
Elaborations
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')
Perspectives and interpretations
Identify and describe points of view, attitudes and values in primary and
History / Year 7 / Historical Skills / Perspectives and interpretations / ACHHS212
Content Description
Identify and describe points of view, attitudes and values in primary and
Elaborations
identifying the possible meaning of images and symbols in primary sources
identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
identifying the possible meaning of images and symbols in primary sources
identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
Explanation and communication
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
History / Year 7 / Historical Skills / Explanation and communication / ACHHS213
Content Description
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
Elaborations
outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
Use a range of communication forms (oral, graphic, written) and digital technologies
History / Year 7 / Historical Skills / Explanation and communication / ACHHS214
Content Description
Use a range of communication forms (oral, graphic, written) and digital technologies
Elaborations
creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
Show subject-specific achievement standard
Year 7 Achievement Standard
By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.
Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.
Show sub-strand-specific achievement standard
Year 8
Year 8 Level
Description
The ancient to the modern world
The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period wh
Read full description ›
The ancient to the modern world
The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 8 are:
How did societies change from the end of the ancient period to the beginning of the modern age?
What key beliefs and values emerged and how did they influence societies?
What were the causes and effects of contact between societies in this period?
Which significant people, groups and ideas from this period have influenced the world today?
The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The
Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 8 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.
Year 8 Content Descriptions
Overview of the ancient to modern world
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period, c.650 AD (CE) – 1750, as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period. Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:
Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:
the transformation of the Roman world and the spread of Christianity and Islam
History / Year 8 / Historical Knowledge and Understanding / ACOKFH008
Content Description
the transformation of the Roman world and the spread of Christianity and Islam
Elaborations
recognising how relations between the Islamic and Western worlds were characterised by both peaceful coexistence (trade) and conflict during this period (the Crusades)
discussing Britain after the end of the Roman occupation; the Anglo-Saxon kingdoms; Old English and the foundations of modern English; Beowulf and archaeology; Anglo-Saxon institutions and the roots of medieval parliament
recognising how relations between the Islamic and Western worlds were characterised by both peaceful coexistence (trade) and conflict during this period (the Crusades)
discussing Britain after the end of the Roman occupation; the Anglo-Saxon kingdoms; Old English and the foundations of modern English; Beowulf and archaeology; Anglo-Saxon institutions and the roots of medieval parliament
key features of theworld (feudalism, trade routes, voyages of discovery, contact and conflict)
History / Year 8 / Historical Knowledge and Understanding / ACOKFH009
Content Description
key features of theworld (feudalism, trade routes, voyages of discovery, contact and conflict)
Elaborations
identifying the major civilisations of the period (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca); where and when they existed; and their extent (for example, the Vikings through Europe, the Mongols across Eurasia, and the Spanish in the Americas)
locating the major trading routes (including the Mediterranean; the Silk Road; the sea route between China, India and the east coast of Africa; and the Columbian Exchange) on a map and identifying the nature of the trade/contact (for example, along the Silk Road – slaves, spices, silk, glassware, spread of knowledge and diseases)
describing beliefs about the world and the voyages of discovery (European and Asian), the nature of the voyages and the redrawing of the map of the world
explaining the significance of land ownership in the practice of feudalism and the nature of feudalism in Europe (for example, knights) and Japan (for example, samurai)
identifying the major civilisations of the period (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca); where and when they existed; and their extent (for example, the Vikings through Europe, the Mongols across Eurasia, and the Spanish in the Americas)
locating the major trading routes (including the Mediterranean; the Silk Road; the sea route between China, India and the east coast of Africa; and the Columbian Exchange) on a map and identifying the nature of the trade/contact (for example, along the Silk Road – slaves, spices, silk, glassware, spread of knowledge and diseases)
describing beliefs about the world and the voyages of discovery (European and Asian), the nature of the voyages and the redrawing of the map of the world
explaining the significance of land ownership in the practice of feudalism and the nature of feudalism in Europe (for example, knights) and Japan (for example, samurai)
the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment)
History / Year 8 / Historical Knowledge and Understanding / ACOKFH010
Content Description
the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment)
Elaborations
discussing the extent of knowledge about the world as indicated through changing world maps (for example, the Da Ming Hun Yi Tu world map (1389 AD/CE); and the Nova Totius Terrarum Orbis by Hendrik Hondius (1630))
discussing the extent of knowledge about the world as indicated through changing world maps (for example, the Da Ming Hun Yi Tu world map (1389 AD/CE); and the Nova Totius Terrarum Orbis by Hendrik Hondius (1630))
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to four electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.
1 The Western and Islamic world
Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy.
