History k-10 Syllabus 2012
OR The Asia-Pacific World
history-k10-syllabus
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The Asia-Pacific World Angkor/Khmer Empire OR Japan under the Shoguns OR The Polynesian expansion across the Pacific |
OR |
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Expanding Contacts Mongol expansion OR The Black Death in Asia, Europe and Africa OR The Spanish Conquest of the Americas OR Aboriginal and Indigenous Peoples, Colonisation and Contact History |
Content
During this time, major civilisations around the world came into contact with each other. Students explore a society, empire and/or historical development from this period
The features of the ancient to modern world and how it is the same as or different to today
Students:
use the language of time to describe the ancient to modern world, eg 'a long time ago', BC/AD, BCE/CE
recognise objects from the ancient to modern world, eg coins, clothing, tools
compare the similarities and differences between the present day and the ancient to modern world, using ICT and other sources as appropriate
How people lived in the ancient to modern world
Students:
recognise some features of a particular society/empire, eg housing, food, clothing, writing tools, recreation, celebrations, education, work, transportation
recognise some aspects of everyday life in a particular society/empire using one or more sources, eg stories, images, multimedia
investigate one or more aspects of everyday life in a particular society/empire, using ICT and other sources as appropriate
recognise some traditions of a particular society/empire that are different to the present day, eg celebrations, religion, death and funerary customs
explore the practices of a particular society/empire, using ICT and other sources as appropriate, eg roles of men and women, crime and punishment, warfare and defence systems
The role of one or more significant people or events in a particular society
Students:
identify significant people and/or events of a particular society, empire and/or development, eg Erik the Red, Battle of Hastings, the spread of the Black Death, Joan of Arc, Suleiman the Magnificent, Leonardo da Vinci, Galileo Galilei, Genghis Khan
investigate one or more significant people and/or events of a particular society, empire and/or development, using ICT and other sources as appropriate
recognise different perspectives of an event for a particular society, empire and/or development
use skills of inquiry to investigate one or more mysteries or controversies in history, eg the extent of the voyages of the Vikings, using ICT and other sources as appropriate
explore the legacy of an individual, society, empire or event, eg ideas and inventions, using ICT and other sources as appropriate, eg the invention of gunpowder in China
The location and geographical features of a particular society, empire and/or historical development
Students:
identify the location of a particular society, empire and/or development
use a map to identify significant locations of a society, empire and/or development, eg cities, trade routes, invasions, explorations
recognise geographical features that influenced the development of societies/empires
explore how the geographical features of a society/empire influenced its development, eg access to water, availability of natural resources, climate
The history and culture of Indigenous groups prior to contact with other cultures
Students:
recognise Aboriginal and Torres Strait Islander peoples as the original inhabitants of Australia
explore the significance of Indigenous cultures
explore Aboriginal peoples' history and culture through site studies and interaction with local Aboriginal communities
search for evidence of Aboriginal and Torres Strait Islander peoples prior to colonisation through local and regional place names
identify important features of Indigenous Australians' and/or Indigenous peoples' culture prior to colonisation/contact, eg tribal structures and kinship, nomadic hunter/gatherer lifestyle, connection with the land, traditional stories, music and dance, artefacts and artworks
explore the ways Aboriginal and Torres Strait Islander peoples interact with and value the environment
compare the beliefs and practices of at least two Indigenous groups, eg connection to land, social structure, celebrations
The effect of colonisation and contact on Indigenous groups
Students:
recognise some differences between contact, invasion and colonisation
explore the contact, interactions, invasions and/or relationships between societies, empires and/or developments
explore reasons for colonisation and contact, eg territorial expansion, acquisition of resources, extension of penal provisions
investigate the reactions of Aboriginal people to non-Aboriginal people
investigate the reactions of non-Aboriginal people to Aboriginal people
explore the impact of contact on Aboriginal and/or Indigenous peoples, eg culture and spirituality, language, diet and health, tribal structures, land use, traditions
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