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• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• 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)

• 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

• VCHHC053

  Sequence significant events about personal and family history to create a chronological narrative

  Elaborations

  • ordering significant personal events or milestones using photographs or drawings, for example, walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • creating a timeline, slideshow or story using photos
  • relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
  • inquiring from members of their families where they were born and raised

  VCHHC053 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Chronology

• VCHHK078

  The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives

  Elaborations

  • examining early archaeological sites that show the longevity of the Aboriginal people, for example, Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo and Preminghana
  • mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory
  • investigating pre-contact ways of life of the Aboriginal and Torres Strait Islanders people, their knowledge of their environment including land management practices, their sense of the interconnectedness of Country/Place, people, culture and identity, and some of their principles, such as caring for country, caring for each other and respecting all things
  • studying totems in the lives of Aboriginal and Torres Strait Islander peoples and examining the differences between their totems

  VCHHK078 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHHK131

  Different experiences and perspectives of individuals or groups and how ideas, beliefs and values changed during the significant events of the Industrial Revolution

  Elaborations

  • describing the effects of steam, gas and electricity on people’s way of life during the Industrial Revolution
  • investigating the changes in working conditions, for example, longer working hours for low pay and the use of children as a cheap source of labour
  • investigating the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
  • explaining how religious groups responded to the ideas in Charles Darwin’s 1859 book On the Origin of Species
  • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate

  VCHHK131 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• VCHHK091

  The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony

  Elaborations

  • identifying the causes and reasons why people migrated to Australia in the 1800s, for example, as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances
  • investigating the experiences and contributions of a particular migrant group within a colony, for example, Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait
  • connecting (where appropriate) stories of migration to students’ own family histories

  VCHHK091 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• VCHHK095

  The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated

  Elaborations

  • investigate migration programs to Australian since World War II
  • comparing push and pull factors that have contributed to people migrating to Australia, for example, economic migrants and political refugees
  • exploring individual narratives using primary sources, for example, letters, documents and historical objects, interviewing and recording an oral history, dramatising the journey and circumstances of arrival based on the sources
  • describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
  • connecting stories of migration to students’ own family histories (where appropriate)

  VCHHK095 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCHHK142

  Effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society

  Elaborations

  • examining the effects of World War I in Europe such as the Treaty of Versailles, end of empires, economic and environmental destruction, loss of life, Spanish flu, new technologies, emergence of liberalism
  • graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
  • explaining the effects of World War I, with a particular emphasis on Australia, such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate
  • investigating examples of the war’s impact on Australia’s economy and society, for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act 1914
  • identifying the groups who opposed conscription, for example, trade unionists, Irish Catholics, and the grounds for their objections
  • studying the first and second referenda on conscription, including the division within the Labor Party over this issue
  • explaining the treatment of people of German descent during the war, for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda

  VCHHK142 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• 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