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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:
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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.
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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
the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia
thefor the emergence and establishment ofsocieties (including art, iconography, writing tools and pottery)
thefor the emergence and establishment ofsocieties (including art, iconography, writing tools and pottery)
key features ofsocieties (farming, trade, social classes, religion, rule of law)
key features ofsocieties (farming, trade, social classes, religion, rule of law)
How historians and archaeologists investigate history, including excavation and archival research
How historians and archaeologists investigate history, including excavation and archival research
The range of sources that can be used in an historical investigation, including archaeological and written sources
The range of sources that can be used in an historical investigation, including archaeological and written sources
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
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
The nature of sources forAustralia and what they reveal about Australia’s past in theperiod, such as the use of resources
The nature of sources forAustralia and what they reveal about Australia’s past in theperiod, such as the use of resources
The importance of conserving the remains of thepast, including the heritage of Aboriginal and Torres Strait Islander Peoples
The importance of conserving the remains of thepast, including the heritage of Aboriginal and Torres Strait Islander Peoples
Physical features ofEgypt (such as the River Nile) and how they influenced the civilisation that developed there
Physical features ofEgypt (such as the River Nile) and how they influenced the civilisation that developed there
Roles of key groups inEgyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and
Roles of key groups inEgyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and
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
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
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
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
The role of a significant individual inEgyptian history such as Hatshepsut or Ramses II
The role of a significant individual inEgyptian history such as Hatshepsut or Ramses II
Physical features ofGreece (such as its mountainous landscape) and how they influenced the civilisation that developed there
Physical features ofGreece (such as its mountainous landscape) and how they influenced the civilisation that developed there
Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and
Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and
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
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
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)
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)
The role of a significant individual inGreek history such as Leonidas or Pericles
The role of a significant individual inGreek history such as Leonidas or Pericles
Physical features ofRome (such as the River Tiber) and how they influenced the civilisation that developed there
Physical features ofRome (such as the River Tiber) and how they influenced the civilisation that developed there
Roles of key groups inRoman society (such as patricians, plebeians, women, slaves), including the influence of law and
Roles of key groups inRoman society (such as patricians, plebeians, women, slaves), including the influence of law and
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
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
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
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
The role of a significant individual inRome’s history such as Julius Caesar or Augustus
The role of a significant individual inRome’s history such as Julius Caesar or Augustus
Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there
Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there
Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and
Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and
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
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
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
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
The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka
The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka
Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there
Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there
Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and
Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and
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
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
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
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
The role of a significant individual inChinese history such as Confucius or Qin Shi Huang
The role of a significant individual inChinese history such as Confucius or Qin Shi Huang
Sequence historical events, developments and periods
Sequence historical events, developments and periods
Use historical terms and concepts
Use historical terms and concepts
Identify a range of questions about the past to inform a
Identify a range of questions about the past to inform a
Identify and locate relevant sources, using ICT and other methods
Identify and locate relevant sources, using ICT and other methods
Identify the origin and purpose of primary and
Identify the origin and purpose of primary and
Locate, compare, select and use information from a range of sources as
Locate, compare, select and use information from a range of sources as
Draw conclusions about the usefulness of sources
Draw conclusions about the usefulness of sources
Identify and describe points of view, attitudes and values in primary and
Identify and describe points of view, attitudes and values in primary and
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
Use a range of communication forms (oral, graphic, written) and digital technologies
Use a range of communication forms (oral, graphic, written) and digital technologies
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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:
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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.
