Syllabus
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Unit 1: Ideas in the Modern World
Topic 1: Australian Frontier Wars, 1788–1930s (First Fleet arrives in Australia – Caledon Bay crisis ends)
Contextual study
Unit 1: Ideas in the Modern World > Topic 1: Australian Frontier Wars, 1788–1930s (First Fleet arrives in Australia – Caledon Bay crisis ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
Depth study
Unit 1: Ideas in the Modern World > Topic 1: Australian Frontier Wars, 1788–1930s (First Fleet arrives in Australia – Caledon Bay crisis ends) > Depth study
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 1: Australian Frontier Wars, 1788–1930s (First Fleet arrives in Australia – Caledon Bay crisis ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 2: Age of Enlightenment, 1750s–1789 (Encyclopedie published – French Revolution begins)
Contextual study
Unit 1: Ideas in the Modern World > Topic 2: Age of Enlightenment, 1750s–1789 (Encyclopedie published – French Revolution begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 2: Age of Enlightenment, 1750s–1789 (Encyclopedie published – French Revolution begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 2: Age of Enlightenment, 1750s–1789 (Encyclopedie published – French Revolution begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 3: Industrial Revolution, 1760s–1890s (Spinning Jenny invented – Kinetoscope developed)
Contextual study
Unit 1: Ideas in the Modern World > Topic 3: Industrial Revolution, 1760s–1890s (Spinning Jenny invented – Kinetoscope developed) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
Unit 1: Ideas in the Modern World > Topic 3: Industrial Revolution, 1760s–1890s (Spinning Jenny invented – Kinetoscope developed) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 3: Industrial Revolution, 1760s–1890s (Spinning Jenny invented – Kinetoscope developed) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 4: American Revolution, 1763–1783 (French and Indian War ends – Treaty of Paris signed)
Contextual study
Unit 1: Ideas in the Modern World > Topic 4: American Revolution, 1763–1783 (French and Indian War ends – Treaty of Paris signed) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 4: American Revolution, 1763–1783 (French and Indian War ends – Treaty of Paris signed) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 4: American Revolution, 1763–1783 (French and Indian War ends – Treaty of Paris signed) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 5: French Revolution, 1789–1799 (Estates General meets – New Consulate established)
Contextual study
Unit 1: Ideas in the Modern World > Topic 5: French Revolution, 1789–1799 (Estates General meets – New Consulate established) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 5: French Revolution, 1789–1799 (Estates General meets – New Consulate established) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 5: French Revolution, 1789–1799 (Estates General meets – New Consulate established) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 6: Age of Imperialism, 1848–1914 (Second Anglo-Sikh War begins – World War I begins)
Contextual study
Unit 1: Ideas in the Modern World > Topic 6: Age of Imperialism, 1848–1914 (Second Anglo-Sikh War begins – World War I begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 6: Age of Imperialism, 1848–1914 (Second Anglo-Sikh War begins – World War I begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example short-, medium- and long-term causes the role and significance of ideas, people, groups and other features actions and events effects, continuities and changes perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 6: Age of Imperialism, 1848–1914 (Second Anglo-Sikh War begins – World War I begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 7: Meiji Restoration, 1868–1912 (Meiji Government established – Emperor Meiji dies)
Contextual study
Unit 1: Ideas in the Modern World > Topic 7: Meiji Restoration, 1868–1912 (Meiji Government established – Emperor Meiji dies) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 7: Meiji Restoration, 1868–1912 (Meiji Government established – Emperor Meiji dies) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 7: Meiji Restoration, 1868–1912 (Meiji Government established – Emperor Meiji dies) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 8: Boxer Rebellion, 1900–1901
Contextual study
Unit 1: Ideas in the Modern World > Topic 8: Boxer Rebellion, 1900–1901 > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 8: Boxer Rebellion, 1900–1901 > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 8: Boxer Rebellion, 1900–1901 > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 9: Russian Revolution, 1905–1920s (Bloody Sunday takes place – Russian Civil War ends)
Contextual study
Unit 1: Ideas in the Modern World > Topic 9: Russian Revolution, 1905–1920s (Bloody Sunday takes place – Russian Civil War ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 9: Russian Revolution, 1905–1920s (Bloody Sunday takes place – Russian Civil War ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 9: Russian Revolution, 1905–1920s (Bloody Sunday takes place – Russian Civil War ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 10: Xinhai Revolution, 1911–1912 (Wuchang Uprising begins – Emperor Puyi abdicates)
