History

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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.

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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

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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.

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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 

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Glossary

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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’.

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 )

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 )
  • mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

  • explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

  • identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
The population movements and changing settlement patterns during this period (ACDSEH080 - Scootle )
Numeracy

Using spatial reasoning
  • Interpret maps and diagrams

Interpreting statistical information
  • Interpret data displays

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

  • examining changes to the population statistics of major cities during this period
    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Interpreting statistical information
    • Interpret data displays

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081 - Scootle )
  • describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082 - Scootle )
  • Sustainability
  • describing the impact of factories, mines and cities on the environment, and on population growth and distribution
    • Sustainability
    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning
    • Apply proportional reasoning

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

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 )
  • 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)
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

Reasons why ONE key idea emerged and/or developed a following (ACDSEH086 - Scootle )
  • investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

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 )
  • explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)
The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088 - Scootle )
  • assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

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 )
Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Estimating and calculating with whole numbers
  • Understand and use numbers in context

Using spatial reasoning
  • Interpret maps and diagrams

  • mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

  • explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083 - Scootle )
  • investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

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 )
  • 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)
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

The short and long-term impacts of the movement of peoples during this period (ACDSEH085 - Scootle )
  • evaluating the effects of the movement of peoples on the indigenous and immigrant populations
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

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 )
  • Asia and Australia’s Engagement with Asia
  • investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

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 )
  • Asia and Australia’s Engagement with Asia
  • investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

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 )
  • Asia and Australia’s Engagement with Asia
  • describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
    • Asia and Australia’s Engagement with Asia
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

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 )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • 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
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • 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.
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • 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')
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090 - Scootle )
  • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • describing the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

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 )
  • explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • examining the key features of and British and Western influences on Australia's system of government including the Westminster System and Federalism
  • investigating the factors that led to the Commonwealth Franchise Act 1902, which enabled women to vote and stand for election for the federal Parliament
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act (ACDSEH092 - Scootle )
  • 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)
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

  • creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914
    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

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 )
  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095 - Scootle )
Numeracy

Using measurement
  • Operate with clocks, calendars and timetables

Using spatial reasoning
  • Interpret maps and diagrams

  • identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Using spatial reasoning
    • Interpret maps and diagrams

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

  • using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Using measurement
    • Operate with clocks, calendars and timetables

  • exploring the experiences of Aboriginal and Torres Strait Islander people during the war
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096 - Scootle )
  • graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning

    Interpreting statistical information
    • Interpret data displays

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • studying the first and second referenda on conscription, including the division within the Labor Party over this issue
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • 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)
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

  • investigating the short- and long-term impact of World War I on the role of women in Australia
The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097 - Scootle )
  • investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Estimating and calculating with whole numbers
  • Estimate and calculate

Using measurement
  • Operate with clocks, calendars and timetables

  • representing the relationship between events in different times and places using interactive timelines
    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using spatial reasoning
    • Interpret maps and diagrams

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

  • 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
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Estimating and calculating with whole numbers
    • Estimate and calculate
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

Use historical terms and concepts (ACHHS165 - Scootle )
Literacy

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

  • discussing the contestability of particular historical terms such as 'settlement', 'invasion' and 'colonisation' in the context of Australia’s history
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

  • defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Historical questions and research

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

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts
  • Use language to interact with others

Grammar knowledge
  • Use knowledge of sentence structures

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

  • developing questions about aspects of the past that require historical argument
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

  • assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

Evaluate and enhance these questions (ACHHS167 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • 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
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures

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

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

  • locating historical sources from archives, museums and online collections
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

Analysis and use of sources

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

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

  • 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
    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

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

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Grammar knowledge
  • Express opinion and point of view

  • 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)
    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Interpreting statistical information
    • Interpret data displays

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

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

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

Perspectives and interpretations

Identify and analyse the perspectives of people from the past (ACHHS172 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts
  • Use language to interact with others

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

  • investigating the role of human agency in historical events and developments
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • 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
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Identify and analyse different historical interpretations (including their own) (ACHHS173 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Listen and respond to learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

  • recognising that historical interpretations may be provisional
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Explanation and communication

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

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge
  • Express opinion and point of view
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

  • developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

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

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

  • using online conferencing and other forms of ICT to discuss historical questions and issues
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

  • creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Express opinion and point of view
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts


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.


Year 9 Work Sample Portfolios

Year 10

Year 10 Level Description

The modern world and Australia

The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing.

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

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

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 10 are:

  • How did the nature of global conflict change during the twentieth century?
  • What were the consequences of World War II? How did these consequences shape the modern world?
  • How was Australian society affected by other significant global events and changes in this period?

Year 10 Content Descriptions

Overview of the modern world and Australia

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period.

