Aissa audit Tool Australian Curriculum history 6 8



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HISTORY 6 - 8


Audit Code

Y

Covered in Current Curriculum

X

Does not exist in Current Curriculum document

E

Exists in current document but needs reworking

D

Exists in current document but at different year level

L

Located in another curriculum area

PD

Needs Professional Learning

R

Additional Resources required

C

See Comment



HISTORY

Year 6 Content Descriptions

Audit
Code


Year 7 Content Descriptions

Audit
Code


Year 8 Content Descriptions

Audit
Code


Historical Knowledge and Understanding




Historical Knowledge and Understanding




Historical Knowledge and Understanding




Australia as a Nation




Overview




Overview




Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. (ACHHK113)





The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the year. Overview content identifies important features of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:




The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the year. Overview content identifies important features of the period, c.650 AD (CE) – 1750, as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:





Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114)





Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)





The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)











the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia.






the transformation of the Roman world and the spread of Christianity and Islam











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





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











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




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











Depth studies




Depth studies










There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study elective will constitute approximately 30% of the total teaching time for the year. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.





There are three depth studies for this historical period. For each depth study, there are up to four electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study will constitute approximately 30% of the total teaching time for the year. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.











1 Investigating the ancient past




1 The Western and Islamic World










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





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












Investigating the ancient past




The Vikings (c.790 – c.1066)










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




The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007)











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




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











The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)





Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)










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




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












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
















2 The Mediterranean world




Renaissance Italy (c.1400 – c.1600)










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





The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH010)











Greece

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








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











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





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











The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)





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











Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)





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











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























Medieval Europe (c.590 – c.1500)










Egypt

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







The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)











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




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











The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)





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











Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)





The dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)











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






















The Ottoman Empire (c.1299 – c.1683)










Rome

The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there. (ACDSEH004)






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











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




Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture.(ACDSEH053)











The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039)





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











Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)




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















2 The Asia-Pacific World










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




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











3 The Asian world




Angkor/Khmer Empire (c.802 – c.1431)











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

India




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











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





The reasons for Angkor’s rise to prominence, including wealth from trade and agriculture (ACDSEH060)











Roles of key groups in Indian society in this period (such as kings, priests, merchants, peasants), including the influence of law and religion (ACDSEH044)




The cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061)











The significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)




Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)




























Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)




Japan under the Shoguns’ (c.794 – 1867)













The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun) (ACDSEH012)











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




The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade (ACDSEH063)













China




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











The physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005)




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




























Roles of key groups in Chinese society in this period (such as kings, scholars, craftsmen, women), including the influence of law and religion (ACDSEH041)




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













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











The significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)




The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island) (ACDSEH066)











Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043)




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











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




The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
















3 Expanding contacts
















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
















Mongol Expansion (c.1206 – c.1368)
















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

















The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)

















The extent of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest (ACDSEH078)

















The consequences of the Mongol expansion, including contributions to European knowledge and trade routes (ACDSEH079)


































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
















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

















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

















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

















The impact of the conquest on the Aztecs OR Incas as well as on the wider world, such as the introduction of new diseases, horses and gunpowder in the Americas, and new foods and increased wealth in Europe (ACDSEH075)

















The longer-term effects of colonisation, including slavery, population changes and lack of control over resources (ACDSEH076)


































The Black Death in Asia, Europe and Africa (14th century plague)
















Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)

















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
















The causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)

















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

















Other immediate and long-term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility (ACDSEH072)





Historical Skills




Historical Skills




Historical Skills




Chronology, terms and concepts




Chronology, terms and concepts




Chronology, terms and concepts




Sequence historical people and events. (ACHHS117)




Sequence historical events, developments and periods (ACHHS205)





Sequence historical events, developments and periods (ACHHS148)





Use historical terms and concepts (ACHHS118)




Use historical terms and concepts (ACHHS206)




Use historical terms and concepts (ACHHS149)





Historical questions and research




Historical questions and research




Historical questions and research




Identify questions to inform an historical inquiry (ACHHS119)




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




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





Identify and locate a range of relevant sources (ACHHS120)




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




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





Analysis and use of sources




Analysis and use of sources




Analysis and use of sources




Locate information related to inquiry questions in a range of sources. (ACHHS121)




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




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






Compare information from a range of sources. (ACHHS122)




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




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











Draw conclusions about the usefulness of sources (ACHHS211)




Draw conclusions about the usefulness of sources (ACHHS154)





Perspectives and interpretations




Perspectives and interpretations




Perspectives and interpretations




Identify points of view in the past and present (ACHHS123)




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




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





Explanation and communication




Explanation and communication




Explanation and communication




Develop historical texts, particularly narratives and descriptions, which incorporate source material (ACHHS124)




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




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





Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)




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




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























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