Ausvels

TheAusVELS
Curriculum
Domain
TheHumanitiesHistory
Level
Level7,Level8,Level9andLevel10
Dated
Tuesday,17March2015
Exceptinglogos,trademarksorotherthirdpartycontentasindicated,theF10AusVELSCurriculumcontentinthisdocument
islicensedCreativeCommonsAttributionNonCommercialShareAlike(3.0Australia).
AusVELSAustralianCurriculumcontent(identifiedwithAC),derivesfromtheAustralianCurriculumAssessmentand
ReportingAuthority(ACARA).
AusVELS andthe
logoareregisteredtrademarksoftheVictorianCurriculumandAssessmentAuthority.
The Humanities - History
TableofContents
Overview
RationaleandAims
Contentstructure
HistoryacrossFoundationtoLevel10
Achievementstandards
Diversityoflearners
Crosscurriculumpriorities
CurriculumF10
10
Level7
10
Level8
19
Level9
29
Level10
37
VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015
Rationale
Historyisadisciplinedprocessofinquiryintothepastthatdevelopsstudents'curiosityandimagination.Awarenessof
historyisanessentialcharacteristicofanysociety,andhistoricalknowledgeisfundamentaltounderstandingourselvesand
others.Itpromotestheunderstandingofsocieties,events,movementsanddevelopmentsthathaveshapedhumanityfrom
earliesttimes.Ithelpsstudentsappreciatehowtheworldanditspeoplehavechanged,aswellasthesignificantcontinuities
thatexisttothepresentday.History,asadiscipline,hasitsownmethodsandprocedureswhichmakeitdifferentfromother
waysofunderstandinghumanexperience.Thestudyofhistoryisbasedonevidencederivedfromremainsofthepast.Itis
interpretativebynature,promotesdebateandencouragesthinkingabouthumanvalues,includingpresentandfuture
challenges.Theprocessofhistoricalinquirydevelopstransferableskills,suchastheabilitytoaskrelevantquestions
criticallyanalyseandinterpretsourcesconsidercontextrespectandexplaindifferentperspectivesdevelopandsubstantiate
interpretations,andcommunicateeffectively.
ThecurriculumgenerallytakesaworldhistoryapproachwithinwhichthehistoryofAustraliaistaught.Itdoesthisinorderto
equipstudentsfortheworld(local,regionalandglobal)inwhichtheylive.Anunderstandingofworldhistoryenhances
studentsappreciationofAustralianhistory.Itenablesthemtodevelopanunderstandingofthepastandpresentexperiences
ofAboriginalandTorresStraitIslanderpeoples,theiridentityandthecontinuingvalueoftheirculture.Italsohelpsstudents
toappreciateAustralia'sdistinctivepathofsocial,economicandpoliticaldevelopment,itspositionintheAsiaPacificregion,
anditsglobalinterrelationships.Thisknowledgeandunderstandingisessentialforinformedandactiveparticipationin
Australia'sdiversesociety.
Aims
AusVELSHistoryaimstoensurethatstudentsdevelop:
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interestin,andenjoymentof,historicalstudyforlifelonglearningandwork,includingtheircapacityandwillingnessto
beinformedandactivecitizens
knowledge,understandingandappreciationofthepastandtheforcesthatshapesocieties,includingAustralian
society
understandinganduseofhistoricalconcepts,suchasevidence,continuityandchange,causeandeffect,perspectives,
empathy,significanceandcontestability
capacitytoundertakehistoricalinquiry,includingskillsintheanalysisanduseofsources,andinexplanationand
communication.
ContentStructure
AusVELSHistoryisorganisedintotwointerrelatedstrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills.
HistoricalKnowledgeandUnderstanding
Thisstrandincludespersonal,family,local,stateorterritory,national,regionalandworldhistory.Thereisanemphasison
AustralianhistoryinitsworldhistorycontextatFoundation(includingLevelsAtoDforStudentswithDisabilities)toLevel10
andafocusonworldhistoryintheseniorsecondarylevels.Thestrandincludesastudyofsocieties,events,movementsand
developmentsthathaveshapedworldhistoryfromthetimeoftheearliesthumancommunitiestothepresentday.

Thisstrandexploreskeyconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuityandchange,cause
andeffect,significance,perspectives,empathyandcontestability.Theseconceptsmaybeinvestigatedwithinaparticular
historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries.
HistoricalSkills
Thisstrandpromotesskillsusedintheprocessofhistoricalinquiry:chronology,termsandconceptshistoricalquestions
andresearchtheanalysisanduseofsourcesperspectivesandinterpretationsexplanationandcommunication.Withinthis
strandthereisanincreasingemphasisonhistoricalinterpretationandtheuseofevidence.
Relationshipbetweenthestrands
Thetwostrandsareintegratedinthedevelopmentofateachingandlearningprogram.TheHistoricalKnowledgeand
Understandingstrandprovidesthecontextsthroughwhichparticularskillsaretobedeveloped.HistoricalSkillshavebeen
describedinbandsofschooling,overthreelevelsatFoundation(includingLevelsAtoDforStudentswithDisabilities)to
Level2andattwolevelintervalsinsubsequentlevels.ThesequencinganddescriptionoftheHistoricalSkillsstrand,in
bandsofschoolingwillassistinmultiageprogrammingbyprovidingacommonfocusfortheteachingandlearningof
contentintheHistoricalKnowledgeandUnderstandingstrand.
Inquiryquestions
Eachlevelincludeskeyinquiryquestionsthatprovideaframeworkfordevelopingstudentshistoricalknowledge,
understandingandskills.
Overviews
HistoricalKnowledgeandUnderstandingincludesanoverviewofthehistoricalperiodtobecoveredineachlevelfromLevel
7to10.Theoverviewisnotintendedtobetaughtindepthitwillconstituteapproximately10%ofthetotalteachingtimeforthe
level.Theoverviewcontentidentifiesimportantfeaturesofthehistoricalperiodattherelevantlevelandprovidesanexpansive
chronologythathelpsstudentsunderstandbroadpatternsofhistoricalchange.
Depthstudies
Inadditiontotheoverview,HistoricalKnowledgeandUnderstandingincludesthreedepthstudiesforthehistoricalperiodat
eachlevelfromLevel7to10.Foreachdepthstudy,thereareuptothreeelectivesthatfocusonaparticularsociety,event,
movementordevelopment.ItisexpectedthatONEelectiveisstudiedindetail,whichwillconstituteapproximately30%ofthe
totalteachingtimeforthelevel.Thecontentineachelectiveisdesignedtoallowdetailedstudyofspecificaspectsofthe
historicalperiod.Theorderanddetailinwhichcontentistaughtisaprogrammingdecision.Contentmaybeintegratedin
waysappropriatetothespecificlocalcontextanditmaybeintegratedwiththecontentofotherdepthstudyelectives.
Relationshipbetweenoverviewsanddepthstudies
Aspartofateachingandlearningprogram,thedepthstudycontentateachlevelfromLevel7to10maybeintegratedwith
theoverviewcontent.Theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontent.Thismeansthatthe
overviewcontentcanprovidestudentswithanintroductiontothehistoricalperioditcanmakethelinkstoandbetweenthe
depthstudies,anditcanconsolidateunderstandingthroughareviewoftheperiod.
Conceptsfordevelopinghistoricalunderstanding
AusVELSHistoryincludesconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuityandchange,cause
andeffect,perspectives,empathy,significanceandcontestability.

InFoundation(includingLevelsAtoDforStudentswithDisabilities)toLevel2,thereisaparticularemphasisonthe
conceptsofcontinuityandchange,causeandeffect,andsignificancewithinthecontextofpersonal,familyandlocalhistory.
TheseconceptscontinuetobeafocusofstudyinLevels36withtheinclusionofcontentrelatedtoperspectiveschallenging
thenotionthatthepastisagivenandisunproblematic.InLevels710theconceptsofevidenceandcontestabilityare
introducedtofurtherdevelopstudents'understandingofthenatureofhistoricalinterpretationandargument.
Leveldescriptions
Leveldescriptionsprovideanoverviewofthecontentthatisbeingstudiedatthatlevel.Theyalsoemphasisetheinterrelated
natureofthetwostrandsandtheexpectationthatplanningwillinvolveintegrationofcontentfromacrossthestrands.
Contentdescriptions
AusVELSHistoryincludescontentdescriptionsateachlevel.Thesesetouttheknowledge,understandingandskillsthat
teachersareexpectedtoteachandstudentsareexpectedtolearn.Howevertheydonotprescribeapproachestoteaching.
Thecontentdescriptionshavebeenwrittentoensurethatlearningisappropriatelyorderedandthatunnecessaryrepetitionis
avoided.However,aconceptorskillintroducedatonelevelmayberevisited,strengthenedandextendedatlaterlevelsas
needed.
Contentelaborations
Contentelaborationsareprovidedforalllevelstoillustrateandexemplifycontentandtoassistteachersindevelopinga
commonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpointsthatall
studentsneedtobetaught.
Glossary
Aglossaryisprovidedtosupportacommonunderstandingofkeytermsandconceptsinthecontentdescriptions.
HistoryacrossFoundationtoLevel10
TheAusVELScurriculumisdescribedbylevels.Thisdocumentprovidesadviceonthenatureoflearners,byleveland
ageandtherelevantcurriculum:
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FoundationtoLevel2:typicallystudentsfrom5to8yearsofage
Levels36:typicallystudentsfrom8to12yearsofage
Levels710:typicallystudentsfrom12to16yearsofage.
TheTowardsFoundationLevelAusVELSLevelsAtoD(StudentswithDisabilities)focussesonprogressingstudentsfrom
apreintentionaltointentionalstate,andarenotassociatedwithanysetageoryearlevelthatlinkschronologicalageto
cognitiveprogress.
FoundationtoLevel2
Curriculumfocus:Awarenessoffamilyhistoryandcommunityheritage
Throughexperimentation,practiceandplay,childrenintheselevelsusetheirinterestinpeopleandhowthingsworktomake
senseoftheirworld.

ThishistorycurriculumenablesstudentsinFoundationtoLevel2tolearnabouttheirownsocialcontextoffamily,friendsand
school,andthesignificanceofthepast.Theyengagewiththeremainsofthepastdevelopaconceptoftimeaspresent,past
andfuture,andthroughroleplayusetheirimaginationtospeculateaboutthelivesofothersinthepast.
Levels36
Curriculumfocus:Local/nationalhistoryanduseofarangeofsources
Studentsdrawontheirgrowingexperienceoffamily,schoolandthewidercommunitytodeveloptheirunderstandingofthe
worldandtheirrelationshiptootherspastandpresent.Intheselevels,studentsbegintobetterunderstandandappreciate
differentpointsofviewandtodevelopanawarenessofjusticeandfairplay.
ThishistorycurriculumseekstotargetthedistinctnatureoflearnersinLevels3to6byincludingcontentaboutAboriginal
andTorresStraitIslandersocieties,democraticconceptsandrights,andthediversityofAustraliansociety.
Inthisway,studentsdevelopanunderstandingoftheheritageoftheircommunityandoftheirabilitytocontributetoit.They
becomeawareofsimilaritiesanddifferencesbetweenpeopleandbecomemoreawareofdiversityinthewidercommunity
aswellastheconceptofchangeovertime.
Levels710
Curriculumfocus:WorldandAustralianhistory,theanalysisanduseofsourcesandhistorical
interpretation
Asstudentsmoveintoadolescence,theyundergoarangeofimportantphysical,cognitive,emotionalandsocialchanges.
Studentsoftenbegintoquestionestablishedconventions,practicesandvalues.Theirinterestsextendwellbeyondtheirown
communitiesandtheybegintodevelopconcernsaboutwiderissues.
Studentsinthisagerangeincreasinglylookforandvaluelearningthatisperceivedtoberelevant,isconsistentwithpersonal
goals,and/orleadstoimportantoutcomes.Increasinglytheyareabletoworkwithmoreabstractconceptsandarekeento
explorethenatureofevidenceandthecontestabilityofideas.
Throughthishistorycurriculum,studentsinLevels7to10pursuebroadquestionssuchas:Howdoweknowaboutthe
ancientpast?Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties?Howdidthenatureofglobal
conflictchangeduringthetwentiethcentury?Thiscurriculumalsoprovidesopportunitiestoengagestudentsthrough
contextsthataremeaningfulandrelevanttothemandthroughpastandpresentdebates.
Curriculumstructure:FoundationtoLevel6andLevels710
Thecurriculumstructureateachlevel(F6)includesadescriptionofthecontentfocusandkeyinquiryquestions.The
curriculumprovidesopportunitiesforthecontenttobetaughtusingspecificlocalcontexts.
Thecurriculumstructureateachlevel(710)includesadescriptionofthecontentfocus,keyinquiryquestions,overviewof
thehistoricalperiod,anddepthstudies.Theoverviewisdesignedtointroducethebroadcontentandcontextsforstudy.In
addition,forLevels710therearethreedepthstudiesthatprovideanopportunitytoinvestigateaspectsingreaterdepthand
thusprovidescopeforthedevelopmentofhistoricalknowledge,understandingandskills.Thecurriculumprovides
opportunitiesforthecontenttobetaughtusingspecificlocalcontexts.ThestudyofhistoryinLevels710consistsoffour
historicalperiods:
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theLevel7curriculumfocusesonhistoryfromthetimeoftheearliesthumancommunitiestotheendoftheancient
period(approximately60,000BCEc.650CE)aperioddefinedbythedevelopmentofculturalpracticesandorganised
societies

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theLevel8curriculumfocusesonhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod
(c.6501750)aspanofhumanhistorymarkedbysignificanteconomic,religiousandpoliticalchange
theLevel9curriculumfocusesonthemakingofthemodernworldandAustraliafrom1750to1918aneraof
industrialism,nationalismandimperialism
theLevel10curriculumfocusesonthehistoryofthemodernworldandAustraliafrom1918tothepresentThe
twentiethcenturywasanimportantperiodinAustraliassocial,cultural,economicandpoliticaldevelopment.
TheAusVELSHistoryScopeandSequencechartisavailablefromtheVCAAwebsite.
AchievementStandards
Achievementstandardsindicatethequalityoflearningstudentsshouldtypicallydemonstratebyaparticularpointintheir
schooling.Theydescribethequalityoflearning(theextentofknowledge,thedepthofunderstandingandthesophisticationof
skills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelofachievement.
Thesequenceofachievementstandardsacrossthelevelsdescribesprogressinthelearningarea.Thissequenceprovides
teacherswithaframeworkofgrowthanddevelopmentinthelearningarea.
Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork
sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning
evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard.Together,thedescriptionofthe
achievementstandardandtheaccompanyingsetofannotatedworksampleshelpteacherstomakejudgmentsabout
whetherstudentshaveachievedthestandard.
DiversityofLearners
TheAusVELScurriculumhasbeendevelopedtoensurethatcurriculumcontentandachievementstandardsestablishhigh
expectationsforallstudents.Everystudentisentitledtoenrichinglearningexperiencesacrossallareasofthecurriculum.
StudentsinAustralianclassroomshavemultiple,diverseandchangingneedsthatareshapedbyindividuallearning
historiesandabilitiesaswellascultural,languagebackgroundsandsocioeconomicfactors.
StudentswithDisabilities
TheobjectivesofAusVELSarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailortheirteachingin
waysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswithdisabilities.
Moststudentswithdisabilitiescanengagewiththecurriculumprovidedthenecessaryadjustmentsaremadetothe
complexityofthecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge,skillsand
understanding.
Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto
achieveeducationalstandardscommensuratewiththeirpeers.
Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontent,focusing
instructiononcontentdifferenttothattaughttoothersintheiragegroup.Itfollowsthatadjustmentswillalsoneedtobemade
tohowthestudentsprogressismonitored,assessedandreported.

