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Australian Curriculum History F-10

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Foundation Year
-Historical Knowledge and Understanding
--Personal and Family Histories
---[]Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)
----[]identifying the different members of a family, (for example mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members
----[]naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map
---[]The different structures of families and family groups today, and what they have in common (ACHHK002)
----[]considering a range of family structures, (for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages
----[]using images and stories to identify similarities and differences between students' families and those of other children (in their class and in stories about children in other places, for example the countries of Asia)
----[]exploring family structures of Aboriginal and Torres Strait Islander Peoples (for example where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing)
---[]How they, their family and friends commemorate past events that are important to them (ACHHK003)
----[]making a calendar of commemorative events that students, their family and friends celebrate, (for example birthdays, religious festivals (such as Easter, Ramadan, Buddha day, feast of Passover), family reunions and community commemorations (NAIDOC week, and ANZAC day) and discussing why they are important
----[]discussing ‘Welcome to Country’ and recognising that the country, place and traditional custodians of the land or sea are acknowledged at ceremonies and events as a mark of respect
---[]How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)
----[]engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation
----[]sharing the story of an object from home, describing its importance to the family (for example photographs, old toys, statues, medals, artwork, jewellery) and creating a class museum
----[]recognising that stories of the past may differ depending on who is telling them (for example listening to stories about the same event related by two different people such as a mother and a grandmother)
-Historical Skills
--Chronology, terms and concepts
---[]Sequence familiar objects and events (ACHHS015)
----[]ordering significant personal events or milestones using photographs or drawings (such as walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school)
---[]Distinguish between the past, present and future (ACHHS016)
----[]using simple terms to denote time when students talk about their experiences (for example 'then', 'now', 'yesterday', 'today', 'tomorrow')
--Historical questions and research
---[]Pose questions about the past using sources provided (ACHHS017)
----[]inquiring from members of their families where they were born and raised
----[]posing questions about family or about personal photographs, for example ‘How old was I?’ ‘Where was I?’ ‘What was I doing?’
----[]posing questions about artefacts, for example ‘Is it old or new?’ ‘What was it used for?’
--Analysis and use of sources
---[]Explore a range of sources about the past (ACHHS018)
----[]identifying relevant features of photographs of family and friends
----[]describing interesting features of objects and photographs connected to the past
---[]Identify and compare features of objects from the past and present (ACHHS019)
----[]distinguishing between what is old and what is new, using such clues as the condition of the object
----[]suggesting ideas about what objects from the past may have been used for
----[]comparing objects from the past with those of the present, using comparative language such as 'older', 'newer' (for example 'This toy is older'; 'That computer game is more fun than...')
--Perspectives and interpretations
---[]Explore a point of view (ACHHS020)
----[]inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today
--Explanation and communication
---[]Develop a narrative about the past (ACHHS021)
----[]retelling a story about a significant event a student’s family celebrates or commemorates such as birthdays, weddings, christenings, religious festivals
----[]relating a story about their own life or describing an event they have experienced (orally or through pictures and photographs)
---[]Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)
----[]representing ideas and creating imaginative responses through talking, drawing and play
Year 1
-Historical Knowledge and Understanding
--Present and Past Family Life
---[]Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
----[]comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure (for example the different types of family such as nuclear, single parent, blended)
----[]discussing kinship as an important part of relationships and family structures in Aboriginal and Torres Strait Islander societies (for example the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other)
----[]examining and commenting on the roles of family members over time (for example listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example work outside the home, washing, cooking, cleaning, gardening, child care)
---[]How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
----[]discussing, for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
----[]discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
----[]identifying dates and changes that have personal significance (for example birthdays, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
----[]examining Aboriginal and Torres Strait Islander seasonal calendars (for example the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three
---[]Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)
----[]examining and commenting on photographs and oral histories (for example talking to parents, grandparents and other elders) to find out how daily lives have changed
-Historical Skills
--Chronology, terms and concepts
---[]Sequence familiar objects and events (ACHHS031)
----[]using visual sequences of time such as a ‘days of the week’ chart, a class timetable or a calendar and marking significant dates on them
----[]creating a timeline, slideshow or story using photos
---[]Distinguish between the past, present and future (ACHHS032)
----[]identifying vocabulary of the past (for example words for objects from childhood games and leisure such as jacks, elastics, record player, transistor) when making then/now comparisons
----[]using terms to denote time (for example ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘generations’)
--Historical questions and research
---[]Pose questions about the past using sources provided (ACHHS033)
----[]inquiring from parents and members of older generations about past and present families (for example number of children, number of people living in the household, roles of the parents and children)
