History (Version 8.4)

Understand how History works

Rationale

History 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.

Aims

The 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

Structure

The 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 documents

Resources 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

Glossary

Year 7

Year 7 Level Description

The ancient world

The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 7 are:

How do we know about the ancient past?
Why and where did the earliest societies develop?
What emerged as the defining characteristics of ancient societies?
What have been the legacies of ancient societies?

Year 7 Content Descriptions

Historical Knowledge and Understanding

Overview of the ancient world

The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.

Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

the theory that people moved out of Africa between 120 000 and 60 000 years ago and migrated to other parts of the world, including Australia (ACOKFH001 - Scootle )

the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) (ACOKFH002 - Scootle )

key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACOKFH003 - Scootle )

Depth Studies

Investigating the ancient past

Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past.

How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001 - Scootle )

The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029 - Scootle )

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 - Scootle )

The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031 - Scootle )

The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148 - Scootle )

The Mediterranean world

Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.

Egypt

Physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002 - Scootle )

Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion (ACDSEH032 - Scootle )

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 - Scootle )

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 - Scootle )

The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129 - Scootle )

Greece

Physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003 - Scootle )

Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035 - Scootle )

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 - Scootle )

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 - Scootle )

The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130 - Scootle )

Rome

Physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there (ACDSEH004 - Scootle )

Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion (ACDSEH038 - Scootle )

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 - Scootle )

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 - Scootle )

The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131 - Scootle )

The Asian world

Students investigate ONE of these Asian societies in depth: India or China

India

Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006 - Scootle )

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 - Scootle )

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 - Scootle )

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 - Scootle )

The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133 - Scootle )

China

Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005 - Scootle )

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 - Scootle )

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 - Scootle )

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 - Scootle )

The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132 - Scootle )

Historical Skills

Chronology, terms and concepts

Sequence historical events, developments and periods (ACHHS205 - Scootle )

Use historical terms and concepts (ACHHS206 - Scootle )

Historical questions and research

Identify a range of questions about the past to inform a historical inquiry (ACHHS207 - Scootle )

Identify and locate relevant sources, using ICT and other methods (ACHHS208 - Scootle )

Analysis and use of sources

Identify the origin and purpose of primary and secondary sources (ACHHS209 - Scootle )

Locate, compare, select and use information from a range of sources as evidence (ACHHS210 - Scootle )

Draw conclusions about the usefulness of sources (ACHHS211 - Scootle )

Perspectives and interpretations

Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212 - Scootle )

Explanation and communication

Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213 - Scootle )

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214 - Scootle )

Year 7 Achievement Standards

Achievement Standard

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

Year 7 Work Sample Portfolios

Year 8

Year 8 Level Description

The ancient to the modern world

The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.

Key inquiry questions

How did societies change from the end of the ancient period to the beginning of the modern age?
What key beliefs and values emerged and how did they influence societies?
What were the causes and effects of contact between societies in this period?
Which significant people, groups and ideas from this period have influenced the world today?

Year 8 Content Descriptions

Historical Knowledge and Understanding

Overview of the ancient to modern world

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period, c.650 AD (CE) – 1750, as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.

Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:

the transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008 - Scootle )

key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) (ACOKFH009 - Scootle )

the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment) (ACOKFH010 - Scootle )

Depth Studies

The Western and Islamic world

Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy.

The Ottoman Empire (c.1299 – c.1683)

The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009 - Scootle )

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 - Scootle )

Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054 - Scootle )

The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire (ACDSEH055 - Scootle )

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 - Scootle )

Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056 - Scootle )

Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples (ACDSEH057 - Scootle )

The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058 - Scootle )

The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059 - Scootle )

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 - Scootle )

Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047 - Scootle )

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 - Scootle )

The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049 - Scootle )

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 - Scootle )

Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050 - Scootle )

Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051 - Scootle )

Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052 - Scootle )

The Asia-Pacific world

Students investigate ONE of these Asia-Pacific societies in depth: the Angkor/Khmer Empire or Shogunate Japan or the Polynesian expansion across the Pacific. N.B. Where appropriate, this depth study may include some reference beyond the end of the period c.1750.

Angkor/Khmer Empire (c.802 – c.1431)

The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king ) (ACDSEH011 - Scootle )

Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture (ACDSEH060 - Scootle )

Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061 - Scootle )

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 - Scootle )

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 - Scootle )

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 - Scootle )

The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064 - Scootle )

Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065 - Scootle )

The Polynesian expansion across the Pacific (c.700 – 1756)

Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013 - Scootle )

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 - Scootle )

Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067 - Scootle )

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 - Scootle )

Expanding contacts

Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this period: the Mongol expansion or the Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and Incas.

Mongol expansion (c.1206 – c.1368)

The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan) (ACDSEH014 - Scootle )

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 - Scootle )

The extent of the Mongol expansion as one of the largest land empires in history (ACDSEH078 - Scootle )

The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes (ACDSEH079 - Scootle )

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 - Scootle )

The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069 - Scootle )

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 - Scootle )

The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071 - Scootle )

The Spanish conquest of the Americas (c.1492 – c.1572)

Pre-Columbian life in the Americas, including social organisation, city life and beliefs (ACDSEH016 - Scootle )

When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073 - Scootle )

The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas (ACDSEH074 - Scootle )

The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075 - Scootle )

Historical Skills

Chronology, terms and concepts

Sequence historical events, developments and periods (ACHHS148 - Scootle )

Use historical terms and concepts (ACHHS149 - Scootle )

Historical questions and research

Identify a range of questions about the past to inform a historical inquiry (ACHHS150 - Scootle )

Identify and locate relevant sources, using ICT and other methods (ACHHS151 - Scootle )

Analysis and use of sources

Identify the origin and purpose of primary and secondary sources (ACHHS152 - Scootle )

Locate, compare, select and use information from a range of sources as evidence (ACHHS153 - Scootle )

Draw conclusions about the usefulness of sources (ACHHS154 - Scootle )

Perspectives and interpretations

Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155 - Scootle )

Explanation and communication

Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156 - Scootle )

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157 - Scootle )

Year 8 Achievement Standards

Achievement Standard

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.

Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.

Year 8 Work Sample Portfolios

Year 9

Year 9 Level Description

The making of the modern world

The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’.

Key inquiry questions

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

Historical Knowledge and Understanding

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 )

Depth Studies

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 )

The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082 - 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 )

The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088 - 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 )

The short and long-term impacts of the movement of peoples during this period (ACDSEH085 - 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 )

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 - 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 Judgement, pensions, and the Immigration Restriction Act (ACDSEH092 - Scootle )

World War I (1914-1918)

Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.

World War I (1914-1918)

An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021 - Scootle )

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 )

The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097 - Scootle )

Historical Skills

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

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166 - Scootle )

Evaluate and enhance these questions (ACHHS167 - Scootle )

Identify and locate relevant sources, using ICT and other methods (ACHHS168 - Scootle )

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS169 - Scootle )

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170 - Scootle )

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171 - Scootle )

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 )

Explanation and communication

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174 - Scootle )

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175 - Scootle )

Year 9 Achievement Standards

Achievement Standard

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgements 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.