Forasmallpercentageofstudentswithdisabilities,theirlearningwillbewellbelowtheAusVELSFoundationstandards.
Mostofthesestudentshaveasignificantintellectualdisability.TowardsFoundationLevelAusVELSprovidesthiscohortof
studentswithaccesstocurriculumcontentandstandardsthatenablesstudentstomovetowardthelearningdescribedat
Foundationlevel.
ForAusVELSEnglish,Mathematics,ScienceandHistory,theTowardsFoundationLevelAusVELSmaterialsareintegrated
directlyintotheAusVELScurriculumandarereferredtoasLevelsAtoD.Thesematerialsincludelearningareaspecific
leveldescriptions,contentdescriptionsandelaborations,achievementstandardsandscopeandsequencecharts.
AboutLevelsAtoD(StudentswithDisabilities)
LevelsAtoD(StudentswithDisabilities)focusonprogressingstudentsfromapreintentionaltointentionalengagementin
learning.Theysupportstudentstodeveloptheirindependenceastheyexplore,participateandengageintheworldaround
them.Asstudentsprogressthroughtheselevels,theamountofsupportdecreasesastheyproceedtowardsbecoming
independentlearners.
LevelsAtoDarenotassociatedwithanysetageoryearlevelthatlinkschronologicalagetocognitiveprogress.Ratherthe
learningdescriptionsforlevelsAtoDarestructuredbythefollowingcontinuum:
LevelA:BeginningtoExplore
Atthislevelstudentsexperiencearangeoflearningactivitiesthatwillassistthemtoattendtoandexploretheworldaround
themwithasmuchindependenceaspossible.Experiencesaredesignedtomovestudentsfromapreintentionallevelof
respondingtoalevelwheretheresponseindicatesbeginningintention.Studentsneedhighlevelsofcoactivesupportand
focusedattentionfromtheteachertohelptheminitiateandrefinetheirresponses.Studentsdemonstratesomeawareness
andrecognitionoffamiliarpeopleandroutineactivities.
LevelB:ActiveExploration
Studentsatthislevelbecomelessreliantonhighlevelsofcoactivesupportandbecomemorereliantonverbalpromptsand
gesturestofacilitatetheirlearning.Theybegintoexploretheirworldindependentlyandengageinsimplecauseandeffect
playactivities.Studentsareabletofocusonstructuredlearningactivitiesforshortperiodsoftime.Theyrespondtofamiliar
peopleandeventsandbegintouseyes/noresponses.
LevelC:IntentionalParticipation
Studentsatthislevelarelessdependentoncoactivesupportandrespondmoreconsistentlytopromptsandsimpleclear
directionsfromtheteachertosupportthemintheirlearning.Theyaredisplayingthefirstsignsofindependenceand
becomingmorepeerfocused.Studentsparticipateinstructuredlearningactivitieswithothersandtheybegintousepictures,
photosandobjectstocommunicatepersonalinterestsandexperiences.Theystarttouseandlinksomefamiliarwordsand
imagestoconstructameaningfulcommunication.
LevelD:BuildingIndependence
Withteachersupportandcurriculumscaffolding,studentsatthislevelparticipatecooperativelyingrouplearningactivities.
Theyexpresstheirfeelings,needsandchoicesinincreasinglyappropriatewaysandcombineandsequencekeywordsand
imagestocommunicatepersonalinterestsandtorecountsignificantexperiences.Theyindicatebeginningunderstandingof
socialrulesandexpectationsandarebeginningtoreflectontheirownbehaviour.
SpecificleveldescriptionsforAusVELSHistoryareintegratedwiththeAusVELScurriculum,i.e.,see
http://ausvels.vcaa.vic.edu.au/TheHumanitiesHistory/Curriculum/F10.

Formoreadviceinregardtocurriculumprovisionandstudentswithdisabilities,pleaseseetheAusVELSStudents
withDisabilitiesGuidelines(PDF).AdditionaladviceandsupportisalsoavailablefromtheDEECDAbilitiesBased
LearningandEducationSupport(ABLES)website.
Englishasanadditionallanguage
ManystudentsinAustralianschoolsarelearnersofEnglishasanadditionallanguage(EAL).LearnersofEALarestudents
whosefirstlanguageisalanguageotherthanStandardAustralianEnglishandwhorequireadditionalsupporttoassist
themtodevelopEnglishlanguageproficiency.WhilemanyEALlearnersdowellinschool,thereisasignificantgroupof
theselearnerswholeaveschoolwithoutachievingtheirpotential.
EALstudentscomefromdiversebackgroundsandmayinclude:
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childrenwhosefirstlanguageisalanguageotherthanEnglish
AboriginalandTorresStraitIslanderstudentswhosefirstlanguageisanIndigenouslanguage,includingtraditional
languages,creolesandrelatedvarieties,orAboriginalEnglish.
EALlearnersenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhavevarious
educationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish.
TheaimsofAusVELSHistoryareultimatelythesameforallstudents.However,EALlearnersaresimultaneouslylearninga
newlanguageandtheknowledge,understandingandskillsofthehistorycurriculumthroughthatnewlanguage.They
requireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddressestheirlanguageneeds,and
assessmentsthattakeintoaccounttheirdevelopinglanguageproficiency.
AnationalEALdocumentisbeingproducedthatsupportstheAusVELScurriculum.Itprovidesadescriptionofhowlanguage
proficiencydevelops,andisavaluablereferenceforallteachers.Itallowshistoryteacherstoidentifythelanguagelevelsof
theEALlearnersintheirclassroomsandtoaddresstheirspecificlearningrequirementswhenteaching,ensuringequityof
accesstothehistorylearningareaforall.
Intheinterim,adviceabouthowtousethecurriculumwithEALstudentsisavailablehere.
Crosscurriculumpriorities
TherearethreecrosscurriculumprioritiesinAusVELSHistory:
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AboriginalandTorresStraitIslanderhistoriesandcultures
AsiaandAustraliasengagementwithAsia
Sustainability.
Thecrosscurriculumprioritiesareembeddedinthecurriculumandwillhaveastrongbutvaryingpresencedependingon
theirrelevancetoeachofthelearningareas.
AboriginalandTorresStraitIslanderhistoriesandcultures
AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis
centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep
knowledgetraditionsandholisticworldview.

AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen
developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithin
AusVELSHistory.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand
Culture.Embracingtheseelementsenhancesallareasofthecurriculum.
TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia
byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto
participatepositivelyintheongoingdevelopmentofAustralia.
AusVELSHistoryvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.ItcelebratesAboriginalandTorresStrait
IslanderhistoriesaspartofthesharedhistorybelongingtoallAustralians.
StudentswillexaminehistoricalperspectivesfromanAboriginalandTorresStraitIslanderviewpoint.Theywilllearnabout
AboriginalandTorresStraitIslanderPeoplespriortocolonisationbytheBritish,theensuingcontactanditsimpacts.They
willexaminekeypoliciesandpoliticalmovementsoverthelasttwocenturies.Studentswilldevelopanawarenessofthe
significantrolesofAboriginalandTorresStraitislanderpeopleinAustraliansociety.
AsiaandAustraliasengagementwithAsia
AusVELSHistory,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengagingcontentandcontexts
fordevelopingstudentshistoricalknowledge,understandingandskills.
AusVELSHistoryenablesstudentstodevelopanunderstandingofhistoriesofthediversepeoplesofAsiaandtheir
contributionstotheregionandtheworld,andanappreciationoftheimportanceoftheregionforAustraliaandtheworld.This
happensasstudentslearnabouttheimportanceofthetraditions,beliefsandcelebrationsofpeoplesfromtheAsiaregion
andthroughthestudyofancientsocieties,trade,conflicts,progressivemovementsandmigrationtoAustraliabypeoplefrom
Asia.
Inthislearningarea,studentsrecognisethedynamicnatureofsociopoliticalrelationshipswithintheregionovertime,and
therolethatindividuals,governmentsandotherorganisationsplayinshapingrelationshipsbetweenpeoplesandcountries.
TheydevelopanappreciationofthehistoryofAustraliaAsiaengagementandhowthisinfluencescontemporary
relationshipswithinAustraliansocietyandrelationshipsbetweenAustraliaandthecountriesofAsia.Studentsalso
understandtheongoingroleplayedbyAustraliaandindividualAustralians,includingAustraliansofAsianheritage,inmajor
eventsanddevelopmentsintheAsiaregion.
Sustainability
InAusVELSHistory,thepriorityofsustainabilityprovidesacontextfordevelopingstudentshistoricalknowledge,
understandingandskills.Itassistsstudentsinunderstandingtheforcesthatinfluencecontinuityandchange.
AusVELSHistory providescontentthatsupportsthedevelopmentofstudentsworldviews,particularlyinrelationto
judgmentsaboutpastsocialandeconomicsystems,andaccesstoanduseoftheEarthsresources.Itprovides
opportunitiesforstudentstodevelopanhistoricalperspectiveonsustainability.Makingdecisionsaboutsustainabilitytohelp
shapeabetterfuturerequiresanunderstandingofhowthepastrelatestothepresent,andneedstobeinformedby
historicaltrendsandexperiences.
Inthislearningarea,studentsdevelopunderstanding,forexample,ofthechangesinenvironmentsovertime,theroleplayed
byindividualsandcommunitiesinprotectingenvironments,theemergenceoffarmingandsettledcommunities,the
developmentoftheIndustrialRevolutionandthegrowthofpopulation,theoveruseofnaturalresourcesandtheriseof
environmentalmovements.
Level7
TheAncientWorld
TheLevel7curriculumprovidesastudyofhistoryfromthetimeoftheearliesthumancommunitiestotheendofthe
ancientperiod,approximately60000BC(BCE)c.650AD(CE).Itwasaperioddefinedbythedevelopmentofcultural
practicesandorganisedsocieties.Thestudyoftheancientworldincludesthediscoveries(theremainsofthepastand
whatweknow)andthemysteries(whatwedonotknow)aboutthisperiodofhistory,inarangeofsocietiesincluding
Australia,Egypt,Greece,Rome,ChinaandIndia.
Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence,
continuityandchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmay
beinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusfor
historicalinquiries.
Thehistorycontentatthislevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills.
Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecific
localcontexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions.
Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions
throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthislevelare:
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Howdoweknowabouttheancientpast?
Whyandwheredidtheearliestsocietiesdevelop?
Whatemergedasthedefiningcharacteristicsofancientsocieties?
Whathavebeenthelegaciesofancientsocieties?
Overview
Thefollowingcontentistobetaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtin
depth.Anoverviewwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.Overviewcontentidentifies
importantfeaturesoftheperiod,approximately60000BC(BCE)c.650AD(CE),aspartofanexpansivechronology
thathelpsstudentsunderstandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroader
contextfortheteachingofdepthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram.
Thismeansthatoverviewcontentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethe
linkstoandbetweenthedepthstudiesandtoconsolidateunderstandingthroughareviewoftheperiod.
Overviewcontentfortheancientworld(Egypt,Mesopotamia,Persia,Greece,Rome,India,ChinaandtheMaya)
includesthefollowing:
thetheorythatpeoplemovedoutofAfricaaround60000BC(BCE)andmigratedtootherpartsoftheworld,including
Australia.
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usingamaptodescribethepatternofmovementofhumansoutofAfricaandacrossothercontinentsovertime,
andlookingatthetypesofevidenceofthesemovements(forexamplestonetools,humanremainsandcave
paintings)
theevidencefortheemergenceandestablishmentofancientsocieties(includingart,iconography,writingtoolsand
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pottery)
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exploringanearlyexampleofart(forexamplethe17000BCEgreatbullpaintingsfromtheLascauxCavein
France)anddiscussingwhytheymayhavebeenpainted
discussingtheevolvingnatureoftheevidenceinthisperiod,whichshowsincreasinglysophisticatedformsof
technology(forexamplethetransitionfrommakingtoolsoutofstone,boneandwoodtometalworking)
identifyingsourcesofevidencefortheemergenceoforganisedstates(forexampletheCuneiformscriptphonetic
writingoftheSumeriansc.3500BCEtheancientlawcodeofHammurabiclaytabletsfromancientBabylon
c.1790BCEartefactsfoundinthetombsatUrSumerc.2500BCE,whichindicatethepresenceofeitherroyalty
orpriestessespotteryshardsandfragmentsdiscoveredinPalestinemadeofmudfromtheRiverNileinEgypt
asevidenceoftrade
keyfeaturesofancientsocieties(farming,trade,socialclasses,religion,ruleoflaw)

exploringwhytheshiftfromhuntingandforagingtocultivation(andthedomesticationofanimals)ledtothe
developmentofpermanentsettlements
identifyingthemajorcivilisationsoftheancientworld(namelyEgypt,Mesopotamia,Persia,Greece,Rome,India,
ChinaandtheMaya)whereandwhentheyexisted,andtheevidenceforcontactbetweenthem
locatingthemajorcivilisationsoftheancientworldonaworldmapandusingatimelinetoidentifythelongevityof
eachancientcivilisation
identifyingthemajorreligions/philosophiesthatemergedbytheendoftheperiod(Hinduism,Judaism,
Buddhism,Confucianism,Christianity,Islam),andtheirkeybeliefs(throughgroupwork)
Depthstudies
Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocus
onaparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.A
depthstudyelectivewillconstituteapproximately30%ofthetotalteachingtimeforthelevel.Thecontentineachdepth
studyelectiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingand
learningprogram,depthstudycontentcanbeintegratedwiththeoverviewcontentand/orwithotherdepthstudy
electives.
1Investigatingtheancientpast
Elaborations
Studentsbuildonandconsolidatetheirunderstandingofhistoricalinquiryfrompreviouslevelsindepth,usinga
rangeofsourcesforthestudyoftheancientpast.
Investigatingtheancientpast
Howhistoriansandarchaeologistsinvestigate
identifyingdifferentapproachestohistoricalinvestigationsuch
astheuseofexcavationandstratigraphy,oralhistoryanduse
ofdataderivedfromradiocarbondating
listingarangeofsources(botharchaeologicalandwritten)
requiredinanhistoricalinvestigationtodeveloparesponseto
thequestion(s)beingasked
history,includingexcavationandarchival
research(ACDSEH001)
Therangeofsourcesthatcanbeusedinan
historicalinvestigation,including
archaeologicalandwrittensources
(ACDSEH029)
11

