Topic 1 Investigating
History
Inquiry questions
- What is history?
- How do historians investigate the past?
- Why is conserving our heritage important?
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Students learn about:
- the process of historical inquiry:
- differing perspectives
- history as the study of people
- heritage issues
Students learn to:
- examine differing historical perspectives and interpretations
- identify significant people of the past
- examine the motives for people’s actions in the past
- explain the consequences of people’s actions
- describe some aspects of family/community heritage
- appreciate the value of preserving and conserving our heritage
Students consider that
there are many narratives and differing perspectives in history.
Dimensions of respect
and responsibility:
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Topic 2 Societies and
Civilisations of the Past
Inquiry questions
- What can we learn about societies and civilisations of the
past?
- What have been the legacies of past societies and
civilisations?
Outcome
A student:
4.1 describes
and explains the nature of history, the main features of past societies and
periods and their legacy |
Students learn about:
- civics and citizenship in the society or period
- rights and freedoms
- beliefs and values of the people of the society or period
- the legacy of the ancient, medieval and early modern world
Students learn to:
- describe the way in which the people of the society
or period were governed
- describe the rights and freedoms of different groups
in the society or period
- outline the contacts that the society had with other
peoples
- assess the legacy of the society or period for our
world cultural heritage
Teachers have the
opportunity to choose examples of societies and civilisations which provide
clear examples which can engage with significant values such as human rights,
freedom and racial discrimination.
Dimensions of respect
and responsibility:
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Topic 3 Aboriginal and
Indigenous Peoples, Colonisation and Contact History
Inquiry questions
- What can we learn about Aboriginal and Indigenous peoples?
- What has been the nature and impact of colonisation on
Aboriginal, Indigenous and non-Indigenous peoples?
Outcomes
A student:
4.2 describes
significant features of Aboriginal and Indigenous cultures prior to
colonisation
4.3 explains
the way Indigenous and non-Indigenous peoples of the world have responded to
contact with each other
4.7 identifies
different contexts, perspectives and interpretations of the past |
Students learn about:
- Aboriginal and non-Aboriginal perspectives of the relationship
to land and country
- differing experiences of contact between Aboriginal and
non-Aboriginal peoples from 1820 to 1900:
- land disputes
- dispossession
- Aboriginal responses to dispossession
- increasing government control of the lives of Aboriginal
peoples
Students learn to:
- compare the Aboriginal and non-Aboriginal relationship to land
and country
- explain how Aboriginal peoples outside the Sydney regions
responded to the invasion of their lands
- outline developments in governments’ policies towards
Aboriginal peoples
- explain the results of colonisation for Aboriginal and
non-Aboriginal peoples to 1900
Dimensions of respect
and responsibility:
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Topic 4 Optional Study:
The Shaping of the Modern World
Inquiry question
- How has a significant person, group or event helped to shape
the modern world?
Outcomes
A student:
4.1 describes and explains the nature of history, the
main features of past societies and periods and their legacy
4.7 identifies
different contexts, perspectives and interpretations of the past |
Students learn about:
- the historical context of the person, group or event
- the impact of the person, group or event on the modern world
Students learn to:
- describe the main features of the time in which the person,
group or event was significant
- explain the impact of the person, group or event in shaping the
modern world
Teachers have the opportunity
to choose examples of significant people, groups or events which provide
clear examples which can engage with significant values such as human rights,
freedom and racial discrimination.
Dimensions of respect
and responsibility:
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