----[]discussing what life was like for their parents and grandparents by examining everyday objects (for example telephone, radio, cooking utensils, toys), photos and stories from the past, using ‘What’? How’? ‘When’? ‘Why?’ questions
--Analysis and use of sources
---[]Explore a range of sources about the past (ACHHS034)
----[]discussing with parents and grandparents about life in the past
----[]exploring stories from and about the past (for example letters, diaries, radio or television programs)
---[]Identify and compare features of objects from the past and present (ACHHS035)
----[]comparing objects from the past with the present to identify similarities and differences (for example toys, whitegoods, televisions, radios)
--Perspectives and interpretations
---[]Explore a point of view (ACHHS036)
----[]representing similarities and differences between students’ daily lives and those of their parents and grandparents in graphic form (for example Venn diagram, y-chart)
--Explanation and communication
---[]Develop a narrative about the past. (ACHHS037)
----[]relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
----[]describing their families or an event that has personal significance
---[]Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)
----[]representing ideas and creating imaginative responses through writing, roleplay, speaking, drawing
Year 2
-Historical Knowledge and Understanding
--The Past in the Present
---[]The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)
----[]using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
----[]suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
----[]investigating the history of a chosen person, building, site or landmark in the local community using sources (for example books, newspapers, oral histories, audio visual material, digital sources, letters, photographs) and relating a story which these reveal about the past
---[]The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)
----[]discussing why a particular site has heritage significance/cultural value for present generations (for example it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)
----[]identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people (for example engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains)
----[]identifying and designing a local historical tour of a site (for example one related to a particular cultural group)
---[]The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)
----[]examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example changes to land, air and sea transport; the move from wood fired stoves to gas/electrical appliances; the introduction of television, transistors, FM radio and digital technologies)
----[]identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today
----[]examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example Arrernte children learn to play string games so they can remember stories they have been told)
----[]creating models of toys used by children who lived when electricity was not available
-Historical Skills
--Chronology, terms and concepts
---[]Sequence familiar objects and events (ACHHS047)
----[]ordering key events in the history of the local community using photographs and annotations
---[]Distinguish between the past, present and future (ACHHS048)
----[]using terms to denote the passing of time in speech and writing (for example ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’)
----[]identifying signs of the past in photographs and other visual representations and using the correct term for these features – for example ‘war memorial’, ‘museum’
--Historical questions and research
---[]Pose questions about the past using sources provided (ACHHS049)
----[]developing inquiry questions about a site (for example ‘What does it look like now?’ ‘What condition is it in?’ ‘How might its use have changed?’ ‘What was its purpose?’ ‘How was it built/created?’ ‘How was it paid for?’ ‘What is its use and importance in the present?’)
----[]structuring questions using appropriate verb tenses (for example in the question: ‘What games did children play before electricity?’, the helping verb ‘did’ is in the past
--Analysis and use of sources
---[]Explore a range of sources about the past. (ACHHS050)
----[]locating historical evidence of the local community including signs of the past in the present (for example place and street names, monuments, built and non-built historical landmarks)
----[]examining sources such as photographs, newspapers, stories and maps to learn about the past (some of these may be online and can be located through state and local library websites)
---[]Identify and compare features of objects from the past and present (ACHHS051)
----[]identifying place and street names in the local community and discovering their origin and meaning (for example names that are linked to Aboriginal and Torres Strait Islander people, such as Eurobodalla National Park; historical events such as Deadman’s Creek, early settlers, and political, religious and social figures)
----[]identifying features of a site (such as dates, decorations and plaques on buildings) that reveal its past
--Perspectives and interpretations
---[]Explore a point of view (ACHHS052)
----[]examining a point of view about changes to the built and natural environment and to daily lives over time
--Explanation and communication
---[]Develop a narrative about the past (ACHHS053)
----[]composing stories to compare past and present daily life (for example by using software to create a soundscape of the local area and a digital camera to take photographs of this area in the present and by using photographs to show images of the past)
----[]describing a significant person or place from their community’s past (for example a short report on a building of significance describing when, where, why, who built it, and why it is valued; or a biography on a significant individual)
---[]Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)
----[]representing ideas and creating imaginative responses through visual images as well as written and spoken descriptions and narratives
Year 3
-Historical Knowledge and Understanding
--Community and Remembrance
---[]The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)
----[]identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spirituality
----[]listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to
---[]ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)
----[]investigating a development in the local community from the time of European settlement to the present day (for example through photographs, newspapers, oral histories, diaries and letters)
----[]comparing photographs from both the past and present of a specific location to identify the nature of change or continuity (that is key similarities and differences)
---[]The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)
----[]using local sites, museums and online collections (for the local area or state/territory) to identify the cultural groups within the local community and their influence over time (for example as reflected in architecture, commercial outlets and religious buildings) and comparing the development of the local community with another community
