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• VCHHK105

  How physical or geographical features influenced the development of Aboriginal and Torres Strait Islander peoples’ communities, foundational stories and land management practices

  Elaborations

  • creating a map overlay of Australian physical features and language groups of Aboriginal and Torres Strait Islander peoples and discuss the interconnection and relationships to land observed by different groups
  • discussing how and why Aboriginal and Torres Strait Islander peoples have kept their cultural heritage alive by passing their knowledge, arts, rituals and performances through generations
  • using a variety of Dreaming creation stories from different location across Australia. Identify and describe similarities and differences in the stories
  • exploring the meaning and use of fire as a practical tool in hunting, cooking, warmth and managing the landscape.
  • examining historical interpretations of land management, laying out their burn patterns as a method of converting land to grasslands; predict plant growth, for maintenance of plants to attract animals for hunting and the prevention of larger uncontrollable destructive fires

  VCHHK105 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCHHK117

  Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power

  Elaborations

  • Vikings
    • mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
    • describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
    • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
    • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
  • Medieval Europe
    • explaining the changing relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
    • describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
    • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
  • Ottoman Empire
    • mapping the expanding power and influence of the Ottoman Empire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
    • outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
    • describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
  • Angkor/Khmer Empire
    • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
    • investigating the significance of the archaeological site of Angkor Wat
  • Mongol Expansion
    • outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
    • analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
    • mapping the expansion of the Mongol empire across Asia and Europe
  • Japan under the Shoguns
    • discussing 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
    • explain reasons why the Shogun controlled trade
    • explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
    • explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
    • investigating the demand for available land and the patterns of land use in the period
    • outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
    • analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
  • Polynesian Expansion
    • locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
    • outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
    • investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
    • investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
  • Renaissance Italy
    • analysing the effects of the Black Death in causing the Renaissance
    • organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
    • describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
    • describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
    • describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
    • investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
    • investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
  • Spanish Conquest
    • analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
    • explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
    • explaining the siege of Tenochtitlan

  VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK109

  How physical features influenced the development of the civilisation

  Elaborations

  • Egypt
    • describing the importance of the River Nile to Egyptian society, for example, inundation and farming, the worship of Hapi (god of the Nile), and the use of the Nile as a means of transportation
  • Greece
    • describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
  • Rome
    • mapping the geography of Rome’s River Tiber and the seven hills of Rome to explain reasons for the development of the city
    • describing the methods used by the Romans to manage resources, for example the water supply through aqueducts and plumbing systems
  • India
    • describing how harmonious relationships with the natural world were reflected in Indian belief systems, for example, Hinduism, Buddhism and Jainism
    • creating a graphic representation of the extent of India as a political unit at this time, including for example its diverse climatic and geographical features, types and location of food production, areas of high and low density population
  • China
    • describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

  VCHHK109 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHK116

  The significant social, cultural, economic, environmental and political changes and continuities in the way of life and the roles and relationships of different groups in society

  Elaborations

  • Vikings
    • locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
    • describing the way of life of the Vikings, for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society
  • Medieval Europe
    • describing the structure of feudal society, for example, the role and responsibilities of the king, nobles, church, knights and peasants
    • using a selection of primary sources track changes to the way of life in medieval Europe across time or across locations
    • continuity and change in society in one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
  • Ottoman Empire
    • describing the way of life of people in the Ottoman Empire, for example, the role of the coffee house and bazaar or marketplace
    • using a selection of primary sources track changes to the way of life in the Ottoman Empire across time or across locations
    • explaining the power and responsibility of the Sultan to ensure that justice was served within society
  • Angkor/Khmer Empire
    • mapping the Khmer empire and its physical features and annotate how these significantly influenced everyday life
    • describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan, for example, in relation to fishing, trading in markets, temple construction
  • Mongol Expansion
    • describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 CE
    • describing the way of life in Mongolia and its incorporation into Chinese life, for example, agriculture (domestication of animals such as horses, camels and cattle), food (dried meat and yoghurt), and housing (yurts)
  • Japan under the Shoguns
    • describing the way of life in feudal Japan under the shoguns, for example, ‘bushido’, the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour
    • explaining reasons why the Shogun increased power
    • describing the relationship between the emperor, shogun, daimyo (lords) samurai (warriors), workers (for example farmers, artisans and traders)
  • Polynesian Expansion
    • describing 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)
    • investigating the way of life of Easter Island society (Rapa Nui), for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives, and labour; the use of stone tools
  • Renaissance Italy
    • examining the way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
    • mapping the political city states on the Italian peninsula. Annotate their significance
    • describing the way of life of people in Renaissance Italy, for example, the role of men in tending the fields or merchant shops,
    • explaining the influence of government in particular city-states, for example the monarchy of Naples or the Florentine republic
  • Spanish Conquest
    • describing pre-Columbian life in the Americas, including the social organisation of the Aztecs, (for example, nobility, slaves), their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods), life in the capital city Tenochtitlan

  VCHHK116 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• 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

• VCHHK118

  Perspectives of subject peoples and their interactions with power and/or authority of others