Themethodsandsourcesusedtoinvestigate
evaluatingvariousmethodsforinvestigatingtheancientpast,
forexamplestratigraphytodatediscoveriesDNAtestingto
identifypastindividualsfromtheirremains(suchasEgyptian
mummies)aswellascommondiseases
usingacrosssectionaldrawingoftheearthssurfacefroman
archaeologicalexcavationtoidentifytheevidencelocatedat
variouslayers(stratigraphy)andwhatitrevealsaboutchange
overtime(forexampleacharcoallayercontaininghuman
remainsandweaponsmayindicatethecaptureand
destructionofanancientsettlementsuchasTroy)
investigatingthediscoveryofMungoWomanin1969andthe
useofradiocarbondatingtodrawconclusionsaboutthe
longevityofhumanoccupationatLakeMungo
generatingarangeofquestionstoinvestigateasource(for
exampleashellmiddeninancientAustraliawhereitwas
found,howlongitwasusedfor,whatitrevealsabout
technologyandtheuseofenvironmentalresources)
investigatingworldheritagecriteriaforthelistingofsignificant
ancientsites,usinganexampleofanancientsitesuchas
Pompeii
explainingtheUNESCOledrescuemissiontosavethe
templesofAbuSimbel
atleastONEhistoricalcontroversyormystery
thathaschallengedhistoriansor
archaeologists,suchasintheanalysisof
unidentifiedhumanremains(ACDSEH030)
ThenatureofthesourcesforancientAustralia
andwhattheyrevealaboutAustraliaspastin
theancientperiod,suchastheuseof
resources(ACDSEH031)

Theimportanceofconservingtheremainsof
theancientpast,includingtheheritageof
AboriginalandTorresStraitIslanderPeoples.
(ACDSEH148)

2TheMediterraneanworld
Elaborations
StudentsinvestigateONEoftheseMediterraneansocietiesindepth:EgyptorGreeceorRome.
Egypt
ThephysicalfeaturesofancientEgypt(suchas
describingtheimportanceoftheRiverNiletoEgyptiansociety
(forexampleinundationandfarming,theworshipofHapi(god
oftheNile),andtheuseoftheNileasameansof
transportation)
creatingagraphicrepresentationofthesocialstructureof
Egyptiansociety
outliningtherightsofwomen(forexampleintheareasof
marriage,familylife,workandeducation)andtheir
responsibilities(thatis,generallylimitedtothehomeand
family)
investigatingsignificantbeliefsassociatedwithdeathand
funerarycustoms(forexamplebeliefinanafterlife)and
practices(forexampleburialintombsandtechniquesof
mummification)
generatingalternativeexplanationsforthebuildingofthe
pyramidsatGiza
theRiverNile)andhowtheyinfluencedthe
civilisationthatdevelopedthere(ACDSEH002)

RolesofkeygroupsinancientEgyptiansociety
(suchasthenobility,bureaucracy,women,
slaves),includingtheinfluenceoflawand
religion(ACDSEH032)
Thesignificantbeliefs,valuesandpracticesof
theancientEgyptians,withaparticular
emphasisonONEofthefollowingareas:
everydaylife,warfare,ordeathandfunerary
customs(ACDSEH033)
12

Contactsandconflictswithinand/orwithother
explainingthenatureofcontactwithothersocieties(for
exampletradewithCyprus,CreteandGreece)andconflict(for
exampletheBattleofKadeshintheNewKingdomthat
concludedwithRamesesIIspeacetreatywiththeHittites)
examiningthehistoricalcontext,earlylifeandachievementsof
asignificanthistoricalfigurefromancientEgypt,andhowthey
wereperceivedbytheircontemporaries
describingtheimpactoftheseaandmountainrangesof
AncientGreeceonthedevelopmentofselfgoverningcitystates
examiningevidenceofthesocialstructureofAthenianor
Spartansociety(forexampletherolesofcitizens,women,
slavesinAtheniansocietyandtherolesofSpartiates,Perioikoi
andHelotsinSpartansociety)
outliningtherightsofcitizensinancientAthens(forexamplethe
righttovote),theirresponsibilities(forexamplemilitaryservice,
attendingassemblymeetings)andtheinventionoffreedom
investigatingthesignificantbeliefs,valuesandpracticesofthe
ancientGreeks(forexampletheOlympicGamesortheDelphic
Oracle)
investigatingsignificantbeliefsandvaluesassociatedwith
warfare(forexampleheroicidealsasrevealedintheIliad)and
militarypractices(forexamplearmyorganisation,thehoplite
phalanxandnavalwarfare)
explainingthenatureofcontactwithothersocieties(for
examplethecommoditiesthatformedthetradewithEgypt,
GreekcolonisationoftheMediterranean),andconflict(for
examplethePersianWarsandtheBattleofSalamis,the
empireofAlexandertheGreatandthereachofGreekculture)
asignificanthistoricalfigurefromancientGreece,andhowthey
societies,resultingindevelopmentssuchas
theconquestofotherlands,theexpansionof
trade,andpeacetreaties(ACDSEH034)

Theroleofasignificantindividualinancient
EgyptianhistorysuchasHatshepsutor
RamesesII(ACDSEH129)
OR
Greece
ThephysicalfeaturesofancientGreece(such
asitsmountainouslandscape)andhowthey
influencedthecivilisationthatdevelopedthere
(ACDSEH003)
RolesofkeygroupsinAthenianand/orSpartan
society(suchascitizens,women,slaves),
includingtheinfluenceoflawandreligion
(ACDSEH035)
theancientGreeks,withaparticularemphasis
onONEofthefollowingareas:everydaylife,
warfare,ordeathandfunerarycustoms
(ACDSEH036)
theexpansionoftrade,colonisationandwar
(suchasthePeloponnesianandPersianwars)
(ACDSEH037)
GreekhistorysuchasLeonidasorPericles
(ACDSEH130)
OR
Rome
13

ThephysicalfeaturesofancientRome(such
describingthemethodsusedbytheRomanstomanage
resources(forexamplethewatersupplythroughaqueducts
andplumbingsystems)
examiningtheevidenceofthesocialstructureofRoman
society(forexampletherolesofpatricians,plebeians,women
andslavesinthecityofRome)andtheideaofRepublican
virtueanditshistoricalresonance
describingthesignificanceofslaveryintheperiodofthe
RomanEmpire(forexampletheacquisitionofslavesthrough
warfare,theuseofslavesasgladiatorsandagricultural
labourers,andtheriseoffreedmen)
investigatingsignificantbeliefsassociatedwithdailylife(for
exampletheevidenceofhouseholdreligion)andpractices(for
exampletheuseofpublicamenitiessuchasbaths,andthe
formsofentertainmentintheatresandamphitheatres)
describingthefurthestextentoftheRomanEmpireandthe
influenceofforeigncultsonRomanreligiousbeliefsand
practices(forexamplethePantheonofGods(Greece),Isis
(Egypt)andMithras(Persia)
readingaccountsofcontactsbetweenRomeandAsian
societiesintheancientperiod(forexamplethevisitofChinese
andIndianenvoystoRomeinthetimeofAugustus,as
describedbytheRomanhistorianFlorus)
asignificanthistoricalfigurefromancientRome,andhowthey
astheRiverTiber)andhowtheyinfluencedthe
civilisationthatdevelopedthere.(ACDSEH004)

RolesofkeygroupsinancientRomansociety
(suchaspatricians,plebeians,women,
slaves),includingtheinfluenceoflawand
religion.(ACDSEH038)
theancientRomans,withaparticular
emphasisonONEofthefollowingareas:
everydaylife,warfare,ordeathandfunerary
customs.(ACDSEH039)
theexpansionoftrade,theriseoftheRoman
empire(includingitsmaterialremains),andthe
spreadofreligiousbeliefs(ACDSEH040)

RomeshistorysuchasJuliusCaesaror
Augustus(ACDSEH131)
3TheAsianworld
Elaborations
StudentsinvestigateONEoftheseAsiansocietiesindepth:ChinaorIndia
India
ThephysicalfeaturesofIndia(suchasfertile
describinghowharmoniousrelationshipswiththenatural
worldwerereflectedinIndianbeliefsystems(forexample
Hinduism,BuddhismandJainism)
creatingagraphicrepresentationoftheextentofIndiaasa
politicalunitatthistime,includingforexampleitsdiverse
climaticandgeographicalfeatures,typesandlocationoffood
production,areasofhighandlowdensitypopulation
riverplains)andhowtheyinfluencedthe

14

RolesofkeygroupsinIndiansocietyinthis
Indiansociety
explainingthesocialstructureofIndia,includingtheroleof
Brahminspriests,teachersKshatriyaskings,warriors
Vaishyasmerchants,artisansShudraslabourers,
peasants
investigatingthesignificantbeliefs,valuesandpracticesof
Indiansocietyassociatedwithforexample,ritesofpassagefor
boysandmenritesofpassageforgirlsandwomenmarriage
rites(forexample,theroleofthefamily,religiousceremonies).
Indiansocietyassociatedwithdeathandfunerarycustoms(for
examplecremation,theuseofprofessionalmourners,the
constructionofstupas)
examiningtheextentofIndiancontactwithothersocietiessuch
asthePersiansunderCyrus,theMacedoniansunder
AlexandertheextensivetradewiththeRomansandChinese
thematerialremainsoftheMauryanEmpiresuchasthePillars
ofAshokaandtheBarabarCavesthespreadofHinduismand
Buddhism
asignificanthistoricalfigurefromIndiainthisperiod,andhow
theywereperceivedbytheircontemporaries
describingthesignificanceoftheYellowRivertoirrigationand
theimpactoffeaturessuchastheHimalayasoncontactswith
othersocieties,includingtrade
Chinesesociety
outliningtherightsandresponsibilitiesofwomen(forexample
intheareasofmarriage,familylife,workandeducation)
Chinesesocietyassociatedwithdailylife(forexampleirrigation
andthepracticeofagriculture,theteachingsofConfucius,the
evidenceofdailylifefromtheHantombs)
period(suchaskings,emperors,priests,
merchants,peasants),includingtheinfluence
oflawandreligion.(ACDSEH044)

Indiansociety,withaparticularemphasison
ONEofthefollowingareas:everydaylife,
(ACDSEH045)

theexpansionoftrade,theriseoftheMauryan
Empire(includingitsmaterialremains),and
thespreadofphilosophiesandbeliefs
(ACDSEH046)

TheroleofasignificantindividualinIndian
historysuchasChandraguptaMauryaor
Ashoka(ACDSEH133)

OR
China
ThephysicalfeaturesofChina(suchasthe
YellowRiver)andhowtheyinfluencedthe

RolesofkeygroupsinChinesesocietyinthis
period(suchaskings,emperors,scholars,
craftsmen,women),includingtheinfluenceof
lawandreligion.(ACDSEH041)

Chinesesociety,withaparticularemphasison
ONEofthefollowingareas:everydaylife,
(ACDSEH042)
15

explainingtheriseofimperialChina(forexampletheuseof
chariotwarfareandtheadoptionofmassinfantryarmies,the
buildingofthefirstphaseoftheGreatWallofChina,military
strategiesascodifiedinSunTzusTheArtofWar)
asignificanthistoricalfigurefromChinainthisperiod,andhow
theywereperceivedbytheircontemporaries
theexpansionoftrade,theriseofImperial
China(includingitsmaterialremains),andthe
spreadofphilosophiesandbeliefs
(ACDSEH043)

ChinesehistorysuchasConfuciusorQinShi
Huang(ACDSEH132)

HistoricalSkills
Chronology,termsandconcepts
Sequencehistoricalevents,developments
Elaborations
l
identifyingtheapproximatebeginningandenddatesofancient
societiesandtheperiodsoftimewhentheycoexisted
definingandusingtermssuchasBC(BeforeChrist),AD(Anno
Domini),BCE(BeforeCommonEra),andCE(CommonEra)prehistory
(beforetheperiodoftextualrecording)andhistory(theperiodbeginning
withnamedindividualsandtextualrecording)
definingandusingconceptssuchasslavery,divineright,source(where
ahistorianfindsinformation)andevidence(theinformationthatisused
bythehistorian)
andperiods(ACHHS205)
Usehistoricaltermsandconcepts
(ACHHS206)
Historicalquestionsandresearch
Identifyarangeofquestionsaboutthe
Elaborations
l
posingakeyquestionsuchas:HowwerethepyramidsatGizabuilt?
andunderstandingthattheremaynotbeadefinitiveansweridentifying
relatedquestionstoinformtheinquiryincluding:Whatevidenceis
there?Whattheorieshavebeendeveloped?
posingquestionsofsourcessuchas:Wheredoesitcomefrom?How
doweknow?Whatinformationdoesitprovide?Whatothersources
mightbeneeded?
identifyingstepsintheresearchprocess(forexampleidentifying
informationneeded,locatingthatinformation,recordingrelevant
informationfromsources)
compilingalistofdifferentsources(forexamplepapyrusscrolls,coins,
statues,humanremains)
usingwebsearchtechniquestorefineasearchforinformation/images
relatedtoahistoricsite(forexampleuseofplacenames,datesand
searchwordssuchasphotogallery)
identifyinginformationwithinasourcethatcanbeusedasevidenceto
supportaninterpretation
pasttoinformanhistoricalinquiry
(ACHHS207)
Identifyandlocaterelevantsources,using
ICTandothermethods(ACHHS208)
Analysisanduseofsources
Elaborations
16

l
discussingthedifficultiesinidentifyingtheoriginandpurposeofsome
sources(forexampletheKimberleyBradshawpaintings)
respondingtoquestionsaboutphotographs,artefacts,stories,
buildingsandothersourcestoexplainthepastsuchas:Who
wrote/producedthis?When?Why?Whatdoesitshowaboutthe
past?
differentiatingbetweenprimarysources(thosefromthetimeofthe
event/person/sitebeinginvestigated)andsecondarysources(those
thatrepresentlaterinterpretations)
creatingcategories(thatis,concepts)withwhichtoorganise
informationobtainedfromsources
evidence(ACHHS210)
identifyingarangeofarchaeologicalsources(forexamplethephysical
remainsoftheColosseum,gladiatorialequipmentsuchashelmets,
mosaicsshowinggladiatorialcombat,writtenaccountsofwhat
happenedintheColosseum)
Drawconclusionsabouttheusefulnessof
recognisingthat,whileevidencemaybelimitedforaparticulargroupof
people,suchevidencecanprovideusefulinsightsintothepower
structuresofasociety
distinguishingbetweenafact(forexamplesomegladiatorswore
helmets)andanopinion(forexampleallgladiatorswerebrave)
usingstrategiestodetectwhetherastatementisfactoropinion,
includingwordchoicesthatmayindicateanopinionisbeingoffered(for
exampletheuseofconditionals'might','could',andotherwordssuch
as'believe','think','suggests')
Identifytheoriginandpurposeofprimary
andsecondarysources(ACHHS209)