---[]Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)
----[]identifying and discussing the historical origins of an important Australian celebration or commemoration
----[]generating a list of local, state and national symbols and emblems (for example club emblems, school logos, flags, floral emblems, coat of arms) and discussing their origins and significance
----[]examining the symbolism of flags (for example the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day)
----[]recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)
---[]Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)
----[]comparing the significance of national days in different countries, looking at why they developed and elements they have in common
----[]viewing on the internet videos of celebrations of significant days, such as Independence Day in Greece
----[]investigating the origins and significance of international celebrations or commemorations (for example the International Day of Peace) and of celebrations important to particular cultural groups in Australia and in other countries
-Historical Skills
--Chronology, terms and concepts
---[]Sequence historical people and events (ACHHS065)
----[]developing an annotated timeline or other visual representation of key stages of settlement, which features local, regional or state events and people of historical significance
---[]Use historical terms (ACHHS066)
----[]using historical terms (such as immigration, exploration, development, settlement and naming days of commemoration and emblems) when speaking, writing, and illustrating
----[]using acronyms (for example NAIDOC, ANZAC) and understanding their meaning
--Historical questions and research
---[]Pose a range of questions about the past (ACHHS067)
----[]posing appropriate questions when investigating the contribution that individuals and groups have made to the development of the local community ('Who?' 'What?' 'When?' 'Where?' 'Why?')
----[]posing appropriate questions when investigating the establishment of a local community ('How did people settle?' 'Who were they?' 'Why did they come to the area?')
---[]Identify sources (ACHHS215)
----[]identifying sources to investigate change in the community in the past, such as photographs, maps, and the remains of buildings
--Analysis and use of sources
---[]Locate relevant information from sources provided (ACHHS068)
----[]analysing a range of sources (for example photographs, maps, oral histories) to locate information about the people, places and events in their community’s present and past
----[]using information technologies to organise information and make connections (for example creating tables in word processing software, concept mapping)
--Perspectives and interpretations
---[]Identify different points of view (ACHHS069)
----[]identifying the meaning of celebrations from different perspectives (for example Australia Day for Aboriginal and Torres Strait Islander peoples compared with Anglo-Australians)
--Explanation and communication
---[]Develop texts, particularly narratives (ACHHS070)
----[]writing narratives about the community’s past based on researched facts, characters and events
----[]composing historical texts (for example a biography on a noteworthy individual or group, a report on a significant event)
---[]Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)
----[]creating and editing a presentation (for example one that includes text, images and sounds) to record and explain the past
----[]creating an oral, written, pictorial or digital representation to reflect the diverse ‘character’ of the community today
Year 4
-Historical Knowledge and Understanding
--First Contacts
---[]The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)
----[]examining early archaeological sites (for example Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo, Preminghana) that show the longevity of the Aboriginal people
----[]mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory
----[]investigating pre-contact ways of life of the Aboriginal people and/or Torres Strait Islanders; their knowledge of their environment including land management practices; their sense of the interconnectedness of Country/Place, People, Culture and Identity; and some of their principles (such as caring for country, caring for each other and respecting all things)
----[]studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems
---[]The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078)
----[]identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the age of discovery; examining the journey of one or more of these explorers (for example Christopher Columbus, Vasco de Gama, Ferdinand Magellan) using internet mapping tools, and examining their impact on one society
----[]using navigation maps to reconstruct the journey of one or more explorers
----[]investigating networks of exchange between different groups of people
---[]Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079)
----[]discussing reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
----[]discussing the treatment of prisoners at that time, and past and present views on the colonisation of Australia; investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards
---[]The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)
----[]investigating contact with Aboriginal and Torres Strait Islander peoples before 1788 (for example the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people)
----[]comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
----[]exploring early contact history with the British (for example Pemulwuy or the Black War) and the impact that British colonisation had on the lives of Aboriginal people (dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines)
----[]exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
----[]examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal peoples' country
-Historical Skills
--Chronology, terms and concepts
---[]Sequence historical people and events (ACHHS081)
----[]placing key events and people of early contact history in chronological order by creating timelines and explaining the sequence
---[]Use historical terms (ACHHS082)
----[]using historical terms when talking about the past (for example ‘penal’, ‘transportation’, ‘navigation’, ‘frontier conflict’, ‘colonisation’)
----[]identifying the origins of place names in Australia (for example those named by French explorers, Aboriginal place names)
--Historical questions and research
---[]Pose a range of questions about the past (ACHHS083)
----[]generating questions about the diversity and antiguity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia (for example 'Who?' 'What?' 'When?' 'Where?' 'Why?' questions)
----[]posing questions about explorers (for example 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?')