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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
the transformation of the Roman world and the spread of Christianity and Islam
key features of theworld (feudalism, trade routes, voyages of discovery, contact and conflict)
key features of theworld (feudalism, trade routes, voyages of discovery, contact and conflict)
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)
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)
The way of life in the Ottoman(social, cultural, economic and political features) and the roles and relationships of different groups in society
The way of life in the Ottoman(social, cultural, economic and political features) and the roles and relationships of different groups in 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
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
Relationships with subject peoples, including the policy of religious tolerance
Relationships with subject peoples, including the policy of religious tolerance
The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman
The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman
The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli
The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli
The spread of Renaissanceto the rest of Europe, and its legacy
The spread of Renaissanceto the rest of Europe, and its legacy
The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society
The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
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
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
The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson
The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson
The way of life inEurope (social, cultural, economic and political features) and the roles and relationships of different groups in society
The way of life inEurope (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture,manuscripts and music
Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture,manuscripts and music
in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
Dominance of the Catholic Church and the role of significant individuals such as Charlemagne
Dominance of the Catholic Church and the role of significant individuals such as Charlemagne
The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king )
The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king )
Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture
Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture
Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor
Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor
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
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
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)
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)
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
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
The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate
The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate
Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
Theories about the origin and spread of Polynesian settlers throughout the Pacific
Theories about the origin and spread of Polynesian settlers throughout the Pacific
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)
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)
Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island
Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island
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
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
The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan)
The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan)
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
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
The extent of the Mongol expansion as one of the largest land empires in history
The extent of the Mongol expansion as one of the largest land empires in history
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
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
Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God
Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God
The role of expanding trade between Europe andin the Black Death, including the origin and spread of the disease
The role of expanding trade between Europe andin the Black Death, including the origin and spread of the disease
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
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
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
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
Pre-Columbian life in the Americas, including social organisation, city life and beliefs
Pre-Columbian life in the Americas, including social organisation, city life and beliefs
When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas
The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas
The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world
The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world
Sequence historical events, developments and periods
Sequence historical events, developments and periods
Use historical terms and concepts
Use historical terms and concepts
Identify a range of questions about the past to inform a
Identify a range of questions about the past to inform a
Identify and locate relevant sources, using ICT and other methods
Identify and locate relevant sources, using ICT and other methods
Identify the origin and purpose of primary and
Identify the origin and purpose of primary and
Locate, compare, select and use information from a range of sources as
Locate, compare, select and use information from a range of sources as
Draw conclusions about the usefulness of sources
Draw conclusions about the usefulness of sources
Identify and describe points of view, attitudes and values in primary and
Identify and describe points of view, attitudes and values in primary and
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged
Use a range of communication forms (oral, graphic, written) and digital technologies
Use a range of communication forms (oral, graphic, written) and digital technologies
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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:
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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.
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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
the nature andof the Industrial Revolution and how it affected living and working conditions, including within Australia
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
the extent of European imperial expansion and different responses, including in the Asian region
the extent of European imperial expansion and different responses, including in the Asian region
the emergence and nature of significant economic, social and political ideas in the period, including
the emergence and nature of significant economic, social and political ideas in the period, including
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain
The population movements and changing settlement patterns during this period
The population movements and changing settlement patterns during this period
The experiences of men, women and children during the Industrial Revolution, and their changing way of life
The experiences of men, women and children during the Industrial Revolution, and their changing way of life
The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication
The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication
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
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
Reasons why ONE key idea emerged and/or developed a following
Reasons why ONE key idea emerged and/or developed a following
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
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
The short and long-term impacts of ONE of these ideas on Australia and the world
The short and long-term impacts of ONE of these ideas on Australia and the world
The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation
The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation
Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience
Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience
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
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
The short and long-term impacts of the movement of peoples during this period
The short and long-term impacts of the movement of peoples during this period
Key features (social, cultural, economic, political) of ONE Asian society at the start of this period
Key features (social, cultural, economic, political) of ONE Asian society at the start of this period
Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s)
Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s)
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
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
Theof ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time
Theof ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time
The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples
The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples
Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)
Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)
Living and working conditions in Australia around the turn of the twentieth century (that is 1900)
Living and working conditions in Australia around the turn of the twentieth century (that is 1900)
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
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
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act
Anof the causes of World War I and the reasons why men enlisted to fight in the war
Anof the causes of World War I and the reasons why men enlisted to fight in the war
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign
The impact of World War I, with a particular emphasis on Australia including the changing role of women
The impact of World War I, with a particular emphasis on Australia including the changing role of women
The commemoration of World War I, including debates about the nature andof the Anzac legend
The commemoration of World War I, including debates about the nature andof the Anzac legend
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
Use historical terms and concepts
Use historical terms and concepts
Identify and select different kinds of questions about the past to inform
Identify and select different kinds of questions about the past to inform
Evaluate and enhance these questions
Evaluate and enhance these questions
Identify and locate relevant sources, using ICT and other methods
Identify and locate relevant sources, using ICT and other methods
Identify the origin, purpose and context of primary and
Identify the origin, purpose and context of primary and
Process and synthesise information from a range of sources for use asin an historical argument
Process and synthesise information from a range of sources for use asin an historical argument
Evaluate the reliability and usefulness of primary and
Evaluate the reliability and usefulness of primary and
Identify and analyse the perspectives of people from the past
Identify and analyse the perspectives of people from the past
Identify and analyse different historical interpretations (including their own)
Identify and analyse different historical interpretations (including their own)
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
Select and use a range of communication forms (oral, graphic, written) and digital technologies
Select and use a range of communication forms (oral, graphic, written) and digital technologies
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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:
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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.
