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• VCHHK079

  The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies

  Elaborations

  • identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the age of discovery and exploring their impact on society, including examining the journey(s) these explorers made using internet mapping tools, for example, Christopher Columbus, Vasco de Gama and Ferdinand Magellan
  • using navigation maps to reconstruct the journey of one or more explorers
  • investigating networks of exchange between different groups of people

  VCHHK079 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHHK093

  The significance of key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government

  Elaborations

  • studying Australia’s path to Federation through an examination of key people, for example, Henry Parkes, Edmund Barton, George Reid, John Quick, and events such as the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900
  • comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
  • identifying key elements of Australia’s system of law and government and their origins, for example, the Magna Carta; federalism, constitutional monarchy, the Westminster system and the separation of powers, legislature, executive, judiciary, the houses of parliament, how laws are made

  VCHHK093 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCHHK023

  Awareness of significant commemorative events and ways they can assist with preparation

  Elaborations

  • using images and stories to investigate an event, its history, objects and characteristics of these celebrations
  • assisting to prepare for a significant event, for example being supported to make a hat for an Easter bonnet parade, or a card or gift for Father’s day
  • observing the construction and use of a class calendar that counts down and commemorates the events of students, their family and the community

  VCHHK023 | The Humanities | History | Level B | Historical Knowledge | Community histories

• 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

• VCHHK039

  Explore changes in technology and the difference between each

  Elaborations

  • using past and modern technological solutions to everyday problems and experience how they are the same and different
  • exploring how technology is used in daily life and learning to match current technology to the part of daily life it help us with

  VCHHK039 | The Humanities | History | Level C | Historical Knowledge | Community histories

• 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

• VCHHK075

  One significant narrative, myths or celebration from the past

  Elaborations

  • investigate the rituals surrounding a corroboree
  • create a narrative or comic book of a Greek myth
  • investigate the origins of the Ancient Olympic Games and/or the games of the Colosseum

  VCHHK075 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHHK065

  The effect of changing technology on people’s lives and their perspectives on the significance of that change

  Elaborations

  • examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives, for example, changes to land, air and sea transport, the move from wood-fired stoves to gas/electrical appliances, the introduction of television, transistors, FM radio and digital technologies
  • identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today
  • examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn, for example, Arrernte children learn to play string games so they can remember stories they have been told
  • creating models of toys used by children who lived when electricity was not available

  VCHHK065 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• 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

• VCHHK136

  Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century

  Elaborations

  • Australia
    • using sources to examine the living and working conditions in Australia around the turn of the twentieth century (that is 1900)
    • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    • describing the impact of the gold rushes in the hinterland on the development of ‘Marvellous Melbourne’
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing how increasing foreign influence and imperialism was challenging and changing Imperial China and society through trade, railway networks, missionaries, foreign concessions in cities such as Shanghai
    • describing how increasing trade, modernisation expansions and nationalism in Japan were influencing change to everyday life in Japan, the fall of the Shogun and the Meiji Restoration

  VCHHK136 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCHHK147

  Significant events, turning points of World War II and the nature of warfare, including the Holocaust and use of the atomic bomb

  Elaborations

  • investigating the scale and significance of the Holocaust, using primary sources
  • identifying key events in the European theatre of war, for example, Germany’s invasion of Poland in 1939, the Holocaust from 1942–45 and the Russians reaching Berlin in 1945
  • identifying key events in the Asia–Pacific theatre of war, for example, the Japanese attack on Pearl Harbour in 1941, the fall of Singapore in 1942 and the American victory at the Battle of Midway in 1942
  • explaining the race to build the atomic bomb by Germany, Japan, the US and why the atomic bombs were dropped on Hiroshima and Nagasaki

  VCHHK147 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCHHK051

  Explore the significance of cultural or spiritual places to us today and to people in the past

  Elaborations

  • exploring the cultural and spiritual significance of a place today and in the past
  • assisting with the collecting, sorting and collating of artefacts to represent the culture and/or spiritual significance of a place through time

  VCHHK051 | The Humanities | History | Level D | Historical Knowledge | Community histories

• VCHHK145

  Causes of World War II and the reasons why Australians enlisted to go to war

  Elaborations

  • analysing the long term causes and short term triggers of World War II, for example, the outcomes of the Treaty of Versailles and the League of Nations, the rise of Hitler and Japan’s imperial ambitions

  VCHHK145 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• 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

• VCHHK129

  Causes that led to the Industrial Revolution, and other conditions and ideas that influenced the industrialisation of Britain and of Australia

  Elaborations

  • explaining why the agricultural revolution including access to raw materials, wealthy middle class, cheap labour, transport system, and expanding empire caused the Industrial Revolution
  • mapping the British Empire c.1800 CE and the raw materials it obtained from colonies, for example, sugar from Jamaica, wool from Australia, and cotton from India
  • explaining changes in technology, for example steam-driven spinning mills, railways and steam ships, which led to factories and cities
  • identifying the spread of innovations such as steam power, iron and steel production, transport; and chemicals in Europe, USA and Japan

  VCHHK129 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• 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

• VCHHK049

  How they and their family celebrate past events that are important to them

  Elaborations

  • exploring past events and how they were commemorated by their family
  • using texts and images to retell significant past events
  • identifying significant parts of past events
  • identifying similarities between family celebrations and special events

  VCHHK049 | The Humanities | History | Level D | Historical Knowledge | Community histories

• VCHHK148

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

  Elaborations

  • categorising and organizes the effects of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls such as conscription, manpower controls, rationing and censorship
  • investigating the effects of World War II at a local and national level, for example, significant events such as the bombing of Darwin, the Japanese submarine attack on Sydney, the sinking of ships off the Australian coast, the ‘Battle of Brisbane’, the Cowra breakout and the Brisbane Line

  VCHHK148 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCHHK060

  How the present, past and future are signified by terms indicating and describing time

  Elaborations

  • discussing what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
  • discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
  • 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
  • examining Aboriginal and Torres Strait Islander seasonal calendars, for example, the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three

  VCHHK060 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• 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)