Overview content for the Modern World and Australia includes the following:

the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018 - Scootle )
continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping (ACOKFH021 - Scootle )
the major movements for rights and freedom in the world and the achievement of independence by former colonies (ACOKFH022 - Scootle )
the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War (ACOKFH023 - Scootle )
developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability (ACOKFH024 - Scootle )

Depth Studies

World War II (1939-45)

Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.
Overview of the causes and course of World War II (ACDSEH024 - Scootle )
  • 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)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

  • identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107 - Scootle )
  • investigating the scale and significance of the Holocaust, using primary sources
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

  • explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

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 - Scootle )
  • 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)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

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 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • 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)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Rights and freedoms (1945 – the present)

Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.
The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023 - Scootle )
  • describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia’s HV Evatt
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Text knowledge
    • Use knowledge of text structures

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 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

The US civil rights movement and its influence on Australia (ACDSEH105 - Scootle )
  • 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
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

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 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

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 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • 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
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

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 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • identifying areas (for example, education, health, work) that are the focus for continued civil rights action for Aboriginal and Torres Strait Islander Peoples
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

The globalising world

Students investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. Students study ONE of these electives: Popular culture or Migration experiences or The environment movement.

Popular culture (1945 – present)

The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027 - Scootle )
  • identifying sports that were popular in Australia such as football, horse racing, cricket
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121 - Scootle )
  • investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • 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)
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

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 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123 - Scootle )
  • 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)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149 - Scootle )
  • describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

Migration experiences (1945 – present)

The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144 - Scootle )
  • 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
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning
    • Apply proportional reasoning

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145 - Scootle )
Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

  • 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
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

  • 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)
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • 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
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147 - Scootle )
  • investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning
    • Interpret proportional reasoning

    Interpreting statistical information
    • Interpret data displays

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

The environment movement (1960s – present)

The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia (ACDSEH028 - Scootle )
  • Sustainability
  • 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))
    • Sustainability
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125 - Scootle )
  • Sustainability
Numeracy

Using fractions, decimals, percentages, ratios and rates
  • Interpret proportional reasoning
  • Apply proportional reasoning

Interpreting statistical information
  • Interpret data displays

  • 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)
    • Sustainability
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including the concept of ‘sustainability (ACDSEH126 - Scootle )
  • Sustainability
  • 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
    • Sustainability
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

  • 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)
    • Sustainability
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

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 - Scootle )
  • Sustainability
  • 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)
    • Sustainability
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • explaining the struggle over French nuclear weapon testing in the Pacific 1966–1996 (for example, the sinking of the ship, the Rainbow Warrior, in 1985)
    • Sustainability
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128 - Scootle )
  • Sustainability
  • explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first Great Barrier Reef Outlook Report (2009)
    • Sustainability
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

  • 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)
    • Asia and Australia’s Engagement with Asia
    • Sustainability
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182 - Scootle )
Numeracy

Estimating and calculating with whole numbers
  • Estimate and calculate

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Using measurement
  • Operate with clocks, calendars and timetables

Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

  • 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
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using measurement
    • Operate with clocks, calendars and timetables

  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Using spatial reasoning
    • Interpret maps and diagrams

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

Use historical terms and concepts (ACHHS183 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts
  • Use language to interact with others

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

  • defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary
    • Use spelling knowledge

Historical questions and research

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text structures

Grammar knowledge
  • Use knowledge of sentence structures

  • changing a key question or related questions in an inquiry depending on the suitability of the sources available
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures

  • developing questions about aspects of the past that require historical argument
    Literacy

    Grammar knowledge
    • Express opinion and point of view
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

  • identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

Evaluate and enhance these questions (ACHHS185 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • changing a key question or related questions in an inquiry depending on the suitability of the sources available
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

Identify and locate relevant sources, using ICT and other methods (ACHHS186 - Scootle )
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

  • locating sources for recording oral histories (for example, Vietnam War veterans, recent migrants)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Comprehending texts through listening, reading and viewing
    • Comprehend texts
    • Navigate, read and view learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

  • 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’)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Comprehend texts
    • Navigate, read and view learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS187 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

  • using data from immigration records and processing them using ICT to identify historical trends over time
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

  • 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)
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Grammar knowledge
  • Express opinion and point of view

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • combining historical data from a range of sources to identify and explain the impact of World War II
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

    Numeracy

    Interpreting statistical information
    • Interpret data displays

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • 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)
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • 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
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

Perspectives and interpretations

Identify and analyse the perspectives of people from the past (ACHHS190 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others
  • Compose texts

Grammar knowledge
  • Express opinion and point of view

Word Knowledge
  • Understand learning area vocabulary

  • analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Identify and analyse different historical interpretations (including their own) (ACHHS191 - Scootle )
Literacy

Grammar knowledge
  • Express opinion and point of view

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

  • examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

Explanation and communication

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192 - Scootle )
Literacy

Grammar knowledge
  • Use knowledge of sentence structures
  • Express opinion and point of view
  • Use knowledge of words and word groups

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts

  • 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
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Express opinion and point of view
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary
    • Use spelling knowledge

  • 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)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Visual Knowledge
  • Understand how visual elements create meaning

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

  • 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
    • Sustainability
    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Text knowledge
    • Use knowledge of text structures


Year 10 Achievement Standards

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.


Year 10 Work Sample Portfolios