The Ottoman Empire (c.1299 – c.1683)
The way of life in the Ottoman(social, cultural, economic and political features) and the roles and relationships of different groups in society
History / Year 8 / Historical Knowledge and Understanding / ACDSEH009
Content Description
The way of life in the Ottoman(social, cultural, economic and political features) and the roles and relationships of different groups in society
Elaborations
describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)
describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)
Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453(CE), art and architecture
History / Year 8 / Historical Knowledge and Understanding / ACDSEH053
Content Description
Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453(CE), art and architecture
Elaborations
describing Ottoman art and architecture (for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design)
outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
explaining the tolerance of the Ottomans towards Christians and Jews
The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman
History / Year 8 / Historical Knowledge and Understanding / ACDSEH055
Content Description
The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman
Elaborations
investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
Renaissance Italy (c.1400 – c.1600)
The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
History / Year 8 / Historical Knowledge and Understanding / ACDSEH010
Content Description
The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
Elaborations
describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)
describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)
Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
History / Year 8 / Historical Knowledge and Understanding / ACDSEH056
Content Description
Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
Elaborations
describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking of Copernicus (for example, astronomy – seeing the sun as the centre of the universe); and the invention of the printing press
investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking of Copernicus (for example, astronomy – seeing the sun as the centre of the universe); and the invention of the printing press
investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
History / Year 8 / Historical Knowledge and Understanding / ACDSEH057
Content Description
Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
Elaborations
explaining the influence of the Medici family in Florence as bankers and merchants, and their patronage of the arts
outlining the spread of Renaissance culture to England (for example, the rise of literature through Shakespeare)
The Vikings (c.790 – c.1066)
The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society
History / Year 8 / Historical Knowledge and Understanding / ACDSEH007
Content Description
The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society
Elaborations
locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
describing the way of life of the Vikings (for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society)
locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
describing the way of life of the Vikings (for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society)
Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
History / Year 8 / Historical Knowledge and Understanding / ACDSEH047
Content Description
Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
Elaborations
describing Viking craft with particular emphasis on the production of weapons (for example, swords, battle axes and helmets)
outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
describing Viking craft with particular emphasis on the production of weapons (for example, swords, battle axes and helmets)
outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion
History / Year 8 / Historical Knowledge and Understanding / ACDSEH048
Content Description
Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion
Elaborations
explaining the attacks on monasteries (for example, Lindisfarne (793 AD/CE) and Iona (795 AD/CE)), and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
explaining the attacks on monasteries (for example, Lindisfarne (793 AD/CE) and Iona (795 AD/CE)), and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson
History / Year 8 / Historical Knowledge and Understanding / ACDSEH049
Content Description
The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson
Elaborations
outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
Medieval Europe (c.590 – c.1500)
The way of life inEurope (social, cultural, economic and political features) and the roles and relationships of different groups in society
History / Year 8 / Historical Knowledge and Understanding / ACDSEH008
Content Description
The way of life inEurope (social, cultural, economic and political features) and the roles and relationships of different groups in society
Elaborations
describing the structure of feudal society (for example, the role and responsibilities of the king, nobles, church, knights and peasants)
describing the structure of feudal society (for example, the role and responsibilities of the king, nobles, church, knights and peasants)
Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture,manuscripts and music
History / Year 8 / Historical Knowledge and Understanding / ACDSEH050
Content Description
Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture,manuscripts and music
Elaborations
describing the features of castles and churches of the period (for example, Warwick Castle in England and Notre Dame Cathedral in Paris) as examples of the Church’s power in terms of its control of wealth and labour
researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
describing the features of castles and churches of the period (for example, Warwick Castle in England and Notre Dame Cathedral in Paris) as examples of the Church’s power in terms of its control of wealth and labour
researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
History / Year 8 / Historical Knowledge and Understanding / ACDSEH051
Content Description
in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
Elaborations
investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
Dominance of the Catholic Church and the role of significant individuals such as Charlemagne
History / Year 8 / Historical Knowledge and Understanding / ACDSEH052
Content Description
Dominance of the Catholic Church and the role of significant individuals such as Charlemagne
Elaborations
explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
2 The Asia-Pacific world
Students investigate ONE of these Asia-Pacific societies in depth: the Angkor/Khmer Empire or Shogunate Japan or the Polynesian expansion across the Pacific. N.B. Where appropriate, this depth study may include some reference beyond the end of the period c.1750.
Angkor/Khmer Empire (c.802 – c.1431)
The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king )
History / Year 8 / Historical Knowledge and Understanding / ACDSEH011
Content Description
The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king )
Elaborations
describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)
describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)
Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture
History / Year 8 / Historical Knowledge and Understanding / ACDSEH060
Content Description
Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture
Elaborations
explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor
History / Year 8 / Historical Knowledge and Understanding / ACDSEH061
Content Description
Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor
Elaborations
describing the main features of the water management system at Angkor (for example, the extensive use of reservoirs and canals)
describing the main features of the water management system at Angkor (for example, the extensive use of reservoirs and canals)
Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change
History / Year 8 / Historical Knowledge and Understanding / ACDSEH062
Content Description
Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change
Elaborations
exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
Japan under the Shoguns’ (c.794 – 1867)
The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun)
History / Year 8 / Historical Knowledge and Understanding / ACDSEH012
Content Description
The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun)
Elaborations
describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)
describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)
The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
History / Year 8 / Historical Knowledge and Understanding / ACDSEH063
Content Description
The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
Elaborations
describing the relationship between the emperor, shogun, daimyo (lords), samurai (warriors), workers (for example, farmers, artisans and traders)
explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
describing the relationship between the emperor, shogun, daimyo (lords), samurai (warriors), workers (for example, farmers, artisans and traders)
explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate
History / Year 8 / Historical Knowledge and Understanding / ACDSEH064
Content Description
The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate
Elaborations
investigating the demand for available land and the patterns of land use in the period
outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
investigating the demand for available land and the patterns of land use in the period
outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
History / Year 8 / Historical Knowledge and Understanding / ACDSEH065
Content Description
Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
Elaborations
describing internal pressures in shogunate Japan (for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine)
describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)
evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
describing internal pressures in shogunate Japan (for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine)
describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)
evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
The Polynesian expansion across the Pacific (c.700 – 1756)
Theories about the origin and spread of Polynesian settlers throughout the Pacific
History / Year 8 / Historical Knowledge and Understanding / ACDSEH013
Content Description
Theories about the origin and spread of Polynesian settlers throughout the Pacific
Elaborations
locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)
History / Year 8 / Historical Knowledge and Understanding / ACDSEH066
Content Description
The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)
Elaborations
describing the way of life of Easter Island (Rapa Nui) society (for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives and labour; the use of stone tools)
describing the way of life of Easter Island (Rapa Nui) society (for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives and labour; the use of stone tools)
Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island
History / Year 8 / Historical Knowledge and Understanding / ACDSEH067
Content Description
Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island
Elaborations
investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees
History / Year 8 / Historical Knowledge and Understanding / ACDSEH068
Content Description
The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees
Elaborations
researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
3 Expanding contacts
Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this period: the Mongol expansion or the Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and Incas.
