RationaleHistory is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and and others.
AimsThe Australian Curriculum: History aims to ensure that students develop:
interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens
StructureThe Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills.
Historical knowledge and understanding strand
This strand includes personal, family, local, state or territory, national, regional and world history.
PDF documentsResources and support materials for the Australian Curriculum: History are available as PDF documents.
History: Sequence of content 7-10
History: Sequence of achievement 7-10
Year 9 Level Description
The making of the modern world
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:
- What were the changing features of the movements of people from 1750 to 1918?
- How did new ideas and technological developments contribute to change in this period?
- What was the origin, development, significance and long-term impact of imperialism in this period?
- What was the significance of World War I?
Year 9 Content Descriptions
Overview of the making of the modern world
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1750 – 1918) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period.
Overview content for the making of the modern world includes the following:
the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia(ACOKFH016 - Scootle )
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)(ACOKFH015 - Scootle )
the extent of European imperial expansion and different responses, including in the Asian region(ACOKFH017 - Scootle )
the emergence and nature of significant economic, social and political ideas in the period, including nationalism(ACOKFH019 - Scootle )
Making a better world?
Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or Movement of peoples. The study includes the causes and effects of the development, and the Australian experience.
The Industrial Revolution (1750 – 1914)
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (ACDSEH017 - Scootle )
The population movements and changing settlement patterns during this period (ACDSEH080 - Scootle )
The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081 - Scootle )
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 - Scootle )
Reasons why ONE key idea emerged and/or developed a following (ACDSEH086 - Scootle )
The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups (ACDSEH087 - Scootle )
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 - Scootle )
Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083 - Scootle )
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 - Scootle )
Australia and Asia
Students investigate the history of an Asian society OR Australia in the period 1750 – 1918 in depth.
Asia and the world
Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093 - Scootle )
Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094 - Scootle )
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 - Scootle )
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 - Scootle )
Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089 - Scootle )
Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090 - Scootle )
Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's voting rights (ACDSEH091 - Scootle )
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act (ACDSEH092 - Scootle )
World War I (1914-1918)
World War I (1914-1918)
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095 - Scootle )
The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096 - Scootle )
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164 - Scootle )
Use historical terms and concepts (ACHHS165 - Scootle )
Historical questions and research
Evaluate and enhance these questions (ACHHS167 - Scootle )
Identify and locate relevant sources, using ICT and other methods (ACHHS168 - Scootle )
Analysis and use of sources
Perspectives and interpretations
Identify and analyse the perspectives of people from the past (ACHHS172 - Scootle )
Identify and analyse different historical interpretations (including their own) (ACHHS173 - Scootle )
Year 9 Achievement Standards
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.