Contextual study
Unit 1: Ideas in the Modern World > Topic 10: Xinhai Revolution, 1911–1912 (Wuchang Uprising begins – Emperor Puyi abdicates) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 10: Xinhai Revolution, 1911–1912 (Wuchang Uprising begins – Emperor Puyi abdicates) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 10: Xinhai Revolution, 1911–1912 (Wuchang Uprising begins – Emperor Puyi abdicates) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 11: Iranian Revolution, 1977–1979 (anti-Shah demonstrations take place – Iran becomes an Islamic Republic)
Contextual study
Unit 1: Ideas in the Modern World > Topic 11: Iranian Revolution, 1977–1979 (anti-Shah demonstrations take place – Iran becomes an Islamic Republic) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 11: Iranian Revolution, 1977–1979 (anti-Shah demonstrations take place – Iran becomes an Islamic Republic) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 11: Iranian Revolution, 1977–1979 (anti-Shah demonstrations take place – Iran becomes an Islamic Republic) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 12: Arab Spring since 2010 (Tunisian Revolution begins)
Contextual study
Unit 1: Ideas in the Modern World > Topic 12: Arab Spring since 2010 (Tunisian Revolution begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 12: Arab Spring since 2010 (Tunisian Revolution begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 12: Arab Spring since 2010 (Tunisian Revolution begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 13: Alternative topic for Unit 1
Contextual study
Unit 1: Ideas in the Modern World > Topic 13: Alternative topic for Unit 1 > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 1: Ideas in the Modern World > Topic 13: Alternative topic for Unit 1 > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example short-, medium- and long-term causes the role and significance of ideas, people, groups and other features actions and events effects, continuities and changes perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 1: Ideas in the Modern World > Topic 13: Alternative topic for Unit 1 > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Unit 2: Movements in the Modern World
Topic 1: Australian Indigenous rights movement since 1967 (Australian referendum of 1967 takes place)
Contextual study
Unit 2: Movements in the Modern World > Topic 1: Australian Indigenous rights movement since 1967 (Australian referendum of 1967 takes place) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 1: Australian Indigenous rights movement since 1967 (Australian referendum of 1967 takes place) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 1: Australian Indigenous rights movement since 1967 (Australian referendum of 1967 takes place) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 2: Independence movement in India, 1857–1947 (Sepoy Rebellion begins – Indian Independence Act 1947 becomes law)
Contextual study
Unit 2: Movements in the Modern World > Topic 2: Independence movement in India, 1857–1947 (Sepoy Rebellion begins – Indian Independence Act 1947 becomes law) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
Unit 2: Movements in the Modern World > Topic 2: Independence movement in India, 1857–1947 (Sepoy Rebellion begins – Indian Independence Act 1947 becomes law) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 2: Independence movement in India, 1857–1947 (Sepoy Rebellion begins – Indian Independence Act 1947 becomes law) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 3: Workers’ movement since the 1860s (Great Shoemakers Strike in New England begins)
Contextual study
Unit 2: Movements in the Modern World > Topic 3: Workers’ movement since the 1860s (Great Shoemakers Strike in New England begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 3: Workers’ movement since the 1860s (Great Shoemakers Strike in New England begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 3: Workers’ movement since the 1860s (Great Shoemakers Strike in New England begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 4: Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law)
Contextual study
Unit 2: Movements in the Modern World > Topic 4: Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 4: Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 4: Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 5: May Fourth Movement in China, 1919 (student protests at Beijing University begin – Victory of the People published)
Contextual study
Unit 2: Movements in the Modern World > Topic 5: May Fourth Movement in China, 1919 (student protests at Beijing University begin – Victory of the People published) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 5: May Fourth Movement in China, 1919 (student protests at Beijing University begin – Victory of the People published) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 5: May Fourth Movement in China, 1919 (student protests at Beijing University begin – Victory of the People published) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 6: Independence movement in Algeria, 1945–1962 (demonstrations in Setif begin – Algerian independence declared)