Locate,compare,selectanduse
informationfromarangeofsourcesas
sources(ACHHS211)
Perspectivesandinterpretations
Identifyanddescribepointsofview,
Elaborations
l
identifyingthepossiblemeaningofimagesandsymbolsinprimary
sources
identifyingtheperspectiveinahistoricalsource,suchasthesayingof
Confuciusthat,womenandunderlingsareespeciallydifficulttohandle
anddiscussingthevaluesandattitudesofthesocietythatproducedit
attitudesandvaluesinprimaryand
secondarysources(ACHHS212)
Explanationandcommunication
Developtexts,particularlydescriptionsand
Elaborations
l
outliningthesignificanceofapastevent,providingreasonsfortheevent
andreferringtorelevantevidence
describingthesocialstructureoftheancientsociety,usingevidence
fromsourcessuchasartworkandwrittenaccounts
creatinganaudiovisualpresentation,usingICT,torecreateandshow
thespecificfeaturesofanancientbattle,temple,pyramidcomplexor
burialsite
explanationsthatuseevidencefroma
rangeofsourcesthatareacknowledged
(ACHHS213)

Usearangeofcommunicationforms
(oral,graphic,written)anddigital
technologies(ACHHS214)
Level7achievementstandard
17

BytheendofLevel7,studentssuggestreasonsforchangeandcontinuityovertime.Theydescribetheeffectsofchangeon
societies,individualsandgroups.Theydescribeeventsanddevelopmentsfromtheperspectiveofdifferentpeoplewholived
atthetime.Studentsexplaintheroleofgroupsandthesignificanceofparticularindividualsinsociety.Theyidentifypast
eventsanddevelopmentsthathavebeeninterpretedindifferentways.
Studentssequenceeventsanddevelopmentswithinachronologicalframework,usingdatingconventionstorepresentand
measuretime.Whenresearching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyidentifyandselectarange
ofsourcesandlocate,compareanduseinformationtoanswerinquiryquestions.Theyexaminesourcestoexplainpointsof
view.Wheninterpretingsources,theyidentifytheiroriginandpurpose.Studentsdeveloptexts,particularlydescriptionsand
explanations.Indevelopingthesetextsandorganisingandpresentingtheirfindings,theyusehistoricaltermsandconcepts,
incorporaterelevantsources,andacknowledgetheirsourcesofinformation.
18

Level8
TheAncienttotheModernWorld
TheLevel8curriculumprovidesstudyofhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod,
c.650AD(CE)1750.Thiswaswhenmajorcivilisationsaroundtheworldcameintocontactwitheachother.Social,
economic,religious,andpoliticalbeliefswereoftenchallengedandsignificantlychanged.Itwastheperiodwhenthe
modernworldbegantotakeshape.
l
Howdidsocietieschangefromtheendoftheancientperiodtothebeginningofthemodernage?
Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties?
Whatwerethecausesandeffectsofcontactbetweensocietiesinthisperiod?
Whichsignificantpeople,groupsandideasfromthisperiodhaveinfluencedtheworldtoday?
Overview
Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth.
Anoverviewwillconstituteapproximately10%ofthetotalteachingtimeforthelevel.Overviewcontentidentifies
importantfeaturesoftheperiod,c.650AD(CE)1750,aspartofanexpansivechronologythathelpsstudents
understandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingof
depthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverview
contentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthe
depthstudiesandtoconsolidateunderstandingthroughareviewoftheperiod.
Overviewcontentfortheancienttomodernworld(Byzantine,Celtic,AngloSaxon,Viking,Ottoman,Khmer,Mongols,
YuanandMingdynasties,Aztec,Inca)includesthefollowing:
thetransformationoftheRomanworldandthespreadofChristianityandIslam
l
recognisinghowrelationsbetweentheIslamicandWesternworldswerecharacterisedbybothpeaceful
coexistence(trade)andconflictduringthisperiod(theCrusades)
discussingBritainaftertheendoftheRomanoccupationtheAngloSaxonkingdomsOldEnglishandthe
foundationsofmodernEnglishBeowulfandarchaeologyAngloSaxoninstitutionsandtherootsofmedieval
parliament
keyfeaturesofthemedievalworld(feudalism,traderoutes,voyagesofdiscovery,contactandconflict)
19

l

describingbeliefsabouttheworldandthevoyagesofdiscovery(EuropeanandAsian),thenatureofthevoyages
andtheredrawingofthemapoftheworld
locatingthemajortradingroutes(includingtheMediterraneantheSilkRoadthesearoutebetweenChina,India
andtheeastcoastofAfricaandtheColumbianExchange)onamapandidentifyingthenatureofthe
trade/contact(forexamplealongtheSilkRoadslaves,spices,silk,glassware,spreadofknowledgeand
diseases)
identifyingthemajorcivilisationsoftheperiod(Byzantine,Celtic,AngloSaxon,Viking,Ottoman,Khmer,Mongols,
YuanandMingdynasties,Aztec,Inca)whereandwhentheyexistedandtheirextent(forexampletheVikings
throughEurope,theMongolsacrossEurasia,andSpainintheAmericas)
explainingthesignificanceoflandownershipinthepracticeoffeudalismandthenatureoffeudalisminEurope
(forexampleknights)andJapan(forexamplesamurai)
theemergenceofideasabouttheworldandtheplaceofpeopleinitbytheendoftheperiod(suchasthe
Renaissance,theScientificRevolutionandtheEnlightenment).

discussingtheextentofknowledgeabouttheworldasindicatedthroughchangingworldmaps(forexamplethe
DaMingHunYiTuworldmap(1389CE)andtheNovaTotiusTerrarumOrbisbyHendrikHondius(1630)
Depthstudies
Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptofourelectivesthatfocus
depthstudywillconstituteapproximately30%ofthetotalteachingtimeforthelevel.Thecontentineachdepthstudy
electiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingand
learningprogram,depthstudycontentcanbeintegratedwiththeoverviewcontentand/orwithotherdepthstudy
electives.
1TheWesternandIslamicWorld
Elaborations
StudentsinvestigateONEofthesesocieties/empiresfromtheWesternorIslamicworldindepth:theVikingsor
MedievalEuropeortheOttomanEmpireorRenaissanceItaly.
TheOttomanEmpire(c.1299c.1683)
ThewayoflifeintheOttomanEmpire(social,
describingthewayoflifeofpeopleintheOttomanEmpire
(forexampletheroleofthecoffeehouseandbazaaror
marketplace,thepowerandresponsibilityoftheSultanto
ensurethatjusticewasservedwithinsociety)
describingOttomanartandarchitecture(forexamplethe
SelimiyeMosqueinthecityofEdirneinTurkey,andIslamic
geometricdesign)
outliningthemilletsystemthatregardednonMuslim
peopleassubjects,butasnotbeingsubjecttoMuslimlaw
explainingthetoleranceoftheOttomanstowards
ChristiansandJews
cultural,economicandpoliticalfeatures)andthe
rolesandrelationshipsofdifferentgroupsinsociety
(ACDSEH009)
Significantdevelopmentsand/orcultural
achievementsthatreflectthepowerandinfluenceof
theOttomanEmpire,suchasthefallof
Constantinoplein1453AD(CE),artand
architecture.(ACDSEH053)
Relationshipswithsubjectpeoples,includingthe
policyofreligioustolerance(ACDSEH054)
20

TheroleofsignificantindividualssuchasSelimIor
investigatingtheachievementsofindividuals(forexample
SelimIinestablishingtheempireandcapturing
JerusalemorSuleimantheMagnificentinexpandingthe
empiretoBelgradeinEurope)
describingthewayoflifeofpeopleinRenaissanceItaly(for
exampletheroleofmenintendingthefieldsormerchant
shops,theinfluenceofgovernmentinparticularcitystates,
forexampleNaplesamonarchy,Florencearepublic)
describingtheworkofLeonardoDaVinciforexamplehis
artworks(theMonaLisaandTheLastSupper)and
inventions(arudimentaryhelicopterandsolarpower)the
workofMichelangelo(forexampletheSistineChapel
paintings,David,Pieta)thethinkingofCopernicus(for
exampleastronomyseeingthesunasthecentreofthe
universe)andtheinventionoftheprintingpress
investigatinglearningintheRenaissanceperiod(for
examplehumanism,astrology,alchemy,theinfluenceof
ancientGreeceandRome)
explainingtheinfluenceoftheMedicifamilyinFlorenceas
bankersandmerchants,andtheirpatronageofthearts
investigatingtheachievementsofGalileo(forexample
improvementsinthetelescopeandhisastronomical
observations)
outliningthespreadofRenaissanceculturetoEngland(for
exampletheriseofliteraturethroughShakespeare)
locatingVikinglandsinScandinavia(Denmark,Norway
andSweden)
describingthewayoflifeoftheVikings(forexampleliving
inacoldandharshenvironmenttheimportanceoffarming
andraidsthesignificanceofhonourinVikingwarrior
society)
SuleimantheMagnificentinmaintainingthe
strengthandinfluenceoftheOttomanEmpire
(ACDSEH055)
OR
RenaissanceItaly(c.1400c.1600)
ThewayoflifeinRenaissanceItaly(social,cultural,
economicandpoliticalfeatures)andtherolesand
relationshipsofdifferentgroupsinsociety
(ACDSEH010)
achievementsthatreflecttheconcentrationof
wealthandpowerinthecitystates,suchasartand
learning(ACDSEH056)
RelationshipsbetweenrulersandruledinONE
ItaliancitystatesuchasFlorenceorNaples
(ACDSEH057)
Theroleandachievementsofsignificantindividuals
suchasLucreziaBorgia,Galileo,Leonardoda
Vinci,NiccoloMachiavelli(ACDSEH058)
ThespreadofRenaissanceculturetotherestof
Europe,anditslegacy(ACDSEH059)
OR
TheVikings(c.790c.1066)
ThewayoflifeinVikingsociety(social,cultural,
(ACDSEH007)
21

describingVikingcraftwithparticularemphasisonthe
productionofweapons(forexampleswords,battleaxes
andhelmets)
outliningthekeyroleofgodssuchasOdin,Thor,Freyand
FreyjainVikingreligionandtheadoptionofChristianity
duringtheVikingperiod
investigatingtheconstructionoflongboatsandtheirrolein
exploration,includinginnovationsinkeelandsaildesign.
describingevidenceofVikingtradebetweenRussia(Kiev)
andtheeast(throughConstantinople)
explainingtheattacksonmonasteries,forexample
Lindisfarne(793CE)andIona(795CE)andreviewingthe
writtenaccountsbymonksthatcontributedtotheVikings'
reputationforpillageandviolence
thesurvivalofaheroicIronAgesocietyinEarlyMedieval
Ireland,asdescribedinthevernacularepics,andits
transformationbythespreadofChristianitytheinfluenceof
theVikingstheAngloNormanconquest
investigatingtheremainsofVikingsettlements(for
exampleDublin(Ireland)andJorvik(York)
outliningEriktheRedsdevelopmentofVikingsettlements
inEasternandWesternGreenlandin985CE
comparingtheartefactsdiscoveredatLAnseaux
achievementsthatledtoVikingexpansion,
includingweaponsandshipbuilding,andtheextent
oftheirtrade(ACDSEH047)
Vikingconquestsandrelationshipswithsubject
peoples,includingtheperspectivesofmonks,
changesinthewayoflifeoftheEnglish,andthe
Normaninvasion(ACDSEH048)
Theroleofasignificantindividualintheexpansion
ofVikingsettlementandinfluence,suchasErikthe
RedorLeifEricson
MeadowsinNewfoundland(Canada)withVikingartefacts
(ACDSEH049)
aspossibleevidencethattheVikingshaddiscovered
America500yearsbeforeChristopherColumbus
OR
MedievalEurope(c.590c.1500)
ThewayoflifeinMedievalEurope(social,cultural,
describingthestructureoffeudalsociety(forexamplethe
roleandresponsibilitiesoftheking,nobles,church,
knightsandpeasants)
(ACDSEH008)
22

describingthefeaturesofcastlesandchurchesofthe
period(forexampleWarwickCastleinEnglandandNotre
DameCathedralinParis)asexamplesoftheChurchs
powerintermsofitscontrolofwealthandlabour
outlininginventionsanddevelopmentsintheIslamicworld
(forexampletheastrolabe,publichospitalsandlibraries
andtheirsubsequentadoptionintheWesternworld)
recognisingthatthemedievalmanuscriptsofmonastic
scribescontributedtothesurvivalofmanyancientGreek
andRomanliterarytexts
examiningthereligiousnatureofilluminatedmanuscripts
andhowtheyweretheproductofacomplexandfrequently
costlyprocess
listeningtotheGregorianchantsofWesternChristianity
andexploringhowtheyreflectthenatureandpowerofthe
Churchinthisperiod
investigatingdifferenttypesofcrimeandpunishment(for
exampletrialbycombatasaprivilegegrantedtothe
nobilitybeinghung,drawnandquarteredasapunishment
forheinouscrimessuchastreason,andtheuseofthe
duckingstoolasapunishmentforwomen)andinwhat
waysthenatureofcrimeandpunishmentstayedthesame,
orchangedovertime
explainingwhyCharlemagnewasasignificantfigurein
MedievalEurope,suchashisexpansionoftheFrankish
kingdomandhissupportoftheChurch
achievements,suchaschangingrelationsbetween
IslamandtheWest(includingtheCrusades),
architecture,medievalmanuscriptsandmusic
(ACDSEH050)
ContinuityandchangeinsocietyinONEofthe
followingareas:crimeandpunishmentmilitaryand
defencesystemstowns,citiesandcommerce
(ACDSEH051)
ThedominanceoftheCatholicChurchandtherole
ofsignificantindividualssuchasCharlemagne
(ACDSEH052)
2TheAsiaPacificWorld
Elaborations
StudentsinvestigateONEoftheseAsiaPacificsocietiesindepth:theAngkor/KhmerEmpireorShogunateJapanor
thePolynesianexpansionacrossthePacific.N.B.Whereappropriate,thisdepthstudymayincludesomereference
beyondtheendoftheperiodc.1750.
Angkor/KhmerEmpire(c.802c.1431)
ThewayoflifeintheKhmerEmpire,including,
describingthewayoflifeintheKhmerEmpirethrough
stonecarvingsandthewritingsoftheChinese
AmbassadorZhouDaguan(forexampleinrelationto
fishing,tradinginmarkets,templeconstruction)
explaininghowbeingreveredasthegodkingordeva
rajaenabledtheKhmerkingstoruleovertheempirewith
absoluteauthority,therebyenhancingtheirabilityto
mobilisemanpowertodefendtheempireaswellasto
invadeneighbours
social,cultural,economicandpoliticalfeatures
(includingtheroleoftheking).(ACDSEH011)

