|
Core Learning Outcome |
Students use
primary sources to investigate situations before and after a change in
Australian or global settings. |
|
Students know: Evidence over
time |
primary sources ·
sources which provide original accounts e.g. -
artefacts -
photographs -
oral histories -
maps -
diary extracts -
birth certificates -
middens -
reproductions of primary sources when originals
are not available situations before and
after a change in Australian settings ·
1967 Referendum on Aboriginal Citizenship ·
1901 ·
environments before and after mining, gold
rushes, drought ·
Eight Hour Day Movement ·
Federation ·
beginning of railways or radio ·
development of polio vaccine situations before and
after a change in global settings ·
wars ·
development of vaccines (polio, measles) ·
inventions (synthetic fibres, microchip) ·
heritage listing of wilderness areas ·
nations before and after colonisation |
|
Students can: Investigating |
use primary sources to investigate ·
use primary
sources in relevant stages of an inquiry e.g. -
identify an issue (media stories of the conflict
in -
locate appropriate primary sources (interview of
Australian war veteran, personal Timorese stories via Internet sites, maps of
colonial -
evaluate evidence
(where can a range of Indonesian perspectives be sourced?) -
synthesise and report
conclusions (a written report or oral argument with referenced sources?) ·
locate relevant primary sources to make own
interpretation of a situation (interview an elderly woman about her work
roles before, during and after World War II) ·
use primary sources to make interpretations about
particular times (photographs of farm labour and technology before and after
Pacific Islander Labourers Act 1901) |
|
Core Learning Outcome |
Students
illustrate the influence of global trends on the beliefs and values of
different groups. |
|
Students know: Changes and continuities |
influence of global
trends on the beliefs and values of different groups ·
global trends e.g. -
colonisation (European expansion into -
religious expansion (Christianity into -
development of global media (Internet) -
technological revolutions (the printing press,
the microchip) -
trade (movement from national to multinational
companies) -
immigration (post-World War II European
migration to ·
values and beliefs
influenced by global trends e.g. -
family structure (the shift from extended to
nuclear) -
materialism and consumerism (manufacture of cheap
products by underpaid, underage workers) -
conservation of the natural environment
(international actions of World Wildlife Fund) -
communal land ownership (diminishing Indigenous
land ownership rights in colonial -
ethnic identity (Indonesian attempts to moderate
the influence of Western culture) -
cultural diversity (changes and continuities in |
|
Students can: Creating |
illustrate the influence
of global trends ·
create a labelled flow chart of the effects of
the printing press on the changing power of European peasants and the Church ·
create a timeline showing events caused by
Australian colonisation of Indigenous people and add a futures perspective ·
write a short essay about changing attitudes
towards cultural diversity in ·
develop a history book of the future about the influence
of a global trend on the beliefs of a group ·
map or graph a situation before and after a
change, describing the influences in the title (Christianity in ·
outline reasons for people’s use of Eastern
medicine |
|
Core Learning