Contextual study
Unit 2: Movements in the Modern World > Topic 6: Independence movement in Algeria, 1945–1962 (demonstrations in Setif begin – Algerian independence declared) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
Unit 2: Movements in the Modern World > Topic 6: Independence movement in Algeria, 1945–1962 (demonstrations in Setif begin – Algerian independence declared) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 6: Independence movement in Algeria, 1945–1962 (demonstrations in Setif begin – Algerian independence declared) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 7: Independence movement in Vietnam, 1945–1975 (Vietnamese independence declared – Saigon falls to North Vietnamese forces)
Contextual study
Unit 2: Movements in the Modern World > Topic 7: Independence movement in Vietnam, 1945–1975 (Vietnamese independence declared – Saigon falls to North Vietnamese forces) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 7: Independence movement in Vietnam, 1945–1975 (Vietnamese independence declared – Saigon falls to North Vietnamese forces) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 7: Independence movement in Vietnam, 1945–1975 (Vietnamese independence declared – Saigon falls to North Vietnamese forces) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 8: Anti-apartheid movement in South Africa, 1948–1991 (apartheid laws start – apartheid laws end)
Contextual study
Unit 2: Movements in the Modern World > Topic 8: Anti-apartheid movement in South Africa, 1948–1991 (apartheid laws start – apartheid laws end) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 8: Anti-apartheid movement in South Africa, 1948–1991 (apartheid laws start – apartheid laws end) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 8: Anti-apartheid movement in South Africa, 1948–1991 (apartheid laws start – apartheid laws end) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 9: African-American civil rights movement, 1954–1968 (judgment in Brown v. Board of Education delivered – Kerner Report published)
Contextual study
Unit 2: Movements in the Modern World > Topic 9: African-American civil rights movement, 1954–1968 (judgment in Brown v. Board of Education delivered – Kerner Report published) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 9: African-American civil rights movement, 1954–1968 (judgment in Brown v. Board of Education delivered – Kerner Report published) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 9: African-American civil rights movement, 1954–1968 (judgment in Brown v. Board of Education delivered – Kerner Report published) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 10: Environmental movement since the 1960s (Silent Spring published)
Contextual study
Unit 2: Movements in the Modern World > Topic 10: Environmental movement since the 1960s (Silent Spring published) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 10: Environmental movement since the 1960s (Silent Spring published) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 10: Environmental movement since the 1960s (Silent Spring published) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 11: LGBTIQ civil rights movement since 1969 (Stonewall Riots begin)
Contextual study
Unit 2: Movements in the Modern World > Topic 11: LGBTIQ civil rights movement since 1969 (Stonewall Riots begin) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 11: LGBTIQ civil rights movement since 1969 (Stonewall Riots begin) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 11: LGBTIQ civil rights movement since 1969 (Stonewall Riots begin) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 12: Pro-democracy movement in Myanmar (Burma) since 1988 (People Power Uprising begins)
Contextual study
Unit 2: Movements in the Modern World > Topic 12: Pro-democracy movement in Myanmar (Burma) since 1988 (People Power Uprising begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 12: Pro-democracy movement in Myanmar (Burma) since 1988 (People Power Uprising begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 12: Pro-democracy movement in Myanmar (Burma) since 1988 (People Power Uprising begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 13: Alternative topic for Unit 2
Contextual study
Unit 2: Movements in the Modern World > Topic 13: Alternative topic for Unit 2 > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 2: Movements in the Modern World > Topic 13: Alternative topic for Unit 2 > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Devise historical questions and conduct research
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example short-, medium- and long-term causes the role and significance of ideas, people, groups and other features actions and events effects, continuities and changes perspectives and points of contestability raised by historians or others
- Create responses that communicate meaning to suit purpose.