----[]posing questions about the First Fleet (for example 'Why did the First Fleet travel to Australia?' 'Who was on it?' 'What were their stories?' 'What was the journey like?')
---[]Identify sources (ACHHS216)
----[]identifying sources to investigate the story of the First Fleet and its arrival, such as paintings, maps, written records/accounts
--Analysis and use of sources
---[]Locate relevant information from sources provided (ACHHS084)
----[]finding historical information to determine the nature of colonial settlement, the impact of significant events and the role of individuals in shaping a colony
--Perspectives and interpretations
---[]Identify different points of view (ACHHS085)
----[]exploring different stories about contact experiences and early penal life to discover the thoughts or feelings of the people at that time (for example convicts, Aboriginal and Torres Strait Islander people, convict guards, free settlers)
--Explanation and communication
---[]Develop texts, particularly narratives (ACHHS086)
----[]listing key events and people’s experiences and linking them together to form a narrative about the past
----[]recounting the experiences of an individual based on researched facts (for example a biography, diary or journal of a navigator or convict on the First Fleet)
---[]Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)
----[]creating charts, pictorial stories, maps, digital and oral presentations to explain the past
----[]making a podcast that features a story from the First Fleet
Year 5
-Historical Knowledge and Understanding
--The Australian Colonies
---[]Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093)
----[]investigating the reasons for the establishment of one or more British colonies such as a penal colony (for example Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example Western Australia, Victoria)
---[]The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)
----[]investigating colonial life to discover what life was like at that time for different inhabitants (for example a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, language, housing and childrens' lives'.
----[]mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
----[]investigating the impact of settlement on the environment (for example comparing the present and past landscape and the flora and fauna of the local community)
---[]The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095)
----[]investigating an event or development and explaining its economic, social and political impact on a colony (for example the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy)
----[]creating ‘what if’ scenarios by constructing different outcomes for a key event, for example ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’
---[]The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)
----[]identifying the reasons why people migrated to Australia in the 1800s (for example as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances)
----[]investigating the experiences and contributions of a particular migrant group within a colony (for example Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait)
----[]connecting (where appropriate) stories of migration to students’ own family histories
---[]The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)
----[]investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s (for example groups such as explorers or pastoralists; or individuals such as Blaxland, Lawson and Wentworth, G.J.Macdonald, Elizabeth and John Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter Lalor, James Unaipon)
----[]exploring the motivations and actions of an individual or group that shaped a colony
-Historical Skills
--Chronology, terms and concepts
---[]Sequence historical people and events (ACHHS098)
----[]compiling an annotated timeline showing key stages in the development of colonial Australia including the date of European settlement in each state, the date the colony was established, the date of self-government
---[]Use historical terms and concepts (ACHHS099)
----[]using historical terms (such as the gold era, the Eureka Stockade, the Myall Creek Massacre, colony)
----[]understanding the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban)
--Historical questions and research
---[]Identify questions to inform an historical inquiry (ACHHS100)
----[]developing key questions about the local community or region (for example: ‘Why was the area settled?’ ‘What people came to live in the area?’ ‘How did they make their living?’ ‘How did men, women, and children live?’)
---[]Identify and locate a range of relevant sources (ACHHS101)
----[]using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry (for example primary sources such as stories, songs, diaries, official documents, artworks)
----[]understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of the provenance of a source
----[]visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area
--Analysis and use of sources
---[]Locate information related to inquiry questions in a range of sources (ACHHS102)
----[]finding relevant historical information about colonial Australia from primary and secondary sources
----[]using pro formas and datasheets to develop questions, and record information and sources/references
---[]Compare information from a range of sources (ACHHS103)
----[]examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past
----[]checking publication dates to put information contained in a text in historical context (for example a 1965 Australian history book may provide a different perspective to one published in 2010)
--Perspectives and interpretations
---[]Identify points of view in the past and present (ACHHS104)
----[]identifying the different motives and experiences of individuals and groups in the past (for example the reasons people migrated to Australia and their diverse experiences)
--Explanation and communication
---[]Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)
----[]using sources to develop narratives (for example reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development)
----[]using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story
----[]creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement
---[]Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)
----[]using ICT to create presentations which are suitable for the target audience and include text, images and/or audiovisuals.