ThereasonsforAngkorsrisetoprominence,
includingwealthfromtradeandagriculture
(ACDSEH060)

23

TheculturalachievementsoftheKhmercivilisation,
describingthemainfeaturesofthewatermanagement
systematAngkor(forexampletheextensiveuseof
reservoirsandcanals)
outliningtheoriesaboutthedeclineoftheKhmer
civilisation(forexamplethedevelopmentofanunstable
climatesuchasdroughtandmonsoons,theriseof
TheravadaBuddhismthearrivaloftheBlackDeathandthe
breakdownofAngkorswatermanagementsystem)
describingthewayoflifeinfeudalJapanunderthe
shoguns(forexamplebushidothechivalriccodeof
conductofthesamuraithatemphasisedfrugality,loyalty,
masteryofmartialarts,andhonour)
describingtherelationshipbetweentheemperor,shogun,
daimyo(lords)samurai(warriors),workers(forexample
farmers,artisansandtraders)
explainingreasonsforJapansclosuretoforeignersunder
theTokugawaShogunateandtheimpactofUS
CommodorePerrysvisitin1853
investigatingthedemandforavailablelandandthe
patternsoflanduseintheperiod
outliningtheattemptsbytheTokugawaShogunatetocurb
deforestation(forexampleimposingheavyregulationson
farmersmanagingtheharvestingoftreesandusingnew,
lighterandmoreefficientconstructiontechniques)
describinginternalpressuresinshogunateJapan(for
exampletheriseofacommercialclassattheexpenseof
thesamurai,peasantuprisingssuchasOsaka1837,and
famine)
describingtheincreasingexposuretoWesterntechnology
andideas(forexampletheestablishmentofanavalschool
withDutchinstructors,thetranslationofWesternbooks)
evaluatingthesignificanceoftheMeijiRestorationof1868
CEthatrestoredimperialruletoJapan
includingitssystemofwatermanagementandthe
buildingofthetemplesofAngkor(ACDSEH061)

TheoriesofthedeclineofAngkor,suchasthe
overuseofwaterresources,neglectofpublicworks
asaresultofongoingwar,andtheeffectsof
climatechange(ACDSEH062)
OR
JapanundertheShoguns(c.7941867)
ThewayoflifeinshogunateJapan,including
social,cultural,economicandpoliticalfeatures
(includingthefeudalsystemandtheincreasing
poweroftheshogun)(ACDSEH012)

TheroleoftheTokugawaShogunateinreimposing
afeudalsystem(basedondaimyoandsamurai)
andtheincreasingcontroloftheShogunover
foreigntrade.(ACDSEH063)

TheuseofenvironmentalresourcesinShogunate
Japanandtheforestryandlandusepoliciesofthe
TokugawaShogunate(ACDSEH064)
TheoriesaboutthedeclineoftheShogunate,
includingmodernisationandwesternisation,
throughtheadoptionofWesternarmsand
technology(ACDSEH065)

OR
ThePolynesianexpansionacrossthePacific(c.7001756)
24

TheoriesabouttheoriginandspreadofPolynesian
locatingPolynesiaonamap,tracingtheexpansionof
PolynesiansettlersthroughoutthePacific,andconsidering
howtheymadetheirjourneys
outliningdifferenttheoriesabouttheexpansion(for
examplewest/eastandeast/westmovement,the
expansionasaccidentalversusintentional)
describingthewayoflifeofEasterIslandsociety(Rapa
Nui)forexamplefishingbythemen,linksbetweenthe
householdandtheextendedclanthroughtheexchangeof
goods,wives,andlabourtheuseofstonetools
investigatingtheconstructionofthemoai(giantstatues)on
EasterIsland(RapaNui),thetechniquesusedtomake
andtransportthem,andtheoriesabouttheirmeaning(for
examplerepresentationsofdeadancestorsorchiefs)
researchingtheextinctionofthemoainNewZealandasa
resultofhuntingandhabitatdecline
explainingthesignificanceofRahuiasawayofprohibiting
thecollectionofresources,toensuretheirsustainability
evaluatingtheevidencefortheoriesaboutthedeforestation
ofEasterIsland(RapaNui)
settlersthroughoutthePacific(ACDSEH013)
ThewayoflifeinONEPolynesiansociety,including
social,cultural,economicandpoliticalfeatures,
suchastheroleofthearikiinMaoriandinRapa
Nuisociety(EasterIsland)(ACDSEH066)
TheculturalachievementsofONEPolynesian
society,suchastheTamokoandhangiinMaori
societyORthemoaiconstructedonEasterIsland
(ACDSEH067)
ThewayPolynesiansocietiesusedenvironmental
resources(sustainablyandunsustainably),
includingtheextinctionofthemoainNewZealand,
theuseofreligious/supernaturalthreatsto
conserveresources,andtheexploitationofEaster
Islandspalmtrees(ACDSEH068)

3Expandingcontacts
Elaborations
StudentsinvestigateONEofthefollowinghistoricaldevelopmentsindepthtoexploretheinteractionofsocietiesin
thisperiod:theMongolexpansionortheBlackDeathinAfrica,AsiaandEuropeortheSpanishconquestoftheAztecs
andIncas.
MongolExpansion(c.1206c.1368)
ThenomadiclifestyleoftheMongolsandtheriseof
describingthenomadicnatureofMongollifeandtheriseof
Temujin(GenghisKhan)whounitedallMongoltribesin
1206CE
outliningGenghisKhansuseofdecimalorganisationin
hisarmyandhispoliciesforgoverninghisempire(for
examplecodifyinglaws,banningthekillingofanimalsin
thebreedingseason,supportingreligiousfreedom,and
expandingtrade)
mappingtheexpansionoftheMongolempireacrossAsia
andEurope
describingthewayoflifeinMongoliaanditsincorporation
intoChineselife(forexampleagriculturedomestication
ofanimalssuchashorses,camelsandcattlefooddried
meatandyoghurtandhousingyurts)
Temujin(GenghisKhan)(ACDSEH014)

TheorganisationoftheMongolarmyunder
GenghisKhanandthetreatmentofconquered
peoples,suchasthecodificationoflawsand
exemptionofteachers,lawyersandartistsfrom
taxes(ACDSEH077)

TheextentoftheMongolexpansionasoneofthe
largestlandempiresinhistory,includinglifein
Chinabefore,duringandaftertheMongolconquest
(ACDSEH078)

25

TheconsequencesoftheMongolexpansion,
includingcontributionstoEuropeanknowledgeand
traderoutes(ACDSEH079)

explainingtheroleoftheMongolsinforgingconnections
betweenEuropeandAsiathroughconquest,settlement
andtrade(forexampletheuseofpapermoneyand
coinagethegrowingnumberofEuropeanmerchants
travellingtoChina)
OR
TheBlackDeathinAsia,EuropeandAfrica(14thcenturyplague)
Livingconditionsandreligiousbeliefsinthe14th
investigatinglivingconditionsinLondoninthefourteenth
century(forexamplethelackofsanitation,crowded
housing)theextentofmedicalknowledge(forexample
basedonHippocratestheory)andbeliefsaboutthepower
ofGod(forexamplethatdiseaseswereapunishmentof
God)
mappingthespreadoftheBlackDeath(Asia,Africa,
Europe)inthefourteenthcenturyCE
explainingreactionstotheBlackDeath,forexamplethe
emergenceofflagellants(thosewhowouldwhip
themselvestobefreeofsin)andthepersecutionofJewish
people
usingstudiesofchurchrecordsfromtheperiodtoidentify
theeffectoftheBlackDeathonhumanpopulationsandto
considerthereliabilityofthesestatistics
categorisingtheeffectsoftheBlackDeath,aseithershort
termorlongtermanddrawingconclusionsaboutthe
severityoftheBlackDeath
century,includinglifeexpectancy,medical
knowledgeandbeliefsaboutthepowerofGod
(ACDSEH015)
TheroleofexpandingtradebetweenEuropeand
AsiaintheBlackDeath,includingtheoriginand
spreadofthedisease(ACDSEH069)

ThecausesandsymptomsoftheBlackDeathand
theresponsesofdifferentgroupsinsocietytothe
spreadofthedisease,suchastheflagellantsand
monasteries(ACDSEH070)

TheeffectsoftheBlackDeathonAsian,European
andAfricanpopulations,andconflictingtheories
abouttheimpactoftheplague(ACDSEH071)

OtherimmediateandlongtermeffectsoftheBlack
Death,includinglabourshortages,peasant
uprisings,theweakeningoffeudalstructures,and
increasedsocialmobility(ACDSEH072)
OR
TheSpanishConquestoftheAmericas(c.1492c.1572)
PreColumbianlifeintheAmericas,includingsocial
organisation,citylifeandbeliefs.(ACDSEH016)
describingthesocialorganisationoftheAztecs(for
examplenobility,slaves)theirbeliefs(forexampleworship
ofanumberofgodsandtheneedtomakehuman
sacrificestoappeasethesegods)lifeinthecapitalcity
Tenochtitlan
26

When,howandwhytheSpanisharrivedinthe
explainingthearrivalofSpanishconquistadoresinMexico
andPerufrom1510CE(Balboa)to1531(Pizarro),and
theirreasons(forexampleseekingwealth,claimingland
fortheirking,convertingthelocalpopulationsto
Christianity,senseofadventure)
describingencountersbetweenHernanCortesandthe
Aztecs,aswellasthesiegeofTenochtitlan
outliningtheimpactofSpanishconquestontheAmericas
(forexamplethespreadofdiseaseduetothelackof
immunitytheintroductionofcropssuchasmaize,beans,
potatoes,tobaccoandchocolatefromtheAmericasto
Europe)
explainingthelongertermeffectsofconquestand
colonisationontheindigenouspopulationsofthe
Americas(forexampletheunequaldistributionoflandand
wealth,andpoliticalinequality)
Americas,andwheretheywent,includingthe
varioussocietiesandgeographicalfeaturesthey
encountered(ACDSEH073)
ThenatureoftheinteractionbetweentheSpanish
andtheindigenouspopulations,withaparticular
focusoneithertheAztecsORIncas(ACDSEH074)
TheimpactoftheconquestontheAztecsORIncas
aswellasonthewiderworld,suchasthe
introductionofnewdiseases,horsesand
gunpowderintheAmericas,andnewfoodsand
increasedwealthinEurope(ACDSEH075)
Thelongertermeffectsofcolonisation,including
slavery,populationchangesandlackofcontrolover
resources(ACDSEH076)

HistoricalSkills
Sequencehistoricalevents,developments
Elaborations
l
placinghistoricaleventsinsequenceinordertoidentifybroader
patternsofcontinuityandchange(forexamplethePolynesian
expansionacrossthePacificthestabilityoftheAngkor/KhmerEmpire
overmanycenturies)
understandingthedifferentmeaningsofparticulartermsand
conceptswhenviewedintheirhistoricalcontext,suchasfeudalismin
medievalEuropeandJapan
andperiods(ACHHS148)
(ACHHS149)

Identifyarangeofquestionsaboutthepast
Elaborations
l
experimentingwithdifferentwords/phrases/historicalconcepts,when
draftingaquestion,todeveloparesearchfocus
posingakeyquestionsuchas:WhydidEasterisland(RapaNui)
societydecline?andidentifyingrelatedquestionstoinformtheinquiry
(forexampleWhatevidenceisthere?Whattheorieshavebeen
developed?)
compilingalistofdifferentsourcesneededinaninquiryandtheir
possiblelocations
toinformanhistoricalinquiry(ACHHS150)

