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• VCGRCU012

  Examine the enduring influence of ancient Greek culture on the modern world, by discussing the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture

  Elaborations

  • recognising the ancient origins of national values such as democracy, equity and justice, freedom of speech and independent thought
  • comparing the concept of citizenship, rights and responsibilities in ancient Greece and the modern world
  • identifying references to ancient Greek mythology and literature in visual and performing arts and literature from antiquity to the present
  • exploring ancient connections with daily routines in modern society, such as sport, theatre and schooling
  • identifying literary influences from the Classical Greek period on popular culture, such as brand names, cartoons, adventure films, for example, Clash of the Titans, Troy, Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the guitar, which is descended from the cithara or lyre
  • recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer
  • researching elements of Greek engineering and architecture seen in public buildings in Australia and across the world, for example, the use of Doric, Ionic and Corinthian columns
  • observing and discussing ancient Greek architectural structures and influences in Roman, Renaissance, Neoclassical and New Classical architecture

  VCGRCU012 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCGRCU025

  Analyse the structure and features of different text types in Classical Greek, exploring how they relate to context, purpose and audience

  Elaborations

  • identifying the purpose and specific features of prose and verse texts, such as in the structure of Classical Greek plays, for example, πρόλογος, πάροδος, ἐπεισόδια, στάσιμα, ἔξοδος
  • making connections and comparisons between a new text and familiar texts of the same type
  • analysing texts to understand how different points of view are expressed, for example, the response of several characters to a dramatic decision, such as the recall of military generals to Athens to stand trial after the Athenian victory at Arginusae in 406 BCE
  • recognising different ways of presenting the same story, for example, from the viewpoint of different characters or in the form of a flashback
  • analysing language features used to influence the intended audience, such as imagery, rhetorical devices

  VCGRCU025 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language

• VCGRCU024

  Expand vocabulary by using a range of strategies, including knowledge of roots, cognates and derivatives, and use dictionaries to determine the meaning of unfamiliar vocabulary in specific contexts

  Elaborations

  • developing vocabulary lists pertinent to particular reading, for example, philosophical words, poetic words and military words, such as στρατός, στρατηγός, στρατιώτης, στρατόπεδον
  • using a dictionary to investigate how vocabulary choices in Classical Greek and English can express shades of meaning, ὑπεροράω (‘look down on’, ‘overlook’, ‘despise’)
  • extrapolating knowledge of word origins, roots and cognates to interpret unfamiliar vocabulary, for example, δίκη/δίκαιος, λάμπω/λαμπρός, φοβοῦμαι/φοβερός
  • extending vocabulary through word-building from Classical Greek roots, for example, τιμῶ/τιμή, ἔργον/ἐργάζομαι, πόλις/πολίτης/πολιτικός/πολιτεία
  • identifying and interpreting compound words, for example, προσβάλλω/καταβάλλω/ἐκβάλλω
  • recognising common patterns of vowel change to identify words from the same root, for example, γίγνομαι/γένεσις, λέγω/λόγος
  • expanding vocabulary by using connections between conceptually related words, for example, chronology, chronic, anachronism

  VCGRCU024 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language

• VCHHC029

  Explore their perspective on how things have changed from past and present in their daily life

  Elaborations

  • using images to explore their life and key milestones and reflect on what has changed in their life
  • investigating daily life today and in the past through images and exploring what is the same, different, good and bad
  • exploring what different class members think has changed in their daily life

  VCHHC029 | The Humanities | History | Level C | Historical Concepts and Skills | Historical sources as evidence

• VCHHC100

  Analyse the different perspectives of people in the past

  Elaborations

  • recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
  • identifying and explore differing perspectives of peoples from the time, acknowledging there may be silent voices for example women
  • describing the values and attitudes revealed by a source, for example, an individual account, and using additional sources to show how they are broadly representative or contrast the values and attitudes of the society

  VCHHC100 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC044

  Develop a narrative about a significant family member and/or place

  Elaborations

  • assisting to construct texts that retell history including significant milestones events of a significant family member or place
  • using images and objects to give a simple retelling about a significant place, milestone or event
  • reacting to and recognising some changes to a place, person or self over time, such as a change in hair and physical features

  VCHHC044 | The Humanities | History | Level D | Historical Concepts and Skills | Historical significance

• VCHHC082

  Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people

  Elaborations

  • compiling an annotated timeline showing key stages in the development of colonial Australia including the date of European settlement in each state, the date the colony was established, the date of self-government
  • identifying and developing a timeline of world unrest that contributed to migration in the 1900s, for example, the World Wars, the Vietnam War, the war in the former Yugoslavia, the Tiananmen Square massacre, the war in Sudan
  • placing key events, ideas, movements and people of the twentieth century in chronological sequence

  VCHHC082 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Chronology

• VCHHC103

  Analyse the causes and effects of significant events that caused change and/or a decline over the period

  Elaborations

  • identifying and explaining the causes and effects of conflicts on Ancient Rome using a fishbone
  • analysing the multiplicity of causes and effects of decline of Ancient Greece and rank according to their significance
  • organising causes and effects of Viking Conquests on subject peoples using a graphic organiser
  • differentiating between intended and unintended causes and effects of the crusades
  • categorising the long-term effects of the Black Death at the end of the Medieval period, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility and drawing conclusions about the severity of the Black Death and it causing the Renaissance period

  VCHHC103 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Cause and effect

• VCHHC124

  Analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values

  Elaborations

  • using a range of sources to identify different perspectives and construct an argument about the experiences of people at the time
  • examining different accounts of eighteenth-century journey to Australia, for example, ships’ logs, diaries, recorded testimonies of convicts and officers, both male and female, and explaining the variations in perspective which can lead to different historical interpretations
  • identifying in a range of perspectives the absent or hidden voices and suggest reasons for this
  • analysing the views of both men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
  • explaining the enthusiasm of young people for the music tours and the opposition of older generations, as reflected in the sources

  VCHHC124 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC121

  Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

  Elaborations

  • creating a timeline that identifies the significant events or individuals across the period 1750-1918 and observe and discuss patterns of causation and change and/or identifying parts of the world that were involved in, or affected by, those events
  • developing an argument using historical sources and perspectives about the effects of the Industrial Revolution on changing living and working conditions, including within Australia society in the 19th Century
  • placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
  • organising a range of primary sources and/or perspectives in chronological order to support the development of a historical argument about effects or changes

  VCHHC121 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCHHC128

  Evaluate the historical significance of an event, idea, individual or place

  Elaborations

  • developing questions and criteria that support the evaluation of historical significance
  • identifying a significant event, person or idea and evaluate its significance using the criteria of importance, profundity, quantity, durability, relevance
  • explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources, for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement. Use consistent referencing and historical terms and concepts

  VCHHC128 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical significance

• VCHHC126

  Identify and evaluate patterns of continuity and change in the development of the modern world and Australia

  Elaborations

  • using sources of evidence (perspectives and interpretations) to identify continuity and changes during Australia at the turn of the twentieth century
  • using chronologies to observe and identify patterns where changes or continuities have occurred during the Industrial Revolution, way of living and political conditions and Australia after World War II.
  • identifying the significant changes during the Industrial Revolution and rank them in order of significance. Explain ranking and discuss differences
  • organising changes of everyday life into conditional factors and/or rank them according to the significance of the change
  • describing and explaining change such as the quality of change, the types of change, and the impact of change

  VCHHC126 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Continuity and change

• VCHHC004

  Explore objects from the past and present

  Elaborations

  • exploring significant objects of their past and present
  • viewing multimodal text that identifies them in the recent past and present
  • experiencing personal significant events in sequence through images and multimedia texts
  • viewing various videos, multimedia texts, stories, objects and images that identify objects of the present

  VCHHC004 | The Humanities | History | Level A | Historical Concepts and Skills | Continuity and change

• VCHHC003

  Explore their own perspective on events in their routine daily life

  Elaborations

  • experiencing their reactions to events and activities being labelled with an emotion
  • accepting and rejecting objects and events based on personal preference

  VCHHC003 | The Humanities | History | Level A | Historical Concepts and Skills | Historical sources as evidence

• VCHHC099

  Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability

  Elaborations

  • differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretation).
  • organising historical sources into artefacts, visual, written, audio
  • asking questions of sources when identify origin, content, explaining context, and analysing reliability the usefulness about the historical context
  • discussing the difficulties in identifying the origin and purpose of some sources
  • creating categories with which to organise information obtained from sources. Identifying features and symbols in primary source
  • creating an annotated visual concept map using historical sources to explain the changes brought to Europe during the Renaissance

  VCHHC099 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC005

  Experience narratives about a person or the past

  Elaborations

  • experiencing retellings of significant events within their community, family and school life through multisensory experiences and texts
  • experiencing the construction of a narrative about a recent significant event
  • viewing various text and representation of their family, life and significant events

  VCHHC005 | The Humanities | History | Level A | Historical Concepts and Skills | Historical significance

• VCHHC031

  Assist to construct a narrative about a significant person or past event

  Elaborations

  • assisting to construct text about their family or significant person in their family
  • assisting to label photos or images about recent events
  • selecting images and objects to be included in narrative
  • assisting to construct texts which retell a significant recent event

  VCHHC031 | The Humanities | History | Level C | Historical Concepts and Skills | Historical significance

• VCHHC085

  Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies

  Elaborations

  • visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area
  • creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement

  VCHHC085 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Continuity and change

• VCHHC030

  Compare features of objects from the recent past and present

  Elaborations

  • exploring old and new objects that were the same and indicating where they are different
  • exploring old and new by observing things change over of time
  • comparing significant toys and preferred objects over their past and recent present
  • explore how significant toys and objects have changed over time through multimedia such as videos and photos

  VCHHC030 | The Humanities | History | Level C | Historical Concepts and Skills | Continuity and change

• VCHHC102

  Identify and explain patterns of continuity and change in society to the way of life

  Elaborations

  • listing the changes to everyday life in Ancient Egypt and rank in order of the most to the least significant. Justifying the argument using sources of evidence
  • creating a timeline that identifies changes and continuities in Japan under the Shoguns. Observe patterns of the influence of ideas, events, movements and individuals on these changes
  • using chronologies to observe and identify patterns where changes or continuities have occurred in Medieval Europe
  • organising changes in Early China into conditional factors and/or rank them according to the significance of the change
  • develop language to describe and explain change

  VCHHC102 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Continuity and change