Mongol expansion (c.1206 – c.1368)
The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan)
History / Year 8 / Historical Knowledge and Understanding / ACDSEH014
Content Description
The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan)
Elaborations
describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 AD (CE)
describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 AD (CE)
The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes
History / Year 8 / Historical Knowledge and Understanding / ACDSEH077
Content Description
The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes
Elaborations
outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
The extent of the Mongol expansion as one of the largest land empires in history
History / Year 8 / Historical Knowledge and Understanding / ACDSEH078
Content Description
The extent of the Mongol expansion as one of the largest land empires in history
Elaborations
mapping the expansion of the Mongol empire across Asia and Europe
describing the way of life in Mongolia and its incorporation into Chinese life (for example, agriculture – domestication of animals such as horses, camels and cattle; food – dried meat and yoghurt; and housing – yurts)
mapping the expansion of the Mongol empire across Asia and Europe
describing the way of life in Mongolia and its incorporation into Chinese life (for example, agriculture – domestication of animals such as horses, camels and cattle; food – dried meat and yoghurt; and housing – yurts)
The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes
History / Year 8 / Historical Knowledge and Understanding / ACDSEH079
Content Description
The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes
Elaborations
explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example, the use of paper money and coinage; the growing number of European merchants travelling to China)
examining life in China before, during and after the Mongol conquest
explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example, the use of paper money and coinage; the growing number of European merchants travelling to China)
examining life in China before, during and after the Mongol conquest
The Black Death in Asia, Europe and Africa (14th century plague)
Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God
History / Year 8 / Historical Knowledge and Understanding / ACDSEH015
Content Description
Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God
Elaborations
investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
The role of expanding trade between Europe andin the Black Death, including the origin and spread of the disease
History / Year 8 / Historical Knowledge and Understanding / ACDSEH069
Content Description
The role of expanding trade between Europe andin the Black Death, including the origin and spread of the disease
Elaborations
mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE
mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE
Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries
History / Year 8 / Historical Knowledge and Understanding / ACDSEH070
Content Description
Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries
Elaborations
explaining reactions to the Black Death (for example, the emergence of flagellants – those who would whip themselves to be free of sin – and the persecution of Jewish people)
explaining reactions to the Black Death (for example, the emergence of flagellants – those who would whip themselves to be free of sin – and the persecution of Jewish people)
The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague
History / Year 8 / Historical Knowledge and Understanding / ACDSEH071
Content Description
The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague
Elaborations
using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
investigating the effects of the Black Death on society (for example, labour shortages, peasant uprisings, the weakening of feudal structures and increased social mobility)
categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death
using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
investigating the effects of the Black Death on society (for example, labour shortages, peasant uprisings, the weakening of feudal structures and increased social mobility)
categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death
The Spanish conquest of the Americas (c.1492 – c.1572)
Pre-Columbian life in the Americas, including social organisation, city life and beliefs
History / Year 8 / Historical Knowledge and Understanding / ACDSEH016
Content Description
Pre-Columbian life in the Americas, including social organisation, city life and beliefs
Elaborations
describing the social organisation of the Aztecs (for example, nobility, slaves); their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods); life in the capital city Tenochtitlan
describing the social organisation of the Aztecs (for example, nobility, slaves); their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods); life in the capital city Tenochtitlan
When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
History / Year 8 / Historical Knowledge and Understanding / ACDSEH073
Content Description
When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
Elaborations
explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 AD (CE) (Balboa) to 1531 (Pizarro), and their reasons (for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure)
explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 AD (CE) (Balboa) to 1531 (Pizarro), and their reasons (for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure)
The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas
History / Year 8 / Historical Knowledge and Understanding / ACDSEH074
Content Description
The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas
Elaborations
describing encounters between Hernán Cortés and the Aztecs, as well as the siege of Tenochtitlan
describing encounters between Hernán Cortés and the Aztecs, as well as the siege of Tenochtitlan
The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world
History / Year 8 / Historical Knowledge and Understanding / ACDSEH075
Content Description
The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world
Elaborations
investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
Historical Skills
Chronology, terms and concepts
Sequence historical events, developments and periods
History / Year 8 / Historical Skills / Chronology, terms and concepts / ACHHS148
Content Description
Sequence historical events, developments and periods
Elaborations
placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)
placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)
Use historical terms and concepts
History / Year 8 / Historical Skills / Chronology, terms and concepts / ACHHS149
Content Description
Use historical terms and concepts
Elaborations
understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
Historical questions and research
Identify a range of questions about the past to inform a
History / Year 8 / Historical Skills / Historical questions and research / ACHHS150
Content Description
Identify a range of questions about the past to inform a
Elaborations
experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)
experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)
Identify and locate relevant sources, using ICT and other methods
History / Year 8 / Historical Skills / Historical questions and research / ACHHS151
Content Description
Identify and locate relevant sources, using ICT and other methods
Elaborations
compiling a list of different sources needed in an inquiry and their possible locations
compiling a list of different sources needed in an inquiry and their possible locations