Elaborations
27

l
explaininghowclueswithinasourcecanbeusedtoidentifywhereit
wasmadeorwhoitwasmadeby(forexampletheplacewhereitwas
found,thematerialsused,theconditionoftheobject,decorative
features)
Locate,compare,selectanduse
creatingcategoriestoorganisetheinformationobtainedfromsources
informationfromarangeofsourcesas
designingatabletolistsourcesandtheaspectsofthepastabout
whichtheyprovideinformation(forexamplesocialstructure,economy,
governance)
recognisingthat,whileevidencemaybelimitedforaparticulargroup
ofpeople,suchevidencecanprovideusefulinsightsintothepower
structuresofasociety
distinguishingbetweenfact(forexampleTheMoaiwereconstructed
onEasterIsland(RapaNui))andopinionorinterpretation(for
example.TheMoaionEasterIsland(RapaNui)arerepresentations
ofgods')
Identifytheoriginandpurposeofprimary
andsecondarysources(ACHHS152)
evidence(ACHHS153)
Drawconclusionsabouttheusefulnessof
sources(ACHHS154)
Identifyanddescribepointsofview,
Elaborations
l
attitudesandvaluesinprimaryand
secondarysources(ACHHS155)
Elaborations
l
usingscaffoldsillustratingthestructuralandlanguagefeaturesof
particulartexttypes(forexampledescriptionsandexplanations)in
ordertocreateatextthatcommunicatesspecificfindingsaboutthe
past
creatinganoralpresentation,supportedbyaudiovisualmaterial,to
recountthelifeofTemujin(GenghisKhan)andtoexplainhis
contributiontotheMongolworld
explanationsthatuseevidencefromarange
ofsourcesthatareacknowledged
(ACHHS156)
Usearangeofcommunicationforms(oral,
graphic,written)anddigitaltechnologies
(ACHHS157)
describingthevaluesandattitudesrevealedbyasource(suchasan
individualaccount)andusingadditionalsourcestoshowhowtheyare
broadlyrepresentativeofthevaluesandattitudesofthesociety
BytheendofLevel8,studentsrecogniseandexplainpatternsofchangeandcontinuityovertime.Theyexplainthecauses
andeffectsofeventsanddevelopments.Theyidentifythemotivesandactionsofpeopleatthetime.Studentsexplainthe
significanceofindividualsandgroupsandhowtheywereinfluencedbythebeliefsandvaluesoftheirsociety.Theydescribe
differentinterpretationsofthepast.
Studentssequenceeventsanddevelopmentswithinachronologicalframeworkwithreferencetoperiodsoftime.When
researching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyanalyse,selectandorganiseinformationfrom
primaryandsecondarysourcesanduseitasevidencetoanswerinquiryquestions.Studentsidentifyandexplaindifferent
pointsofviewinsources.Wheninterpretingsources,theyidentifytheiroriginandpurpose,anddistinguishbetweenfactand
opinion.Studentsdeveloptexts,particularlydescriptionsandexplanations,incorporatinganalysis.Indevelopingthesetexts,
andorganisingandpresentingtheirfindings,theyusehistoricaltermsandconcepts,evidenceidentifiedinsources,and
acknowledgetheirsourcesofinformation.
28

Level9
TheMakingoftheModernWorld
TheLevel9curriculumprovidesastudyofthehistoryofthemakingofthemodernworldfrom1750to1918.Itwasa
periodofindustrialisationandrapidchangeinthewayspeoplelived,workedandthought.Itwasaneraofnationalism
andimperialism,andthecolonisationofAustraliawaspartoftheexpansionofEuropeanpower.Theperiodculminated
inWorldWarI19141918,thewartoendallwars.
l
Whatwerethechangingfeaturesofthemovementsofpeoplefrom1750to1918?
Howdidnewideasandtechnologicaldevelopmentscontributetochangeinthisperiod?
Whatwastheorigin,development,significanceandlongtermimpactofimperialisminthisperiod?
WhatwasthesignificanceofWorldWarI?
Overview
importantfeaturesoftheperiod(17501918)aspartofanexpansivechronologythathelpsstudentsunderstand
broadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingofdepthstudy
contentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverviewcontentcan
beusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthedepthstudies,
andtoconsolidateunderstandingthroughareviewoftheperiod.
Overviewcontentforthemakingofthemodernworldincludesthefollowing:
thenatureandsignificanceoftheIndustrialRevolutionandhowitaffectedlivingandworkingconditions,including
withinAustralia
l
comparingtheusefulnessofartworksdepictinglifeintheperiodwiththefirstphotographs
investigatingthechangingnatureofthesourcesthatprovidearecordoflifeinthisperiod,suchaspaintings,
travellersjournalsandthedevelopmentofphotographyandfilmby1918
thenatureandextentofthemovementofpeoplesintheperiod(slaves,convictsandsettlers)
l
identifyingthenumberofslavestransportedandthenations/placesinvolved(forexamplePortugal,Britain,
France,Spain,NorthAmerica)
29

theextentofEuropeanimperialexpansionanddifferentresponses,includingintheAsianregion

outliningthetechnologiesofmassproductionthatcontributedtotheIndustrialRevolutionandthechangesin
Australianlifethatoccurredasaresultofthesetechnologies
recognisinghowAsiansocietiesrespondedtoEuropeanimperialism,theextenttowhichtheywerechangedand
theinfluencetheyexercisedontherestoftheworld
identifyingAsiansocietiesthatwerecolonisedbytheEuropeans(suchasIndonesiabytheDutch),andthose
thatremainedindependent.
theemergenceandnatureofsignificanteconomic,socialandpoliticalideasintheperiod,includingnationalism
l
outliningthefeaturesthatreflecttheemergenceofabeliefinsocialandpoliticalequality,includingtherightto
vote,egalitarianismanduniversaleducationinAustralia
recognisinghoweventssuchastheFrenchRevolutionandAmericanindependencecontributedtoideasof
equality
theroleofClassicalmodelsandtheoriesontheinventionofdemocraticvalues
Depthstudies
learningprogram,depthstudycontentcanbeintegratedwithoverviewcontentand/orwithotherdepthstudyelectives.
1MakingaBetterWorld?
Elaborations
StudentsinvestigatehowlifechangedintheperiodindepththroughthestudyofONEofthesemajordevelopments:
theIndustrialRevolutionorMovementofpeoplesorProgressiveideasandmovements.Thestudyincludesthe
causesandeffectsofthedevelopment,andtheAustralianexperience.
TheIndustrialRevolution(17501914)
ThetechnologicalinnovationsthatledtotheIndustrial
mappingtheBritishEmpirec.1800CEandtheraw
materialsitobtainedfromcolonies(forexamplesugar
fromJamaica,woolfromAustralia,andcottonfrom
India)
explainingchangesintechnology(forexamplesteam
drivenspinningmills,railwaysandsteamships)which
ledtofactoriesandcities
identifyingthespreadofinnovationssuchassteam
powerironandsteelproductiontransportand
chemicalsinEurope,USAandJapan
describingthegrowthofcitiesasmen,womenand
childrenmovedtothecitiestofindemployment
investigatingchangestothecitiesandlandscapein
EuropeancountriesandAustraliaastheIndustrial
Revolutioncontinuedtodevelop,usingphotos(for
examplethosethatweretakenastheEiffeltowerwas
beingconstructedusingiron)
Revolution,andotherconditionsthatinfluencedthe
industrialisationofBritain(theagriculturalrevolution,
accesstorawmaterials,wealthymiddleclass,cheap
labour,transportsystem,andexpandingempire)and
ofAustralia(ACDSEH017)

Thepopulationmovementsandchangingsettlement
patternsduringthisperiod(ACDSEH080)
30

l
describingtheimpactofsteam,gasandelectricityon
peopleswayoflifeduringtheIndustrialRevolution
(ACDSEH081)
investigatingthechangesinworkingconditions(for
examplelongerworkinghoursforlowpayandtheuse
ofchildrenasacheapsourceoflabour)
TheshortandlongtermimpactsoftheIndustrial
describingtheimpactoffactories,minesandcitieson
theenvironment,andonpopulationgrowthand
distribution
outliningthegrowthoftradeunionsasaresponseto
theimpactsoftheIndustrialRevolution
explainingwhyanideaemergedandthebasisofthat
idea(forexampleegalitarianismbeingjudgedon
meritratherthanbybirthorpastdeeds)
investigatingthesupportforChartismamongthepoorer
classesasaresponsetodeterioratinglivingand
workingconditions
explaininghowreligiousgroupsrespondedtotheideas
inCharlesDarwins1859bookOntheOriginofSpecies
discussingtheriseofnationalistsentimentinAustralia
inthemidtolatenineteenthcentury
mappingthemovementofpeoplesinthetransatlantic
slavetradeorinconvicttransportationtoAustralia
explainingtheroleoftheIndustrialRevolutionin
creatingagrowingneedforlabourandtransportation
investigatingsourcesthatrecordthereactionsofnew
arrivalstoothercountriesinthisperiod(forexample
responsestothenaturalenvironmentandclimate)
Theexperiencesofmen,womenandchildrenduring
theIndustrialRevolution,andtheirchangingwayoflife
Revolution,includingglobalchangesinlandscapes,
transportandcommunication(ACDSEH082)

OR
Progressiveideasandmovements(17501918)
Theemergenceandnatureofkeyideasintheperiod,
withaparticularfocusonONEofthefollowing:
capitalism,socialism,egalitarianism,nationalism,
imperialism,Darwinism,Chartism(ACDSEH019)
ThereasonswhyONEkeyideaemergedand/or
developedafollowing,suchastheinfluenceofthe
IndustrialRevolutiononsocialism(ACDSEH086)
Theroleofanindividualorgroupinthepromotionof
ONEofthesekeyideas,andtheresponsestoitfrom,
forexample,workers,entrepreneurs,landowners,
religiousgroups(ACDSEH087)
TheshortandlongtermimpactsofONEofthese
ideasonAustraliaandtheworld(ACDSEH088)
OR
Movementofpeoples(17501901)
TheinfluenceoftheIndustrialRevolutiononthe
movementofpeoplesthroughouttheworld,including
thetransatlanticslavetradeandconvicttransportation
(ACDSEH018)
Theexperiencesofslaves,convictsandfreesettlers
upondeparture,theirjourneyabroad,andtheir
reactionsonarrival,includingtheAustralian
experience(ACDSEH083)
31

Changesinthewayoflifeofagroup(s)ofpeoplewho
investigatingtheexperiencesofaspecificgroupof
arrivalstoAustralia(forexampleconvictsinSydney,
Hobart,BrisbaneorfreesettlersinMelbourne,
Adelaide,PerthorDarwin)
describingtheimpactofthisgroupontheAboriginal
andTorresStraitIslanderpeoplesoftheregion
evaluatingtheeffectsofthemovementofpeoplesonthe
indigenousandimmigrantpopulations
movedtoAustraliainthisperiod,suchasfreesettlers
onthefrontierinAustralia(ACDSEH084)
Theshortandlongtermimpactsofthemovementof
peoplesduringthisperiod(ACDSEH085)
2AustraliaandAsia
Elaborations
StudentsinvestigatethehistoryofAustraliaORanAsiansocietyintheperiod17501918indepth.
Asiaandtheworld
Thekeyfeatures(social,cultural,economic,political)
identifyingtheterritorialextentofQingChina,therole
andinfluenceoftheEmperor,andthenatureof
literature,artandarchitectureatthetime
describingtheBritishRajandtheformsofBritish
influenceinIndia(forexamplethebuildingofroads,an
extensiverailwaynetwork,schoolsandChristian
missions)
investigatingtheconfrontationbetweenJapanand
Westernpowers(forexampletheRussoJapanesewar)
andtheemergenceofJapanasamajorworldpower
describingtheactivitiesofChristianmissionariesin
ChinaandtheoutcomesoftheBoxerRebellion
ofONEAsiansociety(suchasChina,Japan,India,
DutchEastIndies,India)atthestartoftheperiod
(ACDSEH093)

ChangeandcontinuityintheAsiansocietyduringthis
period,includinganyeffectsofcontact(intendedand
unintended)withEuropeanpower(s)(ACDSEH094)

ThepositionoftheAsiansocietyinrelationtoother
nationsintheworldaroundtheturnofthetwentieth
century(thatis1900),includingtheinfluenceofkey
ideassuchasnationalism(ACDSEH142)

ThesignificanceofONEkeyeventthatinvolvedthe
AsiansocietyandEuropeanpower(s),including
differentperspectivesoftheeventatthetime
(ACDSEH141)

Makinganation
32

Theextensionofsettlement,includingtheeffectsof
explainingtheeffectsofcontact(forexamplethe
massacresofAboriginalandTorresStraitIslander
peopletheirkillingofsheepthespreadofEuropean
diseases)andcategorisingtheseeffectsaseither
intendedorunintended
investigatingtheforcibleremovalofchildrenfrom
AboriginalandTorresStraitIslanderfamiliesinthelate
nineteenthcentury/earlytwentiethcentury(leadingtothe
StolenGenerations),suchasthemotivationsforthe
removalofchildren,thepracticesandlawsthatwerein
place,andexperiencesofseparation.
outliningthemigrationofChinesetothegoldfieldsin
Australiainthenineteenthcenturyandattitudestowards
theChineseasrevealedincartoons(forexamplethe
MongolianOctopus)
identifyingthemainfeaturesofhousing,sanitation,
transport,educationandindustrythatinfluencedliving
andworkingconditionsinAustralia
describingtheimpactofthegoldrushes(hinterland)on
thedevelopmentofMarvellousMelbourne
explainingthefactorsthatcontributedtofederationand
thedevelopmentofdemocracyinAustralia,including
defenceconcerns,the1890sdepression,nationalist
ideals,egalitarianism,theWestminstersystem
investigatinghowthemajorsociallegislationofthenew
FederalGovernmentaffectedlivingandworking
conditionsinAustralia,forexampleinvalidandoldage
pensionsandthematernityallowancescheme
contact(intendedandunintended)betweenEuropean
settlersinAustraliaandAboriginalandTorresStrait
Islanderpeoples(ACDSEH020)

TheexperiencesofnonEuropeansinAustraliapriorto
the1900s(suchastheJapanese,Chinese,South
SeaIslanders,Afghans)(ACDSEH089)

LivingandworkingconditionsinAustraliaaroundthe
turnofthetwentiethcentury(thatis1900)
(ACDSEH090)
KeyeventsandideasinthedevelopmentofAustralian
selfgovernmentanddemocracy,includingwomen's
votingrights(ACDSEH091)
Legislation19011914,includingtheHarvester
Judgment,pensions,andtheImmigrationRestriction
Act(ACDSEH092)
3WorldWarI
Elaborations
StudentsinvestigatekeyaspectsofWorldWarIandtheAustralianexperienceofthewar,includingthenatureand
significanceofthewarinworldandAustralianhistory.
WorldWarI(19141918)
AnoverviewofthecausesofWorldWarIandthe
reasonswhymenenlistedtofightinthewar
(ACDSEH021)
investigatingtheriseofnationalistsentimentaswellas
thevaluesandattitudestowardswarintheperiod1750
1918(forexampleidealisticnotionsofwarsenseof
adventure)
33

