Curriculum

Year level

Historical skills

Historical knowledge and understanding

Year 10

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182 - Scootle)

Use historical terms and concepts (ACHHS183 - Scootle)

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184 - Scootle)

Identify and locate relevant sources, using ICT and other methods (ACHHS186 - Scootle)

Identify the origin, purpose and context of primary and secondary sources (ACHHS187 - Scootle)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188 - Scootle)

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189 - Scootle)

Identify and analyse the perspectives of people from the past (ACHHS190 - Scootle)

Identify and analyse different historical interpretations (including the student’s own) (ACHHS191 - Scootle)

Continuing efforts  to achieve lasting peace and security after the Second World War, including Australia’s involvement in UN peacekeeping (ACOKFH021 - Scootle)

The major movements for rights and freedom and the achievement of independence by former colonies (ACOKFH022 - Scootle)

The significance of the Second World War to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA, and Asia (ACDSEH110 - Scootle)

Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.

The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023 - Scootle)

Senior secondary (units 2 and 3)

Identify links between events to understand the nature and significance of causation, change and continuity over time (ACHMH047)

Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding (ACHMH048)

Identify, locate and organise relevant information from a range of primary and secondary sources (ACHMH051)

Identify the origin, purpose and context of historical sources (ACHMH053)

Analyse, interpret and synthesise evidence from different types of sources to develop and sustain an historical argument (ACHMH054)

Evaluate the reliability, usefulness and contestable nature of sources to develop informed judgements that support a historical argument (ACHMH055)

Analyse and account for the different perspectives of individuals and groups in the past (ACHMH056)

Critically evaluate different historical interpretations of the past, how they evolved, and how they are shaped by the historian’s perspective (ACHMH057)

Evaluate contested views about the past to understand the provisional nature of historical knowledge and to arrive at reasoned and supported conclusions (ACHMH058)

Unit 2: Decolonisation

Conditions in the colony at the start of the twentieth century, with specific reference to the living conditions of colonisers and the colonised, the political structures in place, the aspirations of those living under colonisation, and the nature of the economy (ACHMH078)

The economic and moral challenges to Europe’s ability to maintain colonies resulting from the impact of the First and Second World Wars (ACHMH079)

The emergence of movements for decolonisation, key groups and individuals that pressed for liberation, ideas that influenced them, and their struggle to achieve independence (ACHMH080)

The significance of international movements for change that supported decolonisation, for example, the emerging recognition of the rights of indigenous peoples, movements for international peace and cooperation, and the recognition of human rights (ACHMH081)

The outcomes of decolonisation, government, democratic freedoms, economic development, education and health care (ACHMH082)

Unit 3: Indonesia

The reasons for the Japanese occupation of Indonesia, the nature of the occupation and its effects on different groups, including forced labourers; the effects of the occupation on Indonesian nationalism; the declaration of Indonesian independence in 1945 and its aftermath; and the Netherlands’ attempts to re-establish colonial rule (ACHMH157)

The background, role and significance of Sukarno’s presidency, with particular reference to Guided democracy; the reasons for the growth of the Indonesian Communist Party; and the role of the military (ACHMH158)

The nature and causes of internal divisions in Indonesian society, including the ethnic and religious differences, and the role of Chinese Indonesians (ACHMH160)

Indonesian foreign policy to 1965, including the Bandung Conference, relations with the USSR, China and the USA, confrontation with Malaysia and the annexation of West Irian (ACHMH161)

The nature and significance of the 1965 coup, including mass killings 1965-1966; the rise to power of Suharto and the army, the transmigration program and conflicts between settlers and indigenous populations; pro-democracy movements; and the reasons for the invasion of East Timor in 1974 (ACHMH162)

Cross-curriculum priorities: Asia and Australia’s engagement with Asia

OI.1

The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions.

OI.2

Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.

OI.3

The peoples and countries of Asia have contributed and continue to contribute to world history and human endeavour.

OI.5

Collaboration and engagement with the peoples of Asia support effective regional and global citizenship.

OI.6

Australia is part of the Asia region and our histories from ancient times to the present are linked.

OI.7

Australians play a significant role in social, cultural, political and economic developments in the Asia region.