----[]using communication technologies to exchange information and to foster a collaborative response (for example a wiki)
Year 6
-Historical Knowledge and Understanding
--Australia as a Nation
---[]Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. (ACHHK113)
----[]studying Australia’s path to Federation through an examination of key people (for example Henry Parkes, Edmund Barton, George Reid, John Quick) and events (for example the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900)
----[]comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
----[]identifying key elements of Australia’s system of law and government and their origins (for example the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers - legislature, executive, judiciary; the houses of parliament; how laws are made)
---[]Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114)
----[]the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by their early classification as flora and fauna, controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
----[]describing the significance of the 1962 right to vote federally and the 1967 referendum
----[]investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia (for example Jack Patten or the Aborigines Progressive Association)
----[]investigating the experiences of democracy and citizenship of women (for example the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984)
----[]investigating the experiences of democracy and citizenship of migrant groups (for example internment camps during World War II; assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions)
----[]investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example the nature of their food and shelter, education and contacts with family)
---[]Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)
----[]comparing push and pull factors that have contributed to people migrating to Australia (for example economic migrants and political refugees)
----[]exploring individual narratives using primary sources (for example letters, documents and historical objects); interviewing and recording an oral history; dramatising the journey and circumstances of arrival based on the sources
----[]describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
----[]connecting stories of migration to students’ own family histories (where appropriate)
---[]The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)
----[]examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today, and using digital technologies to process and record this data
----[]investigating the role of specific cultural groups in Australia’s economic and social development (for example the cattle industry, the Snowy Mountains Scheme, the pearling industry)
----[]considering notable individuals in Australian public life across a range of fields (for example the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the Australian Living Treasures list or from the Australian Dictionary of Biography)
-Historical Skills
--Chronology, terms and concepts
---[]Sequence historical people and events. (ACHHS117)
----[]placing key events, ideas, movements and people of the twentieth century in chronological sequence
----[]using timelines to describe past events and changes
----[]identifying and developing a timeline of world unrest that contributed to migration in the 1900s (for example the World Wars, the Vietnam War, the war in the former Yugoslavia, the Tiananmen Square massacre, the war in Sudan)
---[]Use historical terms and concepts (ACHHS118)
----[]using historical terms and concepts related to the content such as ‘democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘heritage’, ‘diversity’, ‘enfranchisement’, ‘suffrage’
--Historical questions and research
---[]Identify questions to inform an historical inquiry (ACHHS119)
----[]developing key questions about the birth of Australian democracy and the experiences of citizenship for women, migrants and Aboriginal and Torres Strait Islander people
----[]developing key questions about immigration such as: ‘What were the main reasons people migrated to Australia?’ ‘Who migrated?’ ‘Where did they come from?’ ‘What impact have they had on the character of Australian society?’
---[]Identify and locate a range of relevant sources (ACHHS120)
----[]using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry
----[]identifying community or family members who migrated to Australia and conducting an interview to learn about their experiences; understanding that different questions elicit different kinds of answers (for example the difference between a closed and open question – ‘Did you like Australia when you first arrived?’ compared with ‘How did you feel about Australia when you first arrived?’)
----[]retrieving census data to construct arguments for and against migration
--Analysis and use of sources
---[]Locate information related to inquiry questions in a range of sources. (ACHHS121)
----[]finding relevant historical information in primary and secondary sources (for example related to the rights and status of women as well as Aboriginal and Torres Strait Islander peoples and the experiences of migrants)
----[]using pro formas and datasheets to develop questions and record information and sources about the movement of people to Australia in the twentieth century and the increasing cultural diversity of present day Australia
---[]Compare information from a range of sources. (ACHHS122)
----[]examining a range of sources of evidence to identify similarities and/or differences and describing what they reveal about the past (for example comparing information in sources to determine views on the effects of migration on the development of Australian society)
----[]checking publication dates to put in historical context the information contained in the text (for example comparing a 1965 Australian history book and a 2010 refugee website to identify different perspectives)
--Perspectives and interpretations
---[]Identify points of view in the past and present (ACHHS123)
----[]analysing the language used in sources to identify values and attitudes (for example ‘new Australians’, ‘boat people’)
----[]analysing sources to identify persuasive techniques such as modality (for example ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice to cover a lack of sources (for example ‘it is claimed that’ rather than the active voice ‘Tim Flannery claims that...’)