TheplaceswhereAustraliansfoughtandthenatureof
identifyingtheplaceswhereAustraliansfought,
includingFromelles,theSomme,Gallipoli,Sinaiand
Palestine
usingsourcestoinvestigatethefightingatGallipoli,the
difficultiesoftrenchwarfare,andtheuseoftanks,
aeroplanesandchemicalweapons(gas)
exploringtheexperiencesofAboriginalandTorresStrait
Islanderpeoplesduringthewar
graphingtheproportionofAustralianservicemenwho
diedduringWorldWarI,comparedtothatofother
countriesinvolvedinthewar
investigatingexamplesofthewarsimpacton
Australiaseconomyandsociety(forexamplethe
developmentofthesteelindustryinNewcastleandthe
implementationoftheWarPrecautionsAct)
identifyingthegroupswhoopposedconscription(for
exampletradeunionists,IrishCatholics)andthe
groundsfortheirobjections
studyingthefirstandsecondreferendaonconscription,
includingthedivisionwithintheLaborPartyoverthis
issue
explainingthetreatmentofpeopleofGermandescent
duringthewar(forexampletheirclassificationas
enemyaliensandplacementininternmentcamps,as
wellastheirdepictioningovernmentpropaganda)
investigatingtheidealsassociatedwiththeAnzac
traditionandhowandwhyWorldWarIis
commemoratedwithinAustraliansociety
warfareduringWorldWarI,includingtheGallipoli
campaign(ACDSEH095)

TheimpactofWorldWarI,withaparticularemphasis
onAustralia(suchastheuseofpropagandato
influencethecivilianpopulation,thechangingroleof
women,theconscriptiondebate)(ACDSEH096)
ThecommemorationofWorldWarI,includingdebates
aboutthenatureandsignificanceoftheAnzaclegend
(ACDSEH097)
HistoricalSkills
Usechronologicalsequencingto
Elaborations
l
representingtherelationshipbetweeneventsindifferenttimesand
placesusinginteractivetimelines
placingkeyeventsinsequence(forexampletheBoerWar,18991902
WorldWarI,19141918),andidentifyingpartsoftheworldthatwere
involvedin,oraffectedby,thoseevents
discussingthecontestabilityofparticularhistoricaltermssuchas
'settlement','invasion'and'colonisation'inthecontextofAustralias
history
definingandusingconceptssuchasimperialism,nationalism,
evolution,evidence
demonstratetherelationshipbetween
eventsanddevelopmentsindifferent
periodsandplaces(ACHHS164)
(ACHHS165)

Elaborations
34

l
developingquestionsaboutaspectsofthepastthatrequirehistorical
argument
inquiry(ACHHS166)
assembling,aspartoftheplanningprocess,arangeofsourcesthat
wouldbeusefulforresearchingthecausesofWorldWarI
Evaluateandenhancethesequestions
developinganinquiryquestionsuchas:Whatweretheeffectsofthe
IndustrialRevolution?andrefiningitasfurtherfactorsareintroduced
intotheresearchprocess
locatinghistoricalsourcesfromarchives,museumsandonline
collections
Identifyandselectdifferentkindsof
questionsaboutthepasttoinformhistorical
(ACHHS167)
Identifytheorigin,purposeandcontextof
Elaborations
l
explainingthecontextualsignificanceofasource,suchasFrank
HurleysWorldWarIphotos,andidentifyingthepurposeofHurleys
creationofcompositephotos
graphinghistoricaldatatoidentifypasttrendsandtodrawconclusions
primaryandsecondarysources
(ACHHS169)
Processandsynthesiseinformationfroma
rangeofsourcesforuseasevidenceinan
abouttheirsignificance(forexampletheproportionofAustralian
historicalargument(ACHHS170)
servicemenwhoreturnedfromWorldWarI,andthelostgenerations
intheyearsafterthewar)
Evaluatethereliabilityandusefulnessof
primaryandsecondarysources
(ACHHS171)
understandingthatthereliabilityandusefulnessofasourcedepends
onthequestionsaskedofit(forexampleanaccountmaybeone
sided,howeveritmaystillbeusefulinrevealingpastprevailing
attitudes)
Elaborations
l
investigatingtheroleofhumanagencyinhistoricaleventsand
developments
analysingtheaccountsofpoetssuchasWilliamBlake(darkSatanic
mills)andnovelistssuchasCharlesDickens(OliverTwist,Bleak
House)assourcesofinformationonlivingconditionsinEngland
duringtheIndustrialRevolution
Identifyandanalysedifferenthistorical
recognisingthathistoricalinterpretationsmaybeprovisional
interpretations(includingtheirown)
examiningdifferentaccountsofeighteenthcenturyjourneytoAustralia
(forexampleshipslogs,diaries,recordedtestimoniesofconvictsand
officers,bothmaleandfemale),andexplainingthevariationsin
perspectivewhichcanleadtodifferenthistoricalinterpretations
Identifyandanalysetheperspectivesof
peoplefromthepast(ACHHS172)
(ACHHS173)
discussionsthatuseevidencefromarange
ofsourcesthatarereferenced(ACHHS174)
Elaborations
l
developinganhistoricalargumentthatidentifiesdifferentpossibilities
ininterpretationandarguesaparticularpointofviewwithconsistent
referencetotheevidenceavailable
35

Selectandusearangeofcommunication
usingonlineconferencingandotherformsofICTtodiscusshistorical
questionsandissues
creatingatravelbrochure(incorporatingwrittentextandgraphics)to
advertisetheachievementsandopportunitiesavailabletoan
immigranttonineteenthcenturyBrisbane
forms(oral,graphic,written)anddigital
technologies(ACHHS175)
BytheendofLevel9,studentsrefertokeyeventsandtheactionsofindividualsandgroupstoexplainpatternsofchangeand
continuityovertime.Theyanalysethecausesandeffectsofeventsanddevelopmentsandmakejudgmentsabouttheir
importance.Theyexplainthemotivesandactionsofpeopleatthetime.Studentsexplainthesignificanceoftheseeventsand
developmentsovertheshortandlongterm.Theyexplaindifferentinterpretationsofthepast.
Studentssequenceeventsanddevelopmentswithinachronologicalframework,withreferencetoperiodsoftimeandtheir
duration.Whenresearching,studentsdevelopdifferentkindsofquestionstoframeanhistoricalinquiry.Theyinterpret,
process,analyseandorganiseinformationfromarangeofprimaryandsecondarysourcesanduseitasevidencetoanswer
inquiryquestions.Studentsexaminesourcestocomparedifferentpointsofview.Whenevaluatingthesesources,they
analyseoriginandpurpose,anddrawconclusionsabouttheirusefulness.Theydeveloptheirowninterpretationsaboutthe
past.Studentsdeveloptexts,particularlyexplanationsanddiscussions,incorporatinghistoricalinterpretations.Indeveloping
thesetexts,andorganisingandpresentingtheirconclusions,theyusehistoricaltermsandconcepts,evidenceidentifiedin
sources,andtheyreferencethesesources.
36

Level10
TheModernWorldandAustralia
TheLevel10curriculumprovidesastudyofthehistoryofthemodernworldandAustraliafrom1918tothepresent,with
anemphasisonAustraliainitsglobalcontext.ThetwentiethcenturybecameacriticalperiodinAustraliassocial,
cultural,economicandpoliticaldevelopment.Thetransformationofthemodernworldduringatimeofpoliticalturmoil,
globalconflictandinternationalcooperationprovidesanecessarycontextforunderstandingAustraliasdevelopment,its
placewithintheAsiaPacificregion,anditsglobalstanding.
Thesestrandsareinterrelatedandshouldbetaughtinanintegratedway,andinwaysthatareappropriatetospecific
l
Howdidthenatureofglobalconflictchangeduringthetwentiethcentury?
WhatweretheconsequencesofWorldWarII?Howdidtheseconsequencesshapethemodernworld?
HowwasAustraliansocietyaffectedbyothersignificantglobaleventsandchangesinthisperiod?
Overview
importantfeaturesoftheperiod(1918tothepresent)aspartofanexpansivechronologythathelpsstudents
understandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingof
depthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverview
contentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthe
depthstudies,andtoconsolidateunderstandingthroughareviewoftheperiod.
OverviewcontentfortheModernWorldandAustraliaincludesthefollowing:
theinterwaryearsbetweenWorldWarIandWorldWarII,includingtheTreatyofVersailles,theRoaringTwentiesand
theGreatDepression
recognisingthemainfeaturesoftheTreatyofVersailles,forexampleterritorialconcessionsrequiredbyGermany
andtheimpositionofwarreparations
outliningkeyfeaturesoftheinterwaryears(forexamplemassproductioninthe1920s,suchasthemanufacture
ofvehiclesintheUStheflappergenerationandtheJazzAgetheCrashof1929andtheconsequencesofthe
GreatDepression
37

continuingeffortspostWorldWarIItoachievelastingpeaceandsecurityintheworld,includingAustralias
involvementinUNpeacekeeping
l
creatingachronologicalaccountofconflictsinwhichAustraliahasbeeninvolvedandtheresources(forexample
soldiers,equipment,intelligence)thatAustraliacommittedtoeachconflict
outliningthepurposeoftheUnitedNationsandthekeyplaceswhereAustraliahasbeeninvolvedinUN
peacekeeping,suchasEastTimor(TimorLeste).
themajormovementsforrightsandfreedomintheworldandtheachievementofindependencebyformercolonies

identifyingthemajormovementsforrightsandfreedomintheworld(includingtheUSCivilRightsmovement,
AboriginalandTorresStraitIslandermovements,womensmovements)
recognisingthecontinuingnatureofcivilrightsmovementsinthetwentiethcentury,suchasthestrugglefor
democracyinBurma
thenatureoftheColdWarandAustraliasinvolvementinColdWarandpostColdWarconflicts(Korea,Vietnam,The
GulfWars,Afghanistan),includingtherisinginfluenceofAsiannationssincetheendoftheColdWar

identifyingtheColdWarsuperpowersaswellasthesignificanceoftheCubanMissileCrisisandthefallofthe
BerlinWall
outliningthecompetingideologiesofcapitalismandcommunism,theUSastheworldslastremaining
superpower,andtherisinginfluenceofChinaandIndia(economicandpolitical)
developmentsintechnology,publichealth,longevityandstandardoflivingduringthetwentiethcentury,andconcern
fortheenvironmentandsustainability

brainstormingformsoftechnologythathaveaffectedwhatpeopleseeandhear,wheretheygo,andhowtheylive
tracingkeydevelopmentsintechnologysince1918thathavechangedtheworldinthefollowingareas:the
household(radio,television,appliances),travelandtrade(shipping,passengerjets),communications(invention
ofthemicrochip,satellites,digitaltechnologies)
recognisingthegrowthintheworldspopulationduringthetwentiethcentury,lifeexpectancychangesindifferent
partsoftheworld,andthedepletionofnaturalresources
Depthstudies
learningprogram,depthstudycontentcanbeintegratedwithoverviewcontentand/orintegratedwithotherdepth
studyelectives.
1WorldWarII
Elaborations
StudentsinvestigatewartimeexperiencesthroughastudyofWorldWarIIindepth.Thisincludesastudyofthe
causes,events,outcomeandbroaderimpactoftheconflictasanepisodeinworldhistory,andthenatureof
Australiasinvolvement.
WorldWarII(193945)
38

AnoverviewofthecausesandcourseofWorldWar
outliningthecontributingfactorsofWorldWarII(for
exampletheoutcomesoftheTreatyofVersaillesandthe
LeagueofNationstheriseofHitlerandJapansimperial
ambitions)
identifyingkeyeventsintheEuropeantheatreofwar(for
exampleGermanysinvasionofPolandin1939the
Holocaustfrom194245theRussiansreachingBerlinin
1945
identifyingkeyeventsintheAsiaPacifictheatreofwar(for
exampletheJapaneseattackonPearlHarbourin1941
thefallofSingaporein1942theAmericanvictoryatthe
BattleofMidwayin1942)
investigatingthescaleandsignificanceoftheHolocaust,
usingprimarysources
explainingtheracetobuildtheatomicbomb(byGermany,
Japan,theUS)andwhytheatomicbombsweredropped
onHiroshimaandNagasaki
explainingthesignificanceofKokodaasthebattlethat
haltedtheJapaneseadvanceonPortMoresbyandhelped
fostertheAnzaclegend
investigatingtheimpactofWorldWarIIatalocaland
nationallevel(forexamplesignificanteventssuchasthe
bombingofDarwintheJapanesesubmarineattackon
SydneyandthesinkingofshipsofftheAustraliancoastthe
BattleofBrisbanetheCowrabreakoutandtheBrisbane
Line)
evaluatingtheimpactofWorldWarIIontheemergenceof
theUnitedStatesasamajorworldpowerandon
AustraliasalliancewiththeUS(forexamplethethreatof
Japan)
II(ACDSEH024)

AnexaminationofsignificanteventsofWorldWarII,
includingtheHolocaustanduseoftheatomic
bomb(ACDSEH107)

TheexperiencesofAustraliansduringWorldWarII
(suchasPrisonersofWar(POWs),theBattleof
Britain,Kokoda,theFallofSingapore)
(ACDSEH108)

TheimpactofWorldWarII,withaparticular
emphasisontheAustralianhomefront,including
thechangingrolesofwomenanduseofwartime
governmentcontrols(conscription,manpower
controls,rationingandcensorship)(ACDSEH109)

ThesignificanceofWorldWarIItoAustralias
internationalrelationshipsinthetwentiethcentury,
withparticularreferencetotheUnitedNations,
Britain,theUSAandAsia(ACDSEH110)

2Rightsandfreedoms
Elaborations
Studentsinvestigatestrugglesforhumanrightsindepth.Thiswillincludehowrightsandfreedomshavebeen
ignored,demandedorachievedinAustraliaandinthebroaderworldcontext.
Rightsandfreedoms(1945thepresent)
TheoriginsandsignificanceoftheUniversal
DeclarationofHumanRights,includingAustralias
describingthedraftingoftheUniversalDeclarationof
HumanRightsandthecontributionofAustraliasH.V.Evatt
involvementinthedevelopmentofthedeclaration
(ACDSEH023)
39

