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• VCHHK112

  Causes and effects of contacts and conflicts with other societies and/or peoples, resulting in developments such as expansion of trade, colonisation and war, and spread of beliefs

  Elaborations

  • Egypt
    • analysing the causes and effects of the rise and expansion of the Egyptian Empire
    • explaining the nature of contact with other societies, for example, trade with Cyprus, Crete and Greece, and conflict, such as the Battle of Kadesh in the New Kingdom that concluded with Rameses II’s peace treaty with the Hittites
  • Greece
    • analysing the causes and effects of the rise and expansion of the Greek Empire
    • explaining the nature of contact with other societies, for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean, and conflict, for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture
    • analysing the causes and effect of a conflict such as the Peloponnesian and Persian wars
  • Rome
    • analysing the causes and effects of the rise and expansion of the Roman Empire
    • describing the furthest expansion of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia)
    • reading accounts of contacts between Rome and Asian societies in the ancient period, for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus
  • India
    • analysing the causes of the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs
    • examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese, the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves, the spread of Hinduism and Buddhism
  • China
    • analysing the causes and effects of the rise and expansion of the Chinese Empire
    • explaining the rise of imperial China, for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War

  VCHHK112 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHK076

  Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day

  Elaborations

  • identifying and discussing the historical origins of an significant Australian celebration or commemoration
  • generating a list of local, state and national symbols and emblems, for example club emblems, school logos, flags, floral emblems, coat of arms, and discussing their origins and significance
  • examining the symbolism of flags such as the Australian, Aboriginal and Torres Strait Islander flags, and recognising special occasions when they are flown, for example, all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day
  • recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)

  VCHHK076 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• 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

• 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

• The Humanities | History: Structure

  History is organised by two strands: Historical Concepts and Skills and Historical Knowledge.

  Historical Concepts and Skills are fundamental to the discipline of history and provide a structure for the development of historical understanding. 

  Sub-strands
  Chronology
  Historical...

  Overview material | History

• VCHHC070

  Identify and explain the causes and effects of European settlement and exploration

  Elaborations

  • finding historical information to determine the nature of colonial settlement, the effect of significant events and the role of individuals in shaping a colony
  • exploring different stories about contact experiences and early penal life to discover the thoughts or feelings of the people at that time, for example, convicts, Aboriginal and Torres Strait Islander people, convict guards and free settlers

  VCHHC070 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Cause and effect

• VCHHK032

  Who the people in their family are

  Elaborations

  • identifying members of their family, their name, for example, grandma, aunt, uncle
  • exploring events and activities they have experienced and the people who participated in these events with them
  • creating visual representations or text with support that identifies family members and their title, for example aunt, uncle
  • grouping family members to reflect who lives where

  VCHHK032 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• VCHHK146

  Significant places where Australians fought and their perspectives and experiences in these places

  Elaborations

  • explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
  • using historical perspectives comparing the experiences of Australians during World War II, such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore

  VCHHK146 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• 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

• VCHHC071

  Describe the significance of Australian celebrations, symbols and emblems

  Elaborations

  • generating questions about the diversity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia
  • posing questions about explorers, for example, 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?'
  • identifying the meaning of celebrations from different perspectives, for example, Australia Day for Aboriginal and Torres Strait Islander peoples compared with other cultural groups

  VCHHC071 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical significance

• 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

• VCHHK133

  Key social, cultural, economic, and political features of one society at the start of the period

  Elaborations

  • Australia
    • examining the different contexts of the colonies of Australia and explain their influences
    • investigating the founding of Melbourne and the features of Port Phillip District/Victoria
    • analysing and evaluating the effects of Gold on Victoria using a graphic organiser
  • Asia
    • investigating ONE Asian society such as China, Japan, India, Dutch East Indies at the start of the period
    • identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture at the time
    • describing the impacts of the Industrial revolution on Japan’s isolation and changing economy

  VCHHK133 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• 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

• VCHHK064

  The significance today of an historical site of cultural or spiritual importance

  Elaborations

  • discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
  • identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people, for example, engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains
  • identifying and designing a local historical tour of a site, for example, one related to a particular cultural group

  VCHHK064 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCHHC127

  Analyse the long term causes, short term triggers and the intended and unintended effects of significant events and developments

  Elaborations

  • using sources of evidence (perspectives and interpretations) identify causes and effects of the civil rights movement
  • using chronologies to observe and identify long term causes, short term triggers, turning points, short and long term effects of World War I and World War II
  • organising causes and effects of European settlement into a concept map
  • differentiating between intended and unintended effects.
  • using graphic organisers such as concept maps, causal spider webs, fishbone or ripple effect charts
  • analysing the multiplicity of causes and effects that may have a varying of influence and rank according to their significance and justify ranking
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement

  VCHHC127 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Cause and effect

• The Humanities | History: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | History

• 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

• VCHHK058

  Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared

  Elaborations

  • identifying the different members of a family, for example, mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin, and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members
  • naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery, and creating a class museum

  VCHHK058 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• 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

• 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