Concluding study
Unit 2: Movements in the Modern World > Topic 13: Alternative topic for Unit 2 > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Unit 3: National experiences in the Modern World
Topic 1: Australia, 1914–1949 (World War I begins – Robert Menzies becomes Prime Minister for the second time)
Contextual study
Unit 3: National experiences in the Modern World > Topic 1: Australia, 1914–1949 (World War I begins – Robert Menzies becomes Prime Minister for the second time) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 1: Australia, 1914–1949 (World War I begins – Robert Menzies becomes Prime Minister for the second time) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 1: Australia, 1914–1949 (World War I begins – Robert Menzies becomes Prime Minister for the second time) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 2: England, 1756–1837 (Seven Years’ War begins – reign of Queen Victoria begins)
Contextual study
Unit 3: National experiences in the Modern World > Topic 2: England, 1756–1837 (Seven Years’ War begins – reign of Queen Victoria begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 2: England, 1756–1837 (Seven Years’ War begins – reign of Queen Victoria begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 2: England, 1756–1837 (Seven Years’ War begins – reign of Queen Victoria begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 3: France, 1799–1815 (Coup of 18 Brumaire begins – Hundred Days end)
Contextual study
Unit 3: National experiences in the Modern World > Topic 3: France, 1799–1815 (Coup of 18 Brumaire begins – Hundred Days end) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 3: France, 1799–1815 (Coup of 18 Brumaire begins – Hundred Days end) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 3: France, 1799–1815 (Coup of 18 Brumaire begins – Hundred Days end) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 4: New Zealand, 1841–1934 (separate colony of New Zealand established – Reserve Bank of New Zealand established)
Contextual study
Unit 3: National experiences in the Modern World > Topic 4: New Zealand, 1841–1934 (separate colony of New Zealand established – Reserve Bank of New Zealand established) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 4: New Zealand, 1841–1934 (separate colony of New Zealand established – Reserve Bank of New Zealand established) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources
- Devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 4: New Zealand, 1841–1934 (separate colony of New Zealand established – Reserve Bank of New Zealand established) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 5: Germany, 1914–1945 (World War I begins – World War II ends)
Contextual study
Unit 3: National experiences in the Modern World > Topic 5: Germany, 1914–1945 (World War I begins – World War II ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 5: Germany, 1914–1945 (World War I begins – World War II ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 5: Germany, 1914–1945 (World War I begins – World War II ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 6: United States of America, 1917–1945 (entry into World War I – World War II ends)
Contextual study
Unit 3: National experiences in the Modern World > Topic 6: United States of America, 1917–1945 (entry into World War I – World War II ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 6: United States of America, 1917–1945 (entry into World War I – World War II ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 6: United States of America, 1917–1945 (entry into World War I – World War II ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 7: Soviet Union, 1920s–1945 (Russian Civil War ends – World War II ends)
Contextual study
Unit 3: National experiences in the Modern World > Topic 7: Soviet Union, 1920s–1945 (Russian Civil War ends – World War II ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
Unit 3: National experiences in the Modern World > Topic 7: Soviet Union, 1920s–1945 (Russian Civil War ends – World War II ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 7: Soviet Union, 1920s–1945 (Russian Civil War ends – World War II ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 8: Japan, 1931–1967 (invasion of Manchuria begins – National Foundation Day takes place)
Contextual study
Unit 3: National experiences in the Modern World > Topic 8: Japan, 1931–1967 (invasion of Manchuria begins – National Foundation Day takes place) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 8: Japan, 1931–1967 (invasion of Manchuria begins – National Foundation Day takes place) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 8: Japan, 1931–1967 (invasion of Manchuria begins – National Foundation Day takes place) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 9: China, 1931–1976 (invasion of Manchuria begins – Cultural Revolution ends)
Contextual study
Unit 3: National experiences in the Modern World > Topic 9: China, 1931–1976 (invasion of Manchuria begins – Cultural Revolution ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 9: China, 1931–1976 (invasion of Manchuria begins – Cultural Revolution ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example short-, medium- and long-term causes the role and significance of ideas, people, groups and other features actions and events effects, continuities, and changes perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 9: China, 1931–1976 (invasion of Manchuria begins – Cultural Revolution ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 10: Indonesia, 1942–1975 (Japanese occupation begins – invasion of East Timor begins)
Contextual study
Unit 3: National experiences in the Modern World > Topic 10: Indonesia, 1942–1975 (Japanese occupation begins – invasion of East Timor begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 10: Indonesia, 1942–1975 (Japanese occupation begins – invasion of East Timor begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 10: Indonesia, 1942–1975 (Japanese occupation begins – invasion of East Timor begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 11: India, 1947–1974 (Indian Independence Act of 1947 becomes law – India explodes its first nuclear device)