Analysis and use of sources
Identify the origin and purpose of primary and
History / Year 8 / Historical Skills / Analysis and use of sources / ACHHS152
Content Description
Identify the origin and purpose of primary and
Elaborations
explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
Locate, compare, select and use information from a range of sources as
History / Year 8 / Historical Skills / Analysis and use of sources / ACHHS153
Content Description
Locate, compare, select and use information from a range of sources as
Elaborations
creating categories to organise the information obtained from sources
designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
creating categories to organise the information obtained from sources
designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
Draw conclusions about the usefulness of sources
History / Year 8 / Historical Skills / Analysis and use of sources / ACHHS154
Content Description
Draw conclusions about the usefulness of sources
Elaborations
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
distinguishing between fact (for example, ‘The Moai were constructed on Easter Island (Rapa Nui)’) and opinion or interpretation (for example, ‘The Moai on Easter Island (Rapa Nui) are representations of gods’)
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
distinguishing between fact (for example, ‘The Moai were constructed on Easter Island (Rapa Nui)’) and opinion or interpretation (for example, ‘The Moai on Easter Island (Rapa Nui) are representations of gods’)
Perspectives and interpretations
Identify and describe points of view, attitudes and values in primary and
History / Year 8 / Historical Skills / Perspectives and interpretations / ACHHS155
Content Description
Identify and describe points of view, attitudes and values in primary and
Elaborations
describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
Explanation and communication
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
History / Year 8 / Historical Skills / Explanation and communication / ACHHS156
Content Description
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
Elaborations
using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
Use a range of communication forms (oral, graphic, written) and digital technologies
History / Year 8 / Historical Skills / Explanation and communication / ACHHS157
Content Description
Use a range of communication forms (oral, graphic, written) and digital technologies
Elaborations
creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
Show subject-specific achievement standard
Year 8 Achievement Standard
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.
Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.
Show sub-strand-specific achievement standard
Year 9
Year 9 Level
Description
The making of the modern world
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in
Read full description ›
The making of the modern world
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:
What were the changing features of the movements of people from 1750 to 1918?
How did new ideas and technological developments contribute to change in this period?
What was the origin, development, significance and long-term impact of imperialism in this period?
The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The
Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 9 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.
Year 9 Content Descriptions
Overview of the making of the modern world
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1750 – 1918) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the making of the modern world includes the following:
Overview content for the making of the modern world includes the following:
the nature andof the Industrial Revolution and how it affected living and working conditions, including within Australia
History / Year 9 / Historical Knowledge and Understanding / ACOKFH016
Content Description
the nature andof the Industrial Revolution and how it affected living and working conditions, including within Australia
Elaborations
comparing the usefulness of artworks depicting life in the period with the first photographs
investigating the changing nature of the sources that provide a record of life in this period, such as paintings, travellers’ journals and the development of photography and film by 1918
comparing the usefulness of artworks depicting life in the period with the first photographs
investigating the changing nature of the sources that provide a record of life in this period, such as paintings, travellers’ journals and the development of photography and film by 1918
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
History / Year 9 / Historical Knowledge and Understanding / ACOKFH015
Content Description
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
Elaborations
identifying the number of slaves transported and the nations/places involved (for example, Portugal, Britain, France, Spain, North America)
identifying the number of slaves transported and the nations/places involved (for example, Portugal, Britain, France, Spain, North America)
the extent of European imperial expansion and different responses, including in the Asian region
History / Year 9 / Historical Knowledge and Understanding / ACOKFH017
Content Description
the extent of European imperial expansion and different responses, including in the Asian region
Elaborations
outlining the technologies of mass production that contributed to the Industrial Revolution and the changes in Australian life that occurred as a result of these technologies
recognising how Asian societies responded to European imperialism, the extent to which they were changed and the influence they exercised on the rest of the world
identifying Asian societies that were colonised by the Europeans (such as Indonesia by the Dutch) and those that remained independent
outlining the technologies of mass production that contributed to the Industrial Revolution and the changes in Australian life that occurred as a result of these technologies
recognising how Asian societies responded to European imperialism, the extent to which they were changed and the influence they exercised on the rest of the world
identifying Asian societies that were colonised by the Europeans (such as Indonesia by the Dutch) and those that remained independent
the emergence and nature of significant economic, social and political ideas in the period, including
History / Year 9 / Historical Knowledge and Understanding / ACOKFH019
Content Description
the emergence and nature of significant economic, social and political ideas in the period, including
Elaborations
outlining the features that reflect the emergence of a belief in social and political equality, including the right to vote, egalitarianism and universal education in Australia
recognising how events such as the French Revolution and American independence contributed to ideas of equality
the role of Classical models and theories on the invention of democratic values
outlining the features that reflect the emergence of a belief in social and political equality, including the right to vote, egalitarianism and universal education in Australia
recognising how events such as the French Revolution and American independence contributed to ideas of equality
the role of Classical models and theories on the invention of democratic values
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or with other depth study electives.
1 Making a better world?
Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or Movement of peoples. The study includes the causes and effects of the development, and the Australian experience.