BackgroundtothestruggleofAboriginalandTorres
describingaccountsofthepastexperiencesofAboriginal
andTorresStraitIslanderpeopleswhowereforcibly
removedfromtheirfamilies
outliningtheFreedomRidesintheUS,howtheyinspired
civilrightscampaignersinAustralia,andhowtheybecame
aturningpointintheAboriginalandTorresStraitIslander
peoplesstruggleforrightsandfreedoms
describingtheaims,tacticsandoutcomesofaparticular
eventintheAboriginalandTorresStraitIslanderpeoples
struggleforrightsandfreedoms
investigatingtheroleofCharlesPerkinsintheFreedom
Rideof1965andtheefficacyoftelevisioninbringingthe
struggleforrightsandfreedomstonationalattention
identifyingareas(forexampleeducation,health,work)that
arethefocusforcontinuedcivilrightsactionforAboriginal
andTorresStraitIslanderpeoples
investigatingthelegacyofchildrensexperiencesin
care(theirplacementinorphanages,ChildrensHomes,
fostercareandotherformsofoutofhomecare),andthe
significanceoftheUnitedNationsConventiononthe
RightsoftheChild(1990)
StraitIslanderpeoplesforrightsandfreedoms
before1965,includingthe1938DayofMourning
andtheStolenGenerations(ACDSEH104)

TheUScivilrightsmovementanditsinfluenceon
Australia(ACDSEH105)

Thesignificanceofthefollowingforthecivilrightsof
AboriginalandTorresStraitIslanderpeoples:1962
righttovotefederally1967Referendum
ReconciliationMabodecisionBringingThem
HomeReport(theStolenGenerations),theApology
(ACDSEH106)

Methodsusedbycivilrightsactiviststoachieve
changeforAboriginalandTorresStraitIslander
peoples,andtheroleofONEindividualorgroupin
thestruggle(ACDSEH134)

Thecontinuingnatureofeffortstosecurecivilrights
andfreedomsinAustraliaandthroughouttheworld,
suchastheDeclarationontheRightsof
IndigenousPeoples(2007)(ACDSEH143)

3Theglobalisingworld
Elaborations
StudentsinvestigateonemajorglobalinfluencethathasshapedAustraliansocietyindepth,includingthe
developmentoftheglobalinfluenceduringthetwentiethcentury.StudentsstudyONEoftheseelectives:Popular
cultureorTheenvironmentmovementorMigrationexperiences.
Popularculture(1945present)
ThenatureofpopularcultureinAustraliaattheend
ofWorldWarII,includingmusic,filmandsport
identifyingsportsthatwerepopularinAustraliasuchas
football,horseracing,cricket
(ACDSEH027)
40

l
investigatingAmericasculturalinfluence,asseeninthe
arrivaloftelevisionfortheMelbourneOlympics(1956)and
BillHaleysAustraliantour(1957)
(ACDSEH121)
comparingandcontrastingviewsonthevaluesandbeliefs
ofrocknroll,filmandtelevisionacrosstime,ageand
gender(forexampleissuesofconservatismandrebellion,
thechallengetoestablishedideasandnationalidentity)
Thechangingnatureofthemusic,filmand
identifyingAmericanandAsianinfluencesonAustralian
popularculturesinceWorldWarII(forexamplethrough
mainstreamandHollywoodandBollywoodfilms)
investigatingthechangingcontributionoftheAustralian
rocknroll,filmandtelevisionindustriestoAustralian
cultureandidentitythroughthedevelopmentandexportof
music,filmandtelevision,forexampletheEasybeatsfrom
SydneyandGoBetweensfromBrisbane,Crocodile
Dundee(1986)
describingsignificantexamplesofcontinuityandchangein
beliefsandvalues,suchasdemocraticideals,religious
beliefs,egalitarianism
investigatingthenatureofthewavesofmigrationsuchas
thecountriesthatwerethesourceofmigrants,the
numbersofmigrantsfromthosecountries,andtrendsin
migrationsinceWorldWarIIsuchasincreasingmigration
fromtheAsianregiontoAustralia
describingthemainfeaturesofagovernmentpolicythat
affectedmigrationtoAustralia,suchastheImmigration
RestrictionAct1901anduseofthedictationtesttorestrict
theimmigrationofnonEuropeans
explainingthereasonsforchangesingovernmentpolicy,
forexampletheinfluenceofWhiteAustraliaideologyatthe
timeoftheintroductionoftheImmigrationRestrictionAct
1901theDisplacedPersonsSchemeintheaftermathof
WorldWarII
Developmentsinpopularcultureinpostwar
Australiaandtheirimpactonsociety,includingthe
introductionoftelevisionandrocknroll
televisionindustryinAustraliaduringthepostwar
period,includingtheinfluenceofoverseas
developments(suchasHollywood,Bollywoodand
theanimationfilmindustryinChinaandJapan)
(ACDSEH122)

Australiascontributiontointernationalpopular
culture(music,film,television,sport).
(ACDSEH123)
Continuityandchangeinbeliefsandvaluesthat
haveinfluencedtheAustralianwayoflife
(ACDSEH149)
OR
Migrationexperiences(1945present)
ThewavesofpostWorldWarIImigrationto
Australia,includingtheinfluenceofsignificantworld
events(ACDSEH144)

Theimpactofchanginggovernmentpolicieson
Australiasmigrationpatterns,includingabolitionof
theWhiteAustraliaPolicy,Populateor
Perish(ACDSEH145)

41

TheimpactofatleastONEworldeventor
describingtheimpactoftheVietnamwaronVietnamand
howthecommunistvictoryinVietnam(1975)resultedin
thearrivalofrefugeesintoAustralia
investigatingpoliciesofmulticulturalismsincethe1970s
andtheconceptsofculturalheritageandassimilation
analysingpostWorldWarIIpopulationgrowthandthe
developmentofAustraliasculturallydiversesocietyusing
differenttypesofgraphs
outliningtheemergenceofconcernsaboutthe
preservationofnaturalareasforfuturegenerations(for
exampleasreflectedintheestablishmentofNational
ParksintheUnitedStates(YellowstoneNationalParkin
1872),Australia(RoyalNationalParkin1879),Canada
(RockyMountainsNationalParkin1885)andNewZealand
(TongariroNationalParkin1887)
investigatingtheimpactofearlytextsthatwarnedabout
environmentalchange(forexampleSilentSpringbyRachel
Carson,1962,DontItMakeYouWantToGoHomebyJoe
South,1970,MotherEarthNewsmagazinein1970,Mercy
MercyMe(TheEcology)lyricsbyMarvinGaye,1971)
recognisingthehistoricimpactofthepicturesofEarth
takenduringtheApollo8missionandhowtheyinfluenced
peoplesviewoftheworld
explainingthesignificanceofideasabouttheenvironment
(forexampleGaiatheinteractionofEarthandits
biospherelimitsofgrowththatunlimitedgrowthis
unsustainablesustainabilitythatbiologicalsystems
needtoremaindiverseandproductiveovertimeandrights
ofnaturerecognitionthathumansandtheirnatural
environmentarecloselyinterrelated)
investigatingarangeofenvironmentalimpacts(for
examplethefloodingofLakePedderinTasmania,
deforestationinIndonesia,thedeclineoftheAralSea,the
ExxonValdezoilspill,thewhalingindustry)
explainingthestruggleoverFrenchnuclearweapontesting
inthePacificfrom19661996(forexamplethesinkingof
theship,theRainbowWarrior,in1985)
developmentanditssignificanceforAustralia,such
astheVietnamWarandIndochineserefugees
(ACDSEH146)

ThecontributionofmigrationtoAustralias
changingidentityasanationandtoitsinternational
relationships(ACDSEH147)

OR
Theenvironmentmovement(1960spresent)
Thebackgroundtoenvironmentalawareness,
includingthenineteenthcenturyNationalParks
movementinAmericaandAustralia(ACDSEH028)

Theintensificationofenvironmentaleffectsinthe
twentiethcenturyasaresultofpopulationincrease,
urbanisation,increasingindustrialproductionand
trade(ACDSEH125)

Thegrowthandinfluenceoftheenvironment
movementwithinAustraliaandoverseas,and
developmentsinideasabouttheenvironment
(notionofGaia,limitstogrowth,conceptof
sustainability,conceptofrightsofnature)
(ACDSEH126)

Significanteventsandcampaignsthatcontributed
topopularawarenessofenvironmentalissues,
suchasthecampaigntopreventthedammingof
AustraliasGordonRiver,thenuclearaccidentat
ChernobylandtheJabilukaminecontroversyin
1998(ACDSEH127)

42

Responsesofgovernments,includingthe
explainingtheresponsesofgovernmentsand
organisationstoenvironmentalthreats(forexampleNew
Zealandsantinuclearpolicy,theUnitedStates
ComprehensiveEnvironmentalResponse,Compensation
andLiabilityAct1980(CERCLA),AustraliasGreatBarrier
ReefOutlookReport(2009)
evaluatingtheeffectivenessofinternationalprotocolsand
treatiessuchasKyoto(1997),theUnitedNations
FrameworkConventiononClimateChange(since1992)
andtheWashingtonDeclaration(2007)
Australiangovernment,andinternational
organisationstoenvironmentalthreatssincethe
1960s(includingdeforestationandclimate
change).(ACDSEH128)

HistoricalSkills
Usechronologicalsequencingto
Elaborations
l
placinginsequencethemaineventsoftheFreedomRidescampaignsin
theUnitedStatesandAustraliaandexplainingthelinksbetweenthetwo
campaigns
usinginteractivetimelinestoexplorethevariousmanifestationsoreffects
ofaneventindifferentgeographicallocations
definingandusingtermsandconceptssuchasliberation,humanrights,
popularcultureandcontestability
demonstratetherelationshipbetween
eventsanddevelopmentsindifferent
periodsandplaces(ACHHS182)

(ACHHS183)
Identifyandselectdifferentkindsof
Elaborations
l
changingakeyquestionorrelatedquestionsinaninquirydependingon
thesuitabilityofthesourcesavailable
developingquestionsaboutaspectsofthepastthatrequirehistorical
argument
identifying,planningandinvestigating(individuallyandaspartofateam)
specifichistoricalquestionsorissues
changingakeyquestionorrelatedquestionsinaninquirydependingon
thesuitabilityofthesourcesavailable
locatingsourcesforrecordingoralhistories(forexampleVietnamWar
veterans,recentmigrants)
recognisingtheroleofICTinprovidingaccesstosourcesandtheneedto
askrelevantquestionsofthosesources(forexampleaGooglesearchfor
significanceofKokoda)
questionsaboutthepasttoinform
historicalinquiry(ACHHS184)
Evaluateandenhancethesequestions
(ACHHS185)
Identifyandlocaterelevantsources,
usingICTandothermethods
(ACHHS186)

Identifytheorigin,purposeandcontext
Elaborations
l
usingdatafromimmigrationrecordsandprocessingitusingICTtoidentify
historicaltrendsovertime
explainingthecontextofasourcesuchastheBringingThemHomeReport
(1997)andthesignificanceofthatcontextinunderstandingresponsesto
thereport(withvaryingperspectives)
ofprimaryandsecondarysources
(ACHHS187)
43

Processandsynthesiseinformation
combininghistoricaldatafromarangeofsourcestoidentifyandexplain
theimpactofWorldWarII
understandingthatthereliabilityandusefulnessofasourcedependson
thequestionsaskedofit(forexampleanaccountmaybeonesidedand
thereforeofuseinrevealingpastprevailingattitudes)
discussingthereliabilityandusefulnessofMartinLutherKings1963I
HaveADreamspeechasasourcetoassistinunderstandingtheaims
andmotivationsoftheUSCivilRightsmovement
fromarangeofsourcesforuseas
evidenceinanhistoricalargument
(ACHHS188)
Evaluatethereliabilityandusefulness
ofprimaryandsecondarysources
(ACHHS189)
Identifyandanalysetheperspectivesof
Elaborations
l
analysingtheviewsofbothmenandwomenatdifferenttimesregarding
genderequalityinAustraliaandexplaininghowtheseviewsmightreflect
changingvaluesandattitudes
examiningdifferentaccountsofthefirst1957rocknrolltoursofAustralia
andidentifyingthedifferentperspectivesbasedonage
explainingtheenthusiasmofyoungpeopleforthetoursandtheopposition
ofoldergenerations,asreflectedinthesources
peoplefromthepast(ACHHS190)
Identifyandanalysedifferenthistorical
interpretations(includingtheirown)
(ACHHS191)
Elaborations
l
developinganhistoricalargumentthatidentifiesdifferentpossibilitiesin
interpretationandarguesaparticularpointofview,withconsistentand
specificreferencetotheevidenceavailable
referenced(ACHHS192)
explainingthesignificanceofthefallofSingapore(1942)inthechangesin
AustraliasmilitaryalliancesanduseoftroopsduringWorldWarII,usinga
rangeofsources(forexampleaccountsofprisonersofwar,commanders
suchasGeneralGordonBennett,politicianssuchasPrimeMinisterJohn
Curtin,andJapaneseandBritishsources)
Selectandusearangeof
designingaposterthatoutlinesthemainargumentsagainstFrench
nucleartestinginthePacificandexplainingthenatureandreliabilityofthe
sourcesusedtoconstructtheposter
Developtexts,particularlydescriptions
anddiscussionsthatuseevidence
fromarangeofsourcesthatare
communicationforms(oral,graphic,
written)anddigitaltechnologies
(ACHHS193)
BytheendofLevel10,studentsrefertokeyevents,theactionsofindividualsandgroups,andbeliefsandvaluestoexplain
patternsofchangeandcontinuityovertime.Theyanalysethecausesandeffectsofeventsanddevelopmentsandexplain
theirrelativeimportance.Theyexplainthecontextforpeoplesactionsinthepast.Studentsexplainthesignificanceofevents
anddevelopmentsfromarangeofperspectives.Theyexplaindifferentinterpretationsofthepastandrecognisetheevidence
usedtosupporttheseinterpretations.
44

Studentssequenceeventsanddevelopmentswithinachronologicalframework,andidentifyrelationshipsbetweenevents
acrossdifferentplacesandperiodsoftime.Whenresearching,studentsdevelop,evaluateandmodifyquestionstoframean
historicalinquiry.Theyprocess,analyseandsynthesiseinformationfromarangeofprimaryandsecondarysourcesanduse
itasevidencetoanswerinquiryquestions.Studentsanalysesourcestoidentifymotivations,valuesandattitudes.When
evaluatingthesesources,theyanalyseanddrawconclusionsabouttheirusefulness,takingintoaccounttheirorigin,
purpose,andcontext.Theydevelopandjustifytheirowninterpretationsaboutthepast.Studentsdeveloptexts,particularly
explanationsanddiscussions,incorporatinghistoricalargument.Indevelopingthesetextsandorganisingandpresenting
theirarguments,theyusehistoricaltermsandconcepts,evidenceidentifiedinsources,andtheyreferencethesesources.
45

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The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History

VCAA | AusVELS Curriculum | Date PDF created: Tuesday, 17 March 2015

The Humanities - History