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• VCHHK137

  Different experiences and perspectives of non-Europeans and their perspectives on changes to society, significant events, ideas, beliefs and values

  Elaborations

  • Australia
    • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate
    • investigating the experiences of a specific group of arrivals to Australia, for example, convicts in Sydney, Hobart, Brisbane or free settlers in Melbourne, Adelaide, Perth or Darwin
    • describing the impact of this group on the Aboriginal and Torres Strait Islander peoples of the region
    • investigating the differing views of pastoralists and gold miners and how they influenced Victoria
    • examining the experiences of non-Europeans in Australia prior to the 1900s, such as the Japanese, Chinese, South Sea Islanders, Afghans
    • outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons, for example, the Mongolian Octopus
  • Asia
    • analysing Commissioner Lin Zexu’s letter to Queen Victoria before the outbreak of the First Opium War 1839-42
    • analysing the ideas that influenced the perspectives of the Society of Righteous Harmonious Fists, Yi He Tuan (The Boxers)
    • comparing and contrast different perspectives about the effect of European colonisation of India or China or Indochina
    • analysing different perspectives of the Russo-Japanese War 1904-05

  VCHHK137 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• 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

• VCHHK113

  The role and achievements of a significant individual in an ancient society

  Elaborations

  • Egypt
    • creating a biography of a significant individual in Ancient Egypt such as Hatshepsut, Rameses II OR Cleopatra
    • examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
    • using questions and criteria evaluate their achievement
  • Greece
    • creating a biography of a significant individual in Ancient Greece such as Leonidas or Pericles
    • examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • Rome
    • creating a biography of a significant individual in Ancient Rome such as Julius Caesar or Augustus
    • examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • India
    • creating a biography of a significant individual in early India such as Chandragupta Maurya or Ashoka
    • examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • China
    • creating a biography of a significant individual in early China such as Confucius or Qin Shi Huang
    • examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement

  VCHHK113 | 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

• VCHHC087

  Explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation

  Elaborations

  • investigating an event and explain its impact on Australian life, for example, Australian soldiers land at ANZAC Cove
  • creating ‘what if’ scenarios by constructing different outcomes for a key events

  VCHHC087 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Historical significance

• 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)

• VCHHK135

  Significant events and influencing ideas in the development of the society, including different perspectives of the events at the time and different historical interpretations and debates

  Elaborations

  • Australia
    • discussing the rise of nationalist sentiment in Australia in the mid to late nineteenth century
    • sequencing the key events and ideas in the development of Australian self-government and democracy, including women's voting rights
    • explaining the factors that contributed to federation and the development of democracy in Australia, including defence concerns, the 1890s depression, nationalist ideals, egalitarianism, the Westminster system
  • Asia
    • explaining the position of the Asian society in relation to other nations in the world around the turn of the twentieth century, including the influence of key ideas such as nationalism
    • investigating the fall of the Shogun and the Meiji Restoration, rise of nationalism, militarism and expansionism, confrontation between Japan and China, and with Western powers, for example, the Russo-Japanese war, and the emergence of Japan as a major world power
    • describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
    • analysing the significant causes and effects of the Indian Great Rebellion 1857

  VCHHK135 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• 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

• VCHHK158

  Causes and developments of the major global influences on Australia

  Elaborations

  • Popular culture
    • analysing the causes and conditions for cultural development and the effects on Australian society
    • investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
    • comparing and contrasting views on the values and beliefs of rock ’n’ roll, film and television across time, age and gender, for example, issues of conservatism and rebellion, the challenge to established ideas and national identity
  • Environment movement
    • analysing the causes and conditions that led to the environment movement and its effects on changing public opinion and improving the environment
    • outlining the emergence of concerns about the preservation of natural areas for future generations, for example, as reflected in the establishment of National Parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887)
    • investigating the impact of early texts that warned about environmental change, for example, Silent Spring by Rachel Carson, 1962, Don’t It Make You Want To Go Home by Joe South, 1970, Mother Earth News magazine in 1970, Mercy Mercy Me (The Ecology) lyrics by Marvin Gaye, 1971
  • Migration experiences
    • analysing the causes and conditions that led to increased migration to Australia and changing public opinion and government policy
    • describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans
    • explaining the reasons for changes in government policy, for example the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901, the Displaced Persons Scheme in the aftermath of World War II
  • Political Crisis
    • analysing the causes of the Korean or Vietnam War and its effects on Australia
    • analysing the causes and effects of the Petrov Affair
    • evaluating the developments during the Whitlam government and the causes of the government’s dismissal

  VCHHK158 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• 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

• 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

• 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

• 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

• VCHHK074

  The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies

  Elaborations

  • using local sites, museums and online collections to identify the cultural groups within the local community and their influence over time, for example, as reflected in architecture, commercial outlets and religious buildings

  VCHHK074 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHHK159

  Changing social, cultural, historical, economic, environmental, political and technological conditions on a major global influence in Australia

  Elaborations

  • Popular culture
    • identifying American and Asian influences on Australian popular culture since World War II, for example, through mainstream and Hollywood and Bollywood films
    • investigating the changing contribution of the Australian rock ’n’ roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example, the Easybeats from Sydney, the Go-Betweens from Brisbane and ‘Crocodile Dundee’ (1986)
    • describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
  • Environment movement
    • recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
    • explaining the significance of ideas about the environment, for example, Gaia, the limits of growth, sustainability and rights of nature
    • investigating a range of environmental effects, for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry
    • explaining the struggle over French nuclear weapon testing in the Pacific from 1966–1996, for example, the sinking of the Rainbow Warrior in 1985
    • evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
  • Migration experiences
    • describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
    • investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
    • analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
  • Political Crisis
    • identifying and evaluating the changes to Australia as a result of the political crisis
    • using a chart or graphic organiser to categorise the changes to Australia

  VCHHK159 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• 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

• 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)

• 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

• 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)

• VCHHK111

  Significant beliefs, values and practices with a particular emphasis on changes to everyday life, cause and effect of warfare, and perspectives of death and funerary customs

  Elaborations

  • Egypt
    • investigating significant beliefs associated with death and funerary customs, for example belief in an afterlife, and practices, for example, burial in tombs and techniques of mummification
    • analysing hieroglyphic representations of the Book of the Dead
    • generating alternative explanations for the building of the pyramids at Giza
  • Greece
    • investigating the significant beliefs, values and practices of the ancient Greeks, for example, the Olympic Games or the Delphic Oracle
    • investigating significant beliefs and values associated with warfare, for example, heroic ideals as revealed in the Iliad, and military practices, for example, army organisation, the hoplite phalanx and naval warfare
  • Rome
    • investigating significant beliefs associated with daily life, for example, the evidence of household religion, and practices, such as the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres
  • India
    • investigating the significant beliefs, values and practices of Indian society associated with for example, rites of passage for boys and men; rites of passage for girls and women; marriage rites, for example, the role of the family, religious ceremonies
    • investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs, for example, cremation, the use of professional mourners, the construction of stupas
  • China
    • investigating the significant beliefs, values and practices of Chinese society associated with daily life, for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs

  VCHHK111 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)