The Industrial Revolution (1750 – 1914)
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain
History / Year 9 / Historical Knowledge and Understanding / ACDSEH017
Content Description
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain
Elaborations
mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)
explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)
explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
The population movements and changing settlement patterns during this period
History / Year 9 / Historical Knowledge and Understanding / ACDSEH080
Content Description
The population movements and changing settlement patterns during this period
Elaborations
examining changes to the population statistics of major cities during this period
investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
examining changes to the population statistics of major cities during this period
investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
The experiences of men, women and children during the Industrial Revolution, and their changing way of life
History / Year 9 / Historical Knowledge and Understanding / ACDSEH081
Content Description
The experiences of men, women and children during the Industrial Revolution, and their changing way of life
Elaborations
describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution
investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
describing the impact of factories, mines and cities on the environment, and on population growth and distribution
outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
Progressive ideas and movements (1750 – 1918)
The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism
History / Year 9 / Historical Knowledge and Understanding / ACDSEH019
Content Description
The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism
Elaborations
explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
Reasons why ONE key idea emerged and/or developed a following
History / Year 9 / Historical Knowledge and Understanding / ACDSEH086
Content Description
Reasons why ONE key idea emerged and/or developed a following
Elaborations
investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups
History / Year 9 / Historical Knowledge and Understanding / ACDSEH087
Content Description
The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups
Elaborations
explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)
investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)
explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)
investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)
The short and long-term impacts of ONE of these ideas on Australia and the world
History / Year 9 / Historical Knowledge and Understanding / ACDSEH088
Content Description
The short and long-term impacts of ONE of these ideas on Australia and the world
Elaborations
assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
Movement of peoples (1750 – 1901)
The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation
History / Year 9 / Historical Knowledge and Understanding / ACDSEH018
Content Description
The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation
Elaborations
mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience
History / Year 9 / Historical Knowledge and Understanding / ACDSEH083
Content Description
Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience
Elaborations
investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia
History / Year 9 / Historical Knowledge and Understanding / ACDSEH084
Content Description
Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia
Elaborations
investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
The short and long-term impacts of the movement of peoples during this period
History / Year 9 / Historical Knowledge and Understanding / ACDSEH085
Content Description
The short and long-term impacts of the movement of peoples during this period
Elaborations
evaluating the effects of the movement of peoples on the indigenous and immigrant populations
evaluating the effects of the movement of peoples on the indigenous and immigrant populations
2 Australia and Asia
Students investigate the history of an Asian society OR Australia in the period 1750 – 1918 in depth.
Asia and the world
Key features (social, cultural, economic, political) of ONE Asian society at the start of this period
History / Year 9 / Historical Knowledge and Understanding / ACDSEH093
Content Description
Key features (social, cultural, economic, political) of ONE Asian society at the start of this period
Elaborations
investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s)
History / Year 9 / Historical Knowledge and Understanding / ACDSEH094
Content Description
Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s)
Elaborations
identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as
History / Year 9 / Historical Knowledge and Understanding / ACDSEH142
Content Description
The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as
Elaborations
investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
Theof ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time
History / Year 9 / Historical Knowledge and Understanding / ACDSEH141
Content Description
Theof ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time
Elaborations
describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
Making a nation
The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples
History / Year 9 / Historical Knowledge and Understanding / ACDSEH020
Content Description
The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples
Elaborations
explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)
History / Year 9 / Historical Knowledge and Understanding / ACDSEH089
Content Description
Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)
Elaborations
outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, 'The Mongolian Octopus')
outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, 'The Mongolian Octopus')
Living and working conditions in Australia around the turn of the twentieth century (that is 1900)
History / Year 9 / Historical Knowledge and Understanding / ACDSEH090
Content Description
Living and working conditions in Australia around the turn of the twentieth century (that is 1900)
Elaborations
identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
describing the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’
identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
describing the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’
Key people, events and ideas in theof Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's voting rights
History / Year 9 / Historical Knowledge and Understanding / ACDSEH091
Content Description
Key people, events and ideas in theof Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's voting rights
Elaborations
explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
examining the key features of and British and Western influences on Australia's system of government including the Westminster System and Federalism
investigating the factors that led to the Commonwealth Franchise Act 1902, which enabled women to vote and stand for election for the federal Parliament
explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
examining the key features of and British and Western influences on Australia's system of government including the Westminster System and Federalism
investigating the factors that led to the Commonwealth Franchise Act 1902, which enabled women to vote and stand for election for the federal Parliament
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act
History / Year 9 / Historical Knowledge and Understanding / ACDSEH092
Content Description
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act
Elaborations
investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914
investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914
3 World War I (1914-1918)
Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.