  Elaborations

  • Vikings
    • comparing different perspectives of monks, changes in the way of life of the English, and the Norman invasion
    • explaining the attacks on monasteries, for example Lindisfarne (793 CE) and Iona (795 CE) and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
    • explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
    • investigating the remains of Viking settlements, for example, Dublin (Ireland) and Jorvik (York)
  • Medieval Europe
    • investigating different types of crime and punishment, for example, trial by combat as a privilege granted to the nobility; being hanged, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women
    • explaining the ways in which the nature of crime and punishment stayed the same or changed over time
  • Ottoman Empire
    • discussing why the Ottoman Empire practiced religious tolerance
    • outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
    • explaining the tolerance of the Ottomans towards Christians and Jews
  • Angkor/Khmer Empire
    • evaluating the perspectives of Angkor trough stone carvings and the writings of the Chinese Ambassador Zhou Daguan, for example, in relation to fishing, trading in markets, temple construction
  • Mongol Expansion
    • describing the way of life in Mongolia and its incorporation into Chinese life. For example agriculture (domestication of animals such as horses, camels and cattle); food (dried meat and yoghurt); and housing (yurts)
    • explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade, for example, the use of paper money and coinage; the growing number of European merchants travelling to China
  • Japan under the Shoguns
    • examining extracts from Sei Shonagon’s <i>The Pillow Book</i> and extract points/quotes that explain what life was like for women
  • Polynesian Expansion
    • examining artefacts such as Lapita pottery from Vanuatu or tapa cloth or ship building techniques to give insights into those societies
  • Renaissance Italy
    • using primary sources to analyse the relationships between rulers and ruled in one Italian city-state such as Florence, Venice or Naples
  • Spanish Conquest
    • using sources examine the nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs or Incas
    • describing encounters between Hernan Cortes and the Aztecs, as well as the siege of Tenochtitlan

  VCHHK118 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK120

  One significant challenge and one development faced by the society that caused progress or decline

  Elaborations

  • Vikings
    • using a cause effect wheel, explain the decline of Viking power such as defeats in battle, the Battle of Stanford Bridge, treaty of Saint-Clair-sur-Epte ending Viking raids in France, new colonies, changing climate and the spread of Christianity
  • Medieval Europe
    • analysing the causes and effects of the Black Death in Europe and Asia
    • investigating living conditions in London in the fourteenth century, for example, the lack of sanitation, crowded housing; the extent of medical knowledge, for example, based on Hippocrates’ theory; and beliefs about the power of God, for example, that diseases were a punishment of God
    • mapping the origin spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE and The role of expanding trade between Europe and Asia in the Black Death
    • evaluating the long and short term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague. Other immediate and long-term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility
    • using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
    • using a graphic organiser to identify and describe short-term and long-term effects of the Black Death in Europe and draw conclusions about the severity over time
  • Ottoman Empire
    • examining the significance of the Crusades in challenging Ottoman Empire and their responses to the challenge
    • analysing the causes and effects of the Black Death in Europe and Asia.
    • mapping the origin spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE and The role of expanding trade between Europe and Asia in the Black Death
    • evaluating the long and short term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague. Other immediate and long-term effects of the Black Death, including expansion of the Ottoman Empire, labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility
    • categorising the effects of the Black Death on the Ottoman Empire using a graphic organiser to identify and describe the effects as either short-term or long-term and drawing conclusions about the severity of the Black Death
  • Angkor/Khmer Empire
    • analysing reasons for the decline of the Khmer Empire
    • discussing theories about the causes and/or contributing factors to the decline the Khmer Empire for example, Tai invasions,  economic decline as a result of Jayavarman VII’s building program, population growth and attempts to control trade routes, religious revolution through the rise of Theravada Buddhism, internal political tension, environmental challenges such as soil sterilisation, over-intensified land use, the development of an unstable climate such as drought and monsoons and the breakdown of Angkor’s water management system
  • Mongol Expansion
    • analysing reasons for the decline of the Mongol Empire
    • analysing the causes and effects of the Black Death in Europe and Asia. The Black Death began in the densely inhabited Mongol dominions from 1313 to 1331. This disastrous plague devastated all khanates, cutting off commercial ties and resulting in the death of millions
  • Japan under the Shoguns
    • examining the theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
    • describing internal pressures in Shogunate Japan, for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine
    • describing the increasing exposure to Western technology and ideas, for example, the establishment of a naval school with Dutch instructors, the translation of Western books
    • evaluating the significance of the Meiji Restoration of 1868 CE that restored imperial rule to Japan
  • Polynesian Expansion
    • investigating 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
    • researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
    • explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
    • evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
  • Renaissance Italy
    • explaining the causes and effects of the spread of Renaissance culture to the rest of Europe, and its legacy
    • outlining the spread of Renaissance culture to England, for example, the rise of literature through Shakespeare
  • Spanish Conquest
    • using a fishbone to explain 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
    • outlining the effects of Spanish conquest on the Americas, for example, the spread of disease due to the lack of immunity; the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe, the Encomieda system, mining
    • explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas, for example, the unequal distribution of land and wealth, and political inequality, rise of the Spanish language

  VCHHK120 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK107

  The nature of sources of evidence about ancient Australia and what they reveal about Australia’s ancient past, such as the use of resources

  Elaborations

  • investigating a local site of indigenous historical and cultural significance. Discuss reasons why this site is significant
  • analysing and evaluate the significance of Lake Mungo as a site of importance. Examine theories and hypothesis about the people who lived around Lake Mungo

  VCHHK107 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• History: Levels 7 and 8 description

  The Ancient World to the Modern World

  In Levels 7 and 8, students study history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It also covers the period from the end of the ancient period to the beginning of...