--Explanation and communication
---[]Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)
----[]developing narratives based on information identified from a range of sources (using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story)
----[]combining literary and informational language (for example ‘Standing on a cold windy pier in Kythera, Dimitri waved goodbye to his crying mother.’); evocative language and complex narrative structures and factual vocabulary and simple and compound sentence structures (for example ‘It was 1956 and Greece was recovering from a long civil war.’)
----[]composing historical texts (for example information reports, expository texts, persuasive texts, recounts, biographies)
---[]Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)
----[]developing charts, graphs, tables, digital presentations, written and oral presentations to explain the past using ICTs.
----[]creating a digital story, using text, images and audio/visual material, to record migrant experiences
Year 7
-Historical Knowledge and Understanding
--Investigating the ancient past
---[]How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
----[]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 (ACDSEH029)
----[]listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
---[]The 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 (ACDSEH030)
----[]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 the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
----[]investigating the discovery of Mungo Woman in 1969 and the use of radio-carbon 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 the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)
----[]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
--Greece
---[]The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003)
----[]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 religion (ACDSEH035)
----[]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
---[]The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
----[]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) (ACDSEH037)
----[]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 in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
----[]examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
--Egypt
---[]The physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002)
----[]describing the importance of the River Nile to Egyptian society (for example inundation and farming, the worship of Hapi (god of the Nile), and the use of the Nile as a means of transportation)
---[]Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion (ACDSEH032)
----[]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)
---[]The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
----[]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 (ACDSEH034)
----[]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 Rameses II’s peace treaty with the Hittites)
---[]The role of a significant individual in ancient Egyptian history such as Hatshepsut or Rameses II (ACDSEH129)
----[]examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
--Rome
---[]The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there. (ACDSEH004)
----[]describing the methods used by the Romans to manage resources (for example the water supply through aqueducts and plumbing systems)
---[]Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. (ACDSEH038)
----[]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)
---[]The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039)
----[]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 empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
----[]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 in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
----[]examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
--India
---[]The physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
----[]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, including 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 religion. (ACDSEH044)
----[]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
---[]The 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 (ACDSEH045)
----[]investigating the significant beliefs, values and practices of Indian society associated with for example, rites of passage for boys and men; rites of passage for girls and women; marriage rites (for example, the role of the family, religious ceremonies).
----[]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 Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
----[]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 (ACDSEH133)
----[]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
---[]The physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005)
----[]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 religion. (ACDSEH041)
----[]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)
---[]The 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 (ACDSEH042)
----[]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 (ACDSEH043)
----[]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 in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)
----[]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 (ACHHS205)
----[]identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted
---[]Use historical terms and concepts (ACHHS206)
----[]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 historical inquiry (ACHHS207)
----[]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 (ACHHS208)
----[]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 secondary sources (ACHHS209)
----[]discussing the difficulties in identifying the origin and purpose of some sources (for example the Kimberley Bradshaw paintings)
----[]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?’
----[]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 evidence (ACHHS210)
----[]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 (ACHHS211)
----[]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 secondary sources (ACHHS212)
----[]identifying the possible meaning of images and symbols in primary sources
----[]identifying the perspective in a historical source, such as the saying of Confucius that, ‘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 use evidence from a range of sources that are acknowledged (ACHHS213)
----[]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 (ACHHS214)
----[]creating an audio-visual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
Year 8
-Historical Knowledge and Understanding
--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 (ACDSEH007)
----[]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 (ACDSEH047)
----[]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 (ACDSEH048)
----[]explaining the attacks on monasteries, for example Lindisfarne (793 CE) and Iona (795 CE) and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
----[]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 (ACDSEH049)
----[]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
--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 (ACDSEH010)
----[]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 (ACDSEH056)
----[]describing the work of Leonardo Da Vinci for example his artworks (the 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, Pieta); 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 (ACDSEH057)
----[]explaining the influence of the Medici family in Florence as bankers and merchants, and their patronage of the arts
---[]The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058)
----[]investigating the achievements of Galileo (for example improvements in the telescope and his astronomical observations)
---[]The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059)
----[]outlining the spread of Renaissance culture to England (for example the rise of literature through Shakespeare)
--Medieval Europe (c.590 – c.1500)
---[]The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
----[]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, medieval manuscripts and music (ACDSEH050)
----[]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
----[]outlining inventions and developments in the Islamic world (for example the astrolabe, public hospitals and libraries 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
---[]Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
----[]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