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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
the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and 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
continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
the major movements for rights and freedom in the world and the achievement of independence by former colonies
the major movements for rights and freedom in the world and the achievement of independence by former colonies
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
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
developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and
developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and
of the causes and course of World War II
of the causes and course of World War II
Examination of significant events of World War II, including the Holocaust and use of the atomic bomb
Examination of significant events of World War II, including the Holocaust and use of the atomic bomb
Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)
Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)
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)
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)
Theof World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and
Theof World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and
The origins andof the Universal Declaration of Human Rights, including Australia’s involvement in theof the declaration
The origins andof the Universal Declaration of Human Rights, including Australia’s involvement in theof the declaration
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
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
The US civil rights movement and its influence on Australia
The US civil rights movement and its influence on Australia
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
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
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
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
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)
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)
The nature of popularin Australia at the end of World War II, including music, film and sport
The nature of popularin Australia at the end of World War II, including music, film and sport
Developments in popularin post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll
Developments in popularin post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll
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)
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)
Australia’s contribution to international popular(music, film, television, sport)
Australia’s contribution to international popular(music, film, television, sport)
in beliefs and values that have influenced the Australian way of life
in beliefs and values that have influenced the Australian way of life
The waves of post-World War II migration to Australia, including the influence of significant world events
The waves of post-World War II migration to Australia, including the influence of significant world events
The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’
The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’
The impact of at least ONE world event orand itsfor Australia, such as the Vietnam War and Indochinese refugees
The impact of at least ONE world event orand itsfor Australia, such as the Vietnam War and Indochinese refugees
The contribution of migration to Australia’s changing identity as a nation and to its international relationships
The contribution of migration to Australia’s changing identity as a nation and to its international relationships
The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia
The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia
The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade
The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade
The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including theof ‘sustainability’
The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including theof ‘sustainability’
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
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
Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change
Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
Use historical terms and concepts
Use historical terms and concepts
Identify and select different kinds of questions about the past to inform
Identify and select different kinds of questions about the past to inform
Evaluate and enhance these questions
Evaluate and enhance these questions
Identify and locate relevant sources, using ICT and other methods
Identify and locate relevant sources, using ICT and other methods
Identify the origin, purpose and context of primary and
Identify the origin, purpose and context of primary and
Process and synthesise information from a range of sources for use asin an historical argument
Process and synthesise information from a range of sources for use asin an historical argument
Evaluate the reliability and usefulness of primary and
Evaluate the reliability and usefulness of primary and
Identify and analyse the perspectives of people from the past
Identify and analyse the perspectives of people from the past
Identify and analyse different historical interpretations (including their own)
Identify and analyse different historical interpretations (including their own)
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced
Select and use a range of communication forms (oral, graphic, written) and digital technologies
Select and use a range of communication forms (oral, graphic, written) and digital technologies
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