World War I (1914-1918)
Anof the causes of World War I and the reasons why men enlisted to fight in the war
History / Year 9 / Historical Knowledge and Understanding / ACDSEH021
Content Description
Anof the causes of World War I and the reasons why men enlisted to fight in the war
Elaborations
investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign
History / Year 9 / Historical Knowledge and Understanding / ACDSEH095
Content Description
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign
Elaborations
identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
exploring the experiences of Aboriginal and Torres Strait Islander people during the war
identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
exploring the experiences of Aboriginal and Torres Strait Islander people during the war
The impact of World War I, with a particular emphasis on Australia including the changing role of women
History / Year 9 / Historical Knowledge and Understanding / ACDSEH096
Content Description
The impact of World War I, with a particular emphasis on Australia including the changing role of women
Elaborations
graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
studying the first and second referenda on conscription, including the division within the Labor Party over this issue
explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
investigating the short- and long-term impact of World War I on the role of women in Australia
graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
studying the first and second referenda on conscription, including the division within the Labor Party over this issue
explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
investigating the short- and long-term impact of World War I on the role of women in Australia
The commemoration of World War I, including debates about the nature andof the Anzac legend
History / Year 9 / Historical Knowledge and Understanding / ACDSEH097
Content Description
The commemoration of World War I, including debates about the nature andof the Anzac legend
Elaborations
investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
Historical Skills
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
History / Year 9 / Historical Skills / Chronology, terms and concepts / ACHHS164
Content Description
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
Elaborations
representing the relationship between events in different times and places using interactive timelines
placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
representing the relationship between events in different times and places using interactive timelines
placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
Use historical terms and concepts
History / Year 9 / Historical Skills / Chronology, terms and concepts / ACHHS165
Content Description
Use historical terms and concepts
Elaborations
discussing the contestability of particular historical terms such as 'settlement', 'invasion' and 'colonisation' in the context of Australia’s history
defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
developing questions about aspects of the past that require historical argument
assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
Evaluate and enhance these questions
History / Year 9 / Historical Skills / Historical questions and research / ACHHS167
Content Description
Evaluate and enhance these questions
Elaborations
developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
Identify and locate relevant sources, using ICT and other methods
History / Year 9 / Historical Skills / Historical questions and research / ACHHS168
Content Description
Identify and locate relevant sources, using ICT and other methods
Elaborations
locating historical sources from archives, museums and online collections
locating historical sources from archives, museums and online collections
Analysis and use of sources
Identify the origin, purpose and context of primary and
History / Year 9 / Historical Skills / Analysis and use of sources / ACHHS169
Content Description
Identify the origin, purpose and context of primary and
Elaborations
explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
Process and synthesise information from a range of sources for use asin an historical argument
History / Year 9 / Historical Skills / Analysis and use of sources / ACHHS170
Content Description
Process and synthesise information from a range of sources for use asin an historical argument
Elaborations
graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
Evaluate the reliability and usefulness of primary and
History / Year 9 / Historical Skills / Analysis and use of sources / ACHHS171
Content Description
Evaluate the reliability and usefulness of primary and
Elaborations
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
Perspectives and interpretations
Identify and analyse the perspectives of people from the past
History / Year 9 / Historical Skills / Perspectives and interpretations / ACHHS172
Content Description
Identify and analyse the perspectives of people from the past
Elaborations
investigating the role of human agency in historical events and developments
analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution
investigating the role of human agency in historical events and developments
analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution
Identify and analyse different historical interpretations (including their own)
History / Year 9 / Historical Skills / Perspectives and interpretations / ACHHS173
Content Description
Identify and analyse different historical interpretations (including their own)
Elaborations
recognising that historical interpretations may be provisional
examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
recognising that historical interpretations may be provisional
examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
Explanation and communication
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
History / Year 9 / Historical Skills / Explanation and communication / ACHHS174
Content Description
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
Elaborations
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
Select and use a range of communication forms (oral, graphic, written) and digital technologies
History / Year 9 / Historical Skills / Explanation and communication / ACHHS175
Content Description
Select and use a range of communication forms (oral, graphic, written) and digital technologies
Elaborations
using online conferencing and other forms of ICT to discuss historical questions and issues
creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
using online conferencing and other forms of ICT to discuss historical questions and issues
creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
Show subject-specific achievement standard
Year 9 Achievement Standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Show sub-strand-specific achievement standard
Year 10
Year 10 Level
Description
The modern world and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political t
Read full description ›
The modern world and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 10 are:
How did the nature of global conflict change during the twentieth century?
What were the consequences of World War II? How did these consequences shape the modern world?
How was Australian society affected by other significant global events and changes in this period?
The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The
Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 10 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.
Year 10 Content Descriptions
Overview of the modern world and Australia
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the Modern World and Australia includes the following:
Overview content for the Modern World and Australia includes the following:
the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
History / Year 10 / Historical Knowledge and Understanding / ACOKFH018
Content Description
the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
Elaborations
recognising the main features of the Treaty of Versailles (for example, territorial concessions required by Germany and the imposition of war reparations)
outlining key features of the interwar years (for example, mass production in the 1920s, such as the manufacture of vehicles in the US; the ‘flapper generation’ and the Jazz Age; the Crash of 1929; and the consequences of the Great Depression)