---[]The dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
----[]explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
--The Ottoman Empire (c.1299 – c.1683)
---[]The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009)
----[]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 AD (CE), art and architecture. (ACDSEH053)
----[]describing Ottoman art and architecture (for example the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design)
---[]Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)
----[]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 Empire (ACDSEH055)
----[]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)
--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 ). (ACDSEH011)
----[]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)
---[]The reasons for Angkor’s rise to prominence, including wealth from trade and agriculture (ACDSEH060)
----[]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
---[]The cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061)
----[]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 (ACDSEH062)
----[]outlining 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 arrival of the Black Death and 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) (ACDSEH012)
----[]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. (ACDSEH063)
----[]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 (ACDSEH064)
----[]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 (ACDSEH065)
----[]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 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 (ACDSEH013)
----[]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) (ACDSEH066)
----[]describing the way of life of Easter Island society (Rapa Nui) 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
---[]The cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067)
----[]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 (ACDSEH068)
----[]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)
--Mongol Expansion (c.1206 – c.1368)
---[]The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan) (ACDSEH014)
----[]describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 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 (ACDSEH077)
----[]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, including life in China before, during and after the Mongol conquest (ACDSEH078)
----[]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 contributions to European knowledge and trade routes (ACDSEH079)
----[]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)
--The Spanish Conquest of the Americas (c.1492 – c.1572)
---[]Pre-Columbian life in the Americas, including social organisation, city life and beliefs. (ACDSEH016)
----[]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 (ACDSEH073)
----[]explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 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 (ACDSEH074)
----[]describing encounters between Hernan Cortes and the Aztecs, as well as the siege of Tenochtitlan
---[]The impact of the conquest on the Aztecs OR Incas as well as on the wider world, such as the introduction of new diseases, horses and gunpowder in the Americas, and new foods and increased wealth in Europe (ACDSEH075)
----[]outlining the impact of Spanish conquest on the Americas (for example the spread of disease due to the lack of immunity; the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe)
---[]The longer-term effects of colonisation, including slavery, population changes and lack of control over resources (ACDSEH076)
----[]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, and political inequality)
--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 (ACDSEH015)
----[]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 and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069)
----[]mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE
---[]The 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 (ACDSEH070)
----[]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 effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
----[]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
---[]Other immediate and long-term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility (ACDSEH072)
----[]categorising the effects of the Black Death, as either short-term or long-term and drawing conclusions about the severity of the Black Death
-Historical Skills
--Chronology, terms and concepts
---[]Sequence historical events, developments and periods (ACHHS148)
----[]placing historical events in sequence in order 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 (ACHHS149)
----[]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 historical inquiry (ACHHS150)
----[]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 (ACHHS151)
----[]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 secondary sources (ACHHS152)
----[]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 evidence (ACHHS153)
----[]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 (ACHHS154)
----[]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 secondary sources (ACHHS155)
----[]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 use evidence from a range of sources that are acknowledged (ACHHS156)
----[]using scaffolds illustrating the structural and language features of particular text types (for example descriptions and explanations) in order to create a text that communicates specific findings about the past
---[]Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)
----[]creating an oral presentation, supported by audio-visual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
Year 9
-Historical Knowledge and Understanding
--The Industrial Revolution (1750 – 1914)
---[]The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system, and expanding empire) and of Australia (ACDSEH017)
----[]mapping the British Empire c.1800 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
---[]The population movements and changing settlement patterns during this period (ACDSEH080)
----[]describing the growth of cities as men, women and children moved to the cities to find employment
----[]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 (ACDSEH081)
----[]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)
---[]The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
----[]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 (ACDSEH019)
----[]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)
---[]The reasons why ONE key idea emerged and/or developed a following, such as the influence of the Industrial Revolution on socialism (ACDSEH086)
----[]investigating 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 from, for example, workers, entrepreneurs, land owners, religious groups (ACDSEH087)
----[]explaining how religious groups responded to the ideas in Charles Darwin’s 1859 book On the Origin of Species
---[]The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088)
----[]discussing the rise of nationalist sentiment in Australia in the mid- to late nineteenth century
--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 (ACDSEH018)
----[]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
---[]The experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
----[]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 (ACDSEH084)
----[]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 (ACDSEH085)
----[]evaluating the effects of the movement of peoples on the indigenous and immigrant populations
--Asia and the world
---[]The key features (social, cultural, economic, political) of ONE Asian society (such as China, Japan, India, Dutch East Indies, India) at the start of the period (ACDSEH093)
----[]identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture at the time
---[]Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094)
----[]describing the British Raj and the forms of British influence in India (for example 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 nationalism (ACDSEH142)
----[]investigating the confrontation between Japan and Western powers (for example the Russo-Japanese war) and the emergence of Japan as a major world power
---[]The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time (ACDSEH141)
----[]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 (ACDSEH020)
----[]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.
