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• VCHHK155

  Effects of methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of one individual or group in the struggle

  Elaborations

  • investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
  • investigating the role of Vincent Lingiari in leading the 1966 Wave Hill walk-off and the significance of this event's contribution to causing the Aboriginal land rights movement

  VCHHK155 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Rights and freedoms (1945 – the present)

• VCHHK059

  Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time

  Elaborations

  • considering a range of family structures, for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families, as well as kinship groups, tribes and villages
  • using images and stories to identify similarities and differences between students' families and those of other children, in their class and in stories about children in other places, for example, the countries of Asia
  • comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure, for example, the different types of family such as nuclear, single parent, blended
  • exploring family structures of Aboriginal and Torres Strait Islander peoples, for example, where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing
  • discussing kinship as an significant part of relationships and family structures in Aboriginal and Torres Strait Islander societies, for example, the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other
  • examining and commenting on the roles of family members over time, for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past, and comparing these with family roles today, such as work outside the home, washing, cooking, cleaning, gardening, child care

  VCHHK059 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHHK157

  Effects of significant post-World War II world events and developments on one major global influence that shaped change in Australian society

  Elaborations

  • Popular culture
    • examining how post World War II effected popular culture in Australia, including music, film and sport
    • identifying sports that were popular in Australia such as football, horse racing, cricket
  • Environment movement
    • discussing the effects of nuclear warfare and M.A.D in raising concerns about the environment
    • explaining reason why the United Kingdom conducted 12 major nuclear weapons tests in Australia between 1952 and 1957 at the Montebello Islands, Emu Field and Maralinga and why opposition to the testing grew in the 1950’s
  • Migration experiences
    • investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II, such as increasing migration from the Asian region to Australia
  • Political Crisis
    • examining how the post war ideologies and fears of the cold war influenced change in Australian society, such as the Korean War and Vietnam War
    • explaining the influence of McCarthyism and the significance of the Petrov Affair in shaping Australian society
    • investigating how changing political ideologies influenced change, such as Labor’s win in 1972 and the causes of the Whitlam Dismissal in 1975

  VCHHK157 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• History: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change.

  Students...

  Level description | The Humanities | History | Levels 3 and 4

• VCHHK154

  Significance of the following events in changing society: 1962 right to vote federally, 1967 Referendum, Reconciliation, Mabo decision, Bringing Them Home Report (the Stolen Generations), the Apology and the different perspectives of these events

  Elaborations

  • describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms

  VCHHK154 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Rights and freedoms (1945 – the present)

• History: Foundation to Level 2 description

  Personal and Community Histories

  In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop...

  Level description | The Humanities | History

• History: Levels 5 and 6 achievement standards

  By the end of Level 6, students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.

  Students sequence events...

  Level description | The Humanities | History | Levels 5 and 6

• History: Foundation to Level 2 achievement standards

  By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.

  Students use sources (physical, visual...

  Level description | The Humanities | History | Foundation to Level 2

• History: Level D achievement standards

  By the end of Level D, students identify similarities and differences between families in their class. They identify many important family events and indicate how they were commemorated. Students use images to describe a significant family, personal event, site or person of significance.

  Students...

  Level description | The Humanities | History | Level D

• 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

• VCHHK094

  The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children

  Elaborations

  • the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
  • describing the significance of the 1962 right to vote federally and the 1967 referendum
  • investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia, for example, Jack Patten or the Aborigines Progressive Association
  • investigating the experiences of democracy and citizenship of women, for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984
  • investigating the experiences of democracy and citizenship of migrant groups, for example, internment camps during World War II, assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions
  • investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions, for example the nature of their food and shelter, education and contacts with family

  VCHHK094 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• History: Level B achievement standards

  By the end of Level B, students identify immediate family members. They recognise some significant events. Students respond to images of personal, family and sites of significance.

  Students assist to sequence significant parts of recent familiar events. They can identify themselves at different...

  Level description | The Humanities | History | Level B

• History: Levels 5 and 6 description

  From Colony to Nation

  In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1900. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups...

  Level description | The Humanities | History

• 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

• VCHHK035

  Similarities and differences in their daily life over time

  Elaborations

  • comparing daily routines to see how they have changed over time
  • exploring their life at key milestones and investigate how their life has changed over time

  VCHHK035 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• 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

• History: Levels 3 and 4 description

  Community and First contacts

  In Levels 3 and 4, students explore the history and diversity of their community and the celebrations and commemorations, symbols and emblems important to Australians and others. They are introduced to world history and movement of peoples. Beginning with the history...

  Level description | The Humanities | History

• History: Level B description

  Personal and Present Family History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history...

  Level description | The Humanities | History

• History: Level C description

  Personal and Recent Celebrations and History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their...

  Level description | The Humanities | History

• History: Level D description

  Personal Past History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students...

  Level description | The Humanities | History