Contextual study
Unit 3: National experiences in the Modern World > Topic 11: India, 1947–1974 (Indian Independence Act of 1947 becomes law – India explodes its first nuclear device) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 11: India, 1947–1974 (Indian Independence Act of 1947 becomes law – India explodes its first nuclear device) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 11: India, 1947–1974 (Indian Independence Act of 1947 becomes law – India explodes its first nuclear device) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 12: Israel, 1948–1993 (Israeli independence declared – Oslo Peace Accords signed)
Contextual study
Unit 3: National experiences in the Modern World > Topic 12: Israel, 1948–1993 (Israeli independence declared – Oslo Peace Accords signed) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 12: Israel, 1948–1993 (Israeli independence declared – Oslo Peace Accords signed) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 12: Israel, 1948–1993 (Israeli independence declared – Oslo Peace Accords signed) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 13: South Korea, 1948–1972 (Republic of Korea begins – Third Republic ends)
Contextual study
Unit 3: National experiences in the Modern World > Topic 13: South Korea, 1948–1972 (Republic of Korea begins – Third Republic ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
Unit 3: National experiences in the Modern World > Topic 13: South Korea, 1948–1972 (Republic of Korea begins – Third Republic ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Create a response that communicates meaning to suit purpose by presenting an essay in response to historical sources or devise historical questions and conduct research and create a response that communicates meaning to suit purpose by presenting an independent source investigation.
Concluding study
Unit 3: National experiences in the Modern World > Topic 13: South Korea, 1948–1972 (Republic of Korea begins – Third Republic ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Unit 4: International experiences in the Modern World
view_agenda query_statsTopic 1: Australian engagement with Asia since 1945 (World War II in the Pacific ends)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 1: Australian engagement with Asia since 1945 (World War II in the Pacific ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 1: Australian engagement with Asia since 1945 (World War II in the Pacific ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 1: Australian engagement with Asia since 1945 (World War II in the Pacific ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 2: Search for collective peace and security since 1815 (Concert of Europe begins)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 2: Search for collective peace and security since 1815 (Concert of Europe begins) > Contextual study
- Comprehend terms, concepts in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives significant historical features that existed within a society or across societies the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 2: Search for collective peace and security since 1815 (Concert of Europe begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 2: Search for collective peace and security since 1815 (Concert of Europe begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 3: Trade and commerce between nations since 1833 (Treaty of Amity and Commerce between Siam and the United States of America signed)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 3: Trade and commerce between nations since 1833 (Treaty of Amity and Commerce between Siam and the United States of America signed) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 3: Trade and commerce between nations since 1833 (Treaty of Amity and Commerce between Siam and the United States of America signed) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 3: Trade and commerce between nations since 1833 (Treaty of Amity and Commerce between Siam and the United States of America signed) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 4: Mass migrations since 1848 (California Gold Rush begins)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 4: Mass migrations since 1848 (California Gold Rush begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 4: Mass migrations since 1848 (California Gold Rush begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources, to make judgments in relation to an aspect of the topic by focusing on, for example short-, medium- and long-term causes the role and significance of ideas, people, groups and other features actions and events effects, continuities and changes perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 4: Mass migrations since 1848 (California Gold Rush begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 5: Information Age since 1936 (On Computable Numbers published)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 5: Information Age since 1936 (On Computable Numbers published) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 5: Information Age since 1936 (On Computable Numbers published) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 5: Information Age since 1936 (On Computable Numbers published) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 6: Genocides and ethnic cleansings since the 1930s (Holocaust begins)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 6: Genocides and ethnic cleansings since the 1930s (Holocaust begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 6: Genocides and ethnic cleansings since the 1930s (Holocaust begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 6: Genocides and ethnic cleansings since the 1930s (Holocaust begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 7: Nuclear Age since 1945 (first atomic bomb detonated)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 