---[]The experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
----[]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) (ACDSEH090)
----[]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 events and ideas in the development of Australian self-government and democracy, including women's voting rights (ACDSEH091)
----[]explaining the factors that contributed to federation and the development of democracy in Australia, including defence concerns, the 1890s depression, nationalist ideals, egalitarianism, the Westminster system
---[]Legislation 1901-1914, including the Harvester Judgment, pensions, and the Immigration Restriction Act (ACDSEH092)
----[]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
--World War I (1914-1918)
---[]An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
----[]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 (ACDSEH095)
----[]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 peoples during the war
---[]The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate) (ACDSEH096)
----[]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)
---[]The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
----[]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 (ACHHS164)
----[]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 (ACHHS165)
----[]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’
--Historical questions and research
---[]Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)
----[]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 (ACHHS167)
----[]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 (ACHHS168)
----[]locating historical sources from archives, museums and online collections
--Analysis and use of sources
---[]Identify the origin, purpose and context of primary and secondary sources (ACHHS169)
----[]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 as evidence in an historical argument (ACHHS170)
----[]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 secondary sources (ACHHS171)
----[]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 (ACHHS172)
----[]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) (ACHHS173)
----[]recognising that historical interpretations may be provisional
----[]examining different accounts of eighteenth-century journey to Australia (for example ships’ logs, diaries, recorded testimonies of convicts and officers, both male and female), and explaining the variations in perspective which can lead to different historical interpretations
--Explanation and communication
---[]Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
----[]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 (ACHHS175)
----[]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
Year 10
-Historical Knowledge and Understanding
--World War II (1939-45)
---[]An overview of the causes and course of World War II (ACDSEH024)
----[]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 from 1942–45; the Russians reaching Berlin in 1945
----[]identifying key events in the Asia-Pacific theatre of war (for example the Japanese attack on Pearl Harbour in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
---[]An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
----[]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
---[]The experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108)
----[]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) (ACDSEH109)
----[]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)
---[]The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia (ACDSEH110)
----[]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)
--Rights and freedoms (1945 – the present)
---[]The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023)
----[]describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia’s H.V. 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 (ACDSEH104)
----[]describing accounts of the past experiences of Aboriginal and Torres Strait Islander peoples who were forcibly removed from their families
---[]The US civil rights movement and its influence on Australia (ACDSEH105)
----[]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
---[]The significance of 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 (ACDSEH106)
----[]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 (ACDSEH134)
----[]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) (ACDSEH143)
----[]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)
--Popular culture (1945 – present)
---[]The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027)
----[]identifying sports that were popular in Australia such as football, horse racing, cricket
---[]Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
----[]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)
---[]The 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) (ACDSEH122)
----[]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 culture (music, film, television, sport). (ACDSEH123)
----[]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)
---[]Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149)
----[]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 (ACDSEH144)
----[]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’ (ACDSEH145)
----[]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 or development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146)
----[]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
---[]The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
----[]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 (ACDSEH028)
----[]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 (ACDSEH125)
----[]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 (notion of ‘Gaia’, ‘limits to growth’, concept of ‘sustainability’, concept of ‘rights of nature’) (ACDSEH126)
----[]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 (ACDSEH127)
----[]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 from 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). (ACDSEH128)
----[]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 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 (ACHHS182)
----[]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 (ACHHS183)
----[]defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
--Historical questions and research
---[]Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
----[]changing a key question or related questions in an inquiry depending on the suitability of the sources available
----[]developing questions about aspects of the past that require historical argument
----[]identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
---[]Evaluate and enhance these questions (ACHHS185)
----[]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 (ACHHS186)
----[]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 secondary sources (ACHHS187)
----[]using data from immigration records and processing it 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 as evidence in an historical argument (ACHHS188)
----[]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 secondary sources (ACHHS189)
----[]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 (ACHHS190)
----[]analysing the views of both 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) (ACHHS191)
----[]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 tours and the opposition of older generations, as reflected in the sources
--Explanation and communication
---[]Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
----[]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 (ACHHS193)
----[]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