Search results

Result list

• 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

• VCHHK141

  Significant events, turning points of the war and the nature of warfare

  Elaborations

  • explaining the reasons for the failure of the Gallipoli campaign
  • investigating one major battle examining locations, techniques, warfare
  • using sources to examine the perspectives of those who fought on both sides
  • evaluating the significance of the Armistice of November 1918

  VCHHK141 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• 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

• 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

• 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

• History: Levels 3 and 4 achievement standards

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

  Students...

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

• History: Levels 5 and 6 achievement standards

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

  Students sequence events...

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

• The Humanities | History: Learning in History

  Historical concepts and skills

  In the History curriculum, students have the opportunity to develop historical understanding through the application of the following historical concepts and skills:

  • sequencing chronology
  • using historical sources as evidence
  • identifying continuity and change
  • analysing...

  Overview material | History

• VCHHK094

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

  Elaborations

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

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

• The Humanities | History: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | History

• VCHHK153

  Effects of the US civil rights movement and its influence on Australia

  Elaborations

  • outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms

  VCHHK153 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Rights and freedoms (1945 – the present)

• 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

• VCHHK008

  Indicate what event was first in a routine daily event

  Elaborations

  • following simple now and then schedule
  • identifying what is next in a familiar regular routine or classroom visual schedule, for example pointing to the image that represents the next activity
  • completing regular daily routine events with adult assistance, such as unpacking a bag, getting a lunch box out for morning tea

  VCHHK008 | The Humanities | History | Level A | Historical Knowledge | Personal histories

• VCHHK019

  Who the people in their immediate family are

  Elaborations

  • identifying the different members of their immediate family
  • assisting to create simple texts that identify the people in their immediate family and their name, for example choices from a limited field images for a PowerPoint presentation or slideshow
  • matching images of self and immediate family members that are ‘the same’
  • recognising the names of immediate family members

  VCHHK019 | The Humanities | History | Level B | Historical Knowledge | Personal histories

• VCHHC125

  Evaluate different historical interpretations and contested debates

  Elaborations

  • developing an historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
  • using a selection of narratives and historical interpretations discuss why there are different interpretations.
  • analysing a contested debate such as the effects of European settlement, ANZAC legend, the Brisbane Line, reds under the bed and McCarthyism
  • constructing a historical argument using sources of evidence.
  • comparing interpretations with others and evaluate differences

  VCHHC125 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence

• VCHHK021

  Indicate the events at the beginning of the day, at midday and evening

  Elaborations

  • following simple now and then schedule
  • identifying what is next in a familiar regular routine or classroom visual schedule, for example pointing to the image that represents the next activity
  • following and assisting to construct simple timetables using images or objects that reflect regular daily events
  • completing regular daily routine events in sequence, such as unpacking a bag, getting a lunch box out for morning tea

  VCHHK021 | The Humanities | History | Level B | Historical Knowledge | Personal histories

• VCHHK096

  Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society

  Elaborations

  • examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today
  • investigating the role of specific cultural groups in Australia’s economic and social development, for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry
  • considering notable individuals in Australian public life across a range of fields, for example, the arts, science, sport, education, including Aboriginal and Torres Strait Islander peoples, a range of cultural and social groups

  VCHHK096 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• 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

• 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