7: Nuclear Age since 1945 (first atomic bomb detonated) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 7: Nuclear Age since 1945 (first atomic bomb detonated) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 7: Nuclear Age since 1945 (first atomic bomb detonated) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 8: Cold War, 1945–1991 (Yalta Conference begins – Soviet Union ends)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 8: Cold War, 1945–1991 (Yalta Conference begins – Soviet Union ends) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 8: Cold War, 1945–1991 (Yalta Conference begins – Soviet Union ends) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 8: Cold War, 1945–1991 (Yalta Conference begins – Soviet Union ends) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 9: Struggle for peace in the Middle East since 1948 (Arab-Israeli War begins)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 9: Struggle for peace in the Middle East since 1948 (Arab-Israeli War begins) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 9: Struggle for peace in the Middle East since 1948 (Arab-Israeli War begins) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 9: Struggle for peace in the Middle East since 1948 (Arab-Israeli War begins) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 10: Cultural globalisation since 1956 (international broadcast of the 1956 Summer Olympics in Melbourne takes place)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 10: Cultural globalisation since 1956 (international broadcast of the 1956 Summer Olympics in Melbourne takes place) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 10: Cultural globalisation since 1956 (international broadcast of the 1956 Summer Olympics in Melbourne takes place) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 10: Cultural globalisation since 1956 (international broadcast of the 1956 Summer Olympics in Melbourne takes place) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example
Topic 11: Space exploration since 1957 (Sputnik 1 orbits the Earth)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 11: Space exploration since 1957 (Sputnik 1 orbits the Earth) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 11: Space exploration since 1957 (Sputnik 1 orbits the Earth) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 11: Space exploration since 1957 (Sputnik 1 orbits the Earth) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 12: Rights and recognition of First Peoples since 1982 (United Nations Working Group on Indigenous Populations established)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 12: Rights and recognition of First Peoples since 1982 (United Nations Working Group on Indigenous Populations established) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives, significant historical features that existed within a society or across societies, the thoughts and feelings of people or groups so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 12: Rights and recognition of First Peoples since 1982 (United Nations Working Group on Indigenous Populations established) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 12: Rights and recognition of First Peoples since 1982 (United Nations Working Group on Indigenous Populations established) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.
Topic 13: Terrorism, anti-terrorism and counter-terrorism since 1984 (Brighton Hotel bombing takes place)
view_agenda query_statsContextual study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 13: Terrorism, anti-terrorism and counter-terrorism since 1984 (Brighton Hotel bombing takes place) > Contextual study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example ideas, beliefs and perspectives significant historical features that existed within a society or across societies the thoughts and feelings of people or groups adversely affected by terrorism so as to empathise with them
- Analyse evidence from historical sources to show understanding in relation to an aspect of the topic by focusing on, for example the nature and range of sources and evidence for the period issues related to historiography or discussions about the nature of history more generally.
Depth study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 13: Terrorism, anti-terrorism and counter-terrorism since 1984 (Brighton Hotel bombing takes place) > Depth study
- Comprehend terms, concepts and issues in relation to an aspect of the topic by focusing on, for example a chronology of events ideological, cultural, political or any other influences that existed within a society or across societies individuals, groups, ideas and events and the relationships between them
- Analyse evidence from historical sources to show understanding
- Synthesise evidence from historical sources to form a historical argument
- Evaluate evidence from historical sources to make judgments in relation to an aspect of the topic by focusing on, for example; short-, medium- and long-term causes, the role and significance of ideas, people, groups and other features, actions and events, effects, continuities and changes, perspectives and points of contestability raised by historians or others
- Devise historical questions and conduct research, and create a response that communicates meaning to suit purpose by presenting a historical essay based on research or create a response that communicates meaning to suit purpose by completing short responses to historical sources.
Concluding study
view_agenda query_statsUnit 4: International experiences in the Modern World > Topic 13: Terrorism, anti-terrorism and counter-terrorism since 1984 (Brighton Hotel bombing takes place) > Concluding study
- Evaluate evidence from historical sources to make judgments about links between an aspect of the topic and the current world by focusing on discussions or debates about, for example any enduring legacy in one or more parts of the world recent and related ideas, actions, movements or other events.