recognising the main features of the Treaty of Versailles (for example, territorial concessions required by Germany and the imposition of war reparations)
outlining key features of the interwar years (for example, mass production in the 1920s, such as the manufacture of vehicles in the US; the ‘flapper generation’ and the Jazz Age; the Crash of 1929; and the consequences of the Great Depression)
continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
History / Year 10 / Historical Knowledge and Understanding / ACOKFH021
Content Description
continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
Elaborations
creating a chronological account of conflicts in which Australia has been involved and the resources (for example, soldiers, equipment, intelligence) that Australia committed to each conflict
outlining the purpose of the United Nations and the key places where Australia has been involved in UN peacekeeping, such as East Timor (Timor-Leste)
creating a chronological account of conflicts in which Australia has been involved and the resources (for example, soldiers, equipment, intelligence) that Australia committed to each conflict
outlining the purpose of the United Nations and the key places where Australia has been involved in UN peacekeeping, such as East Timor (Timor-Leste)
the major movements for rights and freedom in the world and the achievement of independence by former colonies
History / Year 10 / Historical Knowledge and Understanding / ACOKFH022
Content Description
the major movements for rights and freedom in the world and the achievement of independence by former colonies
Elaborations
identifying the major movements for rights and freedom in the world (including the US Civil Rights movement, Aboriginal and Torres Strait Islander movements, women’s movements)
recognising the continuing nature of civil rights movements in the twentieth century, such as the struggle for democracy in Burma
identifying the major movements for rights and freedom in the world (including the US Civil Rights movement, Aboriginal and Torres Strait Islander movements, women’s movements)
recognising the continuing nature of civil rights movements in the twentieth century, such as the struggle for democracy in Burma
the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War
History / Year 10 / Historical Knowledge and Understanding / ACOKFH023
Content Description
the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War
Elaborations
identifying the Cold War superpowers as well as the significance of the Cuban Missile Crisis and the fall of the Berlin Wall
outlining the competing ideologies of capitalism and communism, the US as the world’s last remaining superpower, and the rising influence of China and India (economic and political)
identifying the Cold War superpowers as well as the significance of the Cuban Missile Crisis and the fall of the Berlin Wall
outlining the competing ideologies of capitalism and communism, the US as the world’s last remaining superpower, and the rising influence of China and India (economic and political)
developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and
History / Year 10 / Historical Knowledge and Understanding / ACOKFH024
Content Description
developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and
Elaborations
brainstorming forms of technology that have affected what people see and hear, where they go, and how they live
tracing key developments in technology since 1918 that have changed the world in the following areas: the household (radio, television, appliances), travel and trade (shipping, passenger jets), communications (invention of the microchip, satellites, digital technologies)
recognising the growth in the world’s population during the twentieth century, life expectancy changes in different parts of the world, and the depletion of natural resources
brainstorming forms of technology that have affected what people see and hear, where they go, and how they live
tracing key developments in technology since 1918 that have changed the world in the following areas: the household (radio, television, appliances), travel and trade (shipping, passenger jets), communications (invention of the microchip, satellites, digital technologies)
recognising the growth in the world’s population during the twentieth century, life expectancy changes in different parts of the world, and the depletion of natural resources
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or integrated with other depth study electives.
1 World War II (1939-45)
Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.
World War II (1939-45)
of the causes and course of World War II
History / Year 10 / Historical Knowledge and Understanding / ACDSEH024
Content Description
of the causes and course of World War II
Elaborations
outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)
identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)
identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)
identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)
identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
Examination of significant events of World War II, including the Holocaust and use of the atomic bomb
History / Year 10 / Historical Knowledge and Understanding / ACDSEH107
Content Description
Examination of significant events of World War II, including the Holocaust and use of the atomic bomb
Elaborations
investigating the scale and significance of the Holocaust, using primary sources
explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship)
History / Year 10 / Historical Knowledge and Understanding / ACDSEH109
Content Description
The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship)
Elaborations
investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
Theof World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and
History / Year 10 / Historical Knowledge and Understanding / ACDSEH110
Content Description
Theof World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and
Elaborations
evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
2 Rights and freedoms (1945 – the present)
Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.
Rights and freedoms (1945 – the present)
The origins andof the Universal Declaration of Human Rights, including Australia’s involvement in theof the declaration
History / Year 10 / Historical Knowledge and Understanding / ACDSEH023
Content Description
The origins andof the Universal Declaration of Human Rights, including Australia’s involvement in theof the declaration
Elaborations
describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia’s HV Evatt
describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia’s HV Evatt
Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
History / Year 10 / Historical Knowledge and Understanding / ACDSEH104
Content Description
Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
Elaborations
describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
The US civil rights movement and its influence on Australia
History / Year 10 / Historical Knowledge and Understanding / ACDSEH105
Content Description
The US civil rights movement and its influence on Australia
Elaborations
outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
Theof the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology
History / Year 10 / Historical Knowledge and Understanding / ACDSEH106
Content Description
Theof the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology
Elaborations
describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle
History / Year 10 / Historical Knowledge and Understanding / ACDSEH134
Content Description
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle
Elaborations
investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007)
History / Year 10 / Historical Knowledge and Understanding / ACDSEH143
Content Description
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007)
Elaborations
identifying areas (for example, education, health, work) that are the focus for continued civil rights action for Aboriginal and Torres Strait Islander Peoples
investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
identifying areas (for example, education, health, work) that are the focus for continued civil rights action for Aboriginal and Torres Strait Islander Peoples
investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
3 The globalising world
Students investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. Students study ONE of these electives: Popular culture or Migration experiences or The environment movement.
Popular culture (1945 – present)
The nature of popularin Australia at the end of World War II, including music, film and sport
History / Year 10 / Historical Knowledge and Understanding / ACDSEH027
Content Description
The nature of popularin Australia at the end of World War II, including music, film and sport
Elaborations
identifying sports that were popular in Australia such as football, horse racing, cricket
identifying sports that were popular in Australia such as football, horse racing, cricket
Developments in popularin post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll
History / Year 10 / Historical Knowledge and Understanding / ACDSEH121
Content Description
Developments in popularin post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll
Elaborations
investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan)
History / Year 10 / Historical Knowledge and Understanding / ACDSEH122
Content Description
Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan)
Elaborations
identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
Australia’s contribution to international popular(music, film, television, sport)
History / Year 10 / Historical Knowledge and Understanding / ACDSEH123
Content Description
Australia’s contribution to international popular(music, film, television, sport)
Elaborations
investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane, Crocodile Dundee (1986)
investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane, Crocodile Dundee (1986)
in beliefs and values that have influenced the Australian way of life
History / Year 10 / Historical Knowledge and Understanding / ACDSEH149
Content Description
in beliefs and values that have influenced the Australian way of life
Elaborations
describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
Migration experiences (1945 – present)
The waves of post-World War II migration to Australia, including the influence of significant world events
History / Year 10 / Historical Knowledge and Understanding / ACDSEH144
Content Description
The waves of post-World War II migration to Australia, including the influence of significant world events
Elaborations
investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’
History / Year 10 / Historical Knowledge and Understanding / ACDSEH145
Content Description
The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’
Elaborations
describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans
explaining the reasons for changes in government policy (for example, the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901; the Displaced Persons Scheme in the aftermath of World War II)
describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans
explaining the reasons for changes in government policy (for example, the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901; the Displaced Persons Scheme in the aftermath of World War II)
The impact of at least ONE world event orand itsfor Australia, such as the Vietnam War and Indochinese refugees
History / Year 10 / Historical Knowledge and Understanding / ACDSEH146
Content Description
The impact of at least ONE world event orand itsfor Australia, such as the Vietnam War and Indochinese refugees
Elaborations
describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
The environment movement (1960s – present)
The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia
History / Year 10 / Historical Knowledge and Understanding / ACDSEH028
Content Description
The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia
Elaborations
outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade
History / Year 10 / Historical Knowledge and Understanding / ACDSEH125
Content Description
The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade
Elaborations
investigating the impact of early texts that warned about environmental change (for example, Silent Spring by Rachel Carson, 1962; Don’t it make you want to go home by Joe South, 1970; Mother Earth News magazine in 1970; Mercy mercy me (the ecology) lyrics by Marvin Gaye, 1971)
investigating the impact of early texts that warned about environmental change (for example, Silent Spring by Rachel Carson, 1962; Don’t it make you want to go home by Joe South, 1970; Mother Earth News magazine in 1970; Mercy mercy me (the ecology) lyrics by Marvin Gaye, 1971)
The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including theof ‘sustainability’
History / Year 10 / Historical Knowledge and Understanding / ACDSEH126
Content Description
The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including theof ‘sustainability’
Elaborations
recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and productive over time; and rights of nature – recognition that humans and their natural environment are closely interrelated)
recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and productive over time; and rights of nature – recognition that humans and their natural environment are closely interrelated)
Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998
History / Year 10 / Historical Knowledge and Understanding / ACDSEH127
Content Description
Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998
Elaborations
investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
explaining the struggle over French nuclear weapon testing in the Pacific 1966–1996 (for example, the sinking of the ship, the Rainbow Warrior, in 1985)
investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
explaining the struggle over French nuclear weapon testing in the Pacific 1966–1996 (for example, the sinking of the ship, the Rainbow Warrior, in 1985)
Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change
History / Year 10 / Historical Knowledge and Understanding / ACDSEH128
Content Description
Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change
Elaborations
explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first Great Barrier Reef Outlook Report (2009)
evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first Great Barrier Reef Outlook Report (2009)
evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
Historical Skills
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
History / Year 10 / Historical Skills / Chronology, terms and concepts / ACHHS182
Content Description
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
Elaborations
placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
Use historical terms and concepts
History / Year 10 / Historical Skills / Chronology, terms and concepts / ACHHS183
Content Description
Use historical terms and concepts
Elaborations
defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
changing a key question or related questions in an inquiry depending on the suitability of the sources available
Identify and locate relevant sources, using ICT and other methods
History / Year 10 / Historical Skills / Historical questions and research / ACHHS186
Content Description
Identify and locate relevant sources, using ICT and other methods
Elaborations
locating sources for recording oral histories (for example, Vietnam War veterans, recent migrants)
recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources (for example, a Google search for ‘significance of Kokoda’)
locating sources for recording oral histories (for example, Vietnam War veterans, recent migrants)
recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources (for example, a Google search for ‘significance of Kokoda’)
Analysis and use of sources
Identify the origin, purpose and context of primary and
History / Year 10 / Historical Skills / Analysis and use of sources / ACHHS187
Content Description
Identify the origin, purpose and context of primary and
Elaborations
using data from immigration records and processing them using ICT to identify historical trends over time
explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)
using data from immigration records and processing them using ICT to identify historical trends over time
explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)
Process and synthesise information from a range of sources for use asin an historical argument
History / Year 10 / Historical Skills / Analysis and use of sources / ACHHS188
Content Description
Process and synthesise information from a range of sources for use asin an historical argument
Elaborations
combining historical data from a range of sources to identify and explain the impact of World War II
combining historical data from a range of sources to identify and explain the impact of World War II
Evaluate the reliability and usefulness of primary and
History / Year 10 / Historical Skills / Analysis and use of sources / ACHHS189
Content Description
Evaluate the reliability and usefulness of primary and
Elaborations
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
Perspectives and interpretations
Identify and analyse the perspectives of people from the past
History / Year 10 / Historical Skills / Perspectives and interpretations / ACHHS190
Content Description
Identify and analyse the perspectives of people from the past
Elaborations
analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
Identify and analyse different historical interpretations (including their own)
History / Year 10 / Historical Skills / Perspectives and interpretations / ACHHS191
Content Description
Identify and analyse different historical interpretations (including their own)
Elaborations
examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources
examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources
Explanation and communication
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
History / Year 10 / Historical Skills / Explanation and communication / ACHHS192
Content Description
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
Elaborations
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
Select and use a range of communication forms (oral, graphic, written) and digital technologies
History / Year 10 / Historical Skills / Explanation and communication / ACHHS193
Content Description
Select and use a range of communication forms (oral, graphic, written) and digital technologies
Elaborations
designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
Show subject-specific achievement standard
Year 10 Achievement Standard
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.