  Level description | The Humanities | History

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHC104

  Evaluate the role and achievement of a significant individual, development and/or cultural achievement that led to progress

  Elaborations

  • asking questions like 'what makes this individual, development or achievement significant?', 'who decides historical significance?', 'how do you decide?', 'how significant was it to people who lived at that time?', 'how many people were affected?', 'to what extent were people’s lives changed?', 'how long lasting were the consequences?', 'how can the consequences still be felt today?' and 'what is its legacy?'
  • outlining the significance of a past event, providing reasons for the event and referring to relevant sources of evidence
  • developing criteria to evaluate significance
  • ranking individuals, their achievements, events on order of significance and justify choices
  • creating a concept map ranking the significant individuals, events, causes, effects, changes of Ancient Egypt

  VCHHC104 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical significance

• VCHHK108

  The importance of conserving the remains of the ancient past, including the heritage, culture and artefacts of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • examine the process Archaeologists undertake to investigate and conserve a site, including theories about the people who lived around Lake Mungo
  • discuss approaches by government and indigenous to conserve and protect sacred sites
  • investigate how museums and local councils protect and conserve including the heritage, culture and artefacts of Aboriginal and Torres Strait Islander peoples
  • evaluate how museums balance the use of items and their preservation. Is the significance of their cultural and physical aspects considered?

  VCHHK108 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• History: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they...

  Level description | The Humanities | History | Levels 7 and 8

• VCHHK114

  The different methods and sources used by historians and archaeologists to investigate history and/or a historical mystery

  Elaborations

  • Egypt
    • analysing how the Pyramids were constructed
    • investigating past techniques of Howard Carter's exploration of the Valley of the Kings and current methods
    • investigating a current site in Egypt such as the Valley of the Kings or Thebes
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • Greece
    • investigating a site such as the Acropolis, Agora of Athens, Delos, Delphi Archaeological Site, Olympia
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • Rome
    • investigating a site such as the Colosseum, Herculaneum, Pompeii, and Roman Forum
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • India
    • investigating a site such as the city of Lothal, and Sanchi
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • China
    • investigating a site such as the Great Wall of China, The Forbidden City, Terracotta Warriors
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features

  VCHHK114 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• 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

• VCHHC098

  Describe and explain the broad patterns of change over the period from the Ancient to the Modern World

  Elaborations

  • using the evidence for the emergence and establishment of ancient societies, including art, iconography, writing tools and pottery
  • describing key features of ancient societies, for example, farming, trade, social classes, religion, rule of law
  • explaining the transformation of the Roman world and the spread of Christianity and Islam
  • explaining key features of the medieval world, for example, feudalism, trade routes, voyages of discovery, contact and conflict
  • locating the major trading routes, including the Mediterranean; the Silk Road; the sea route between China, India and the east coast of Africa, and the Columbian Exchange, on a map and identifying the nature of the trade/contact, for example, slaves, spices, silk, glassware, spread of knowledge and diseases along the Silk Road
  • explaining the emergence of ideas about the world and the place of people in it by the end of the period, for example, the Renaissance, the Scientific Revolution and the Enlightenment

  VCHHC098 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCHHC101

  Explain different historical interpretations and contested debates about the past

  Elaborations

  • explaining why historians have different interpretations, distinguishing between a fact, for example, ‘some gladiators wore helmets’, and an opinion, such as ‘all gladiators were brave’
  • exploring different historical interpretations, such as how were the Pyramids built or theories about the decline of Angkor/Khmer Empire
  • using a range of historical interpretations to explain the significant achievements of the Ottoman Empire or Renaissance Italy
  • using a selection of historical interpretations to identify the positive and negative effects of Spanish Conquest of the Americas

  VCHHC101 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCHHK106

  The significant beliefs, values and practices of Aboriginal and Torres Strait Islander peoples and cultures including trade with other communities, causes and effects of warfare, and death and funerary customs

  Elaborations

  • inviting a local elder to conduct a smoking ceremony and Welcome to Country
  • explaining why different language and tribal groups have different beliefs. Compare and contrast their understandings of creation beings, ancestral beings, and totemic beings
  • explaining the purpose of ceremonies of initiation of boys and girls and funeral ceremonies
  • identifying reasons for trade between tribes and explain that trading via overland pathways and songlines was a method of sharing resources and a form of social control and law, respect for others boundaries, marriage arrangements, sharing the Dreaming, songs, rituals and settling disputes

  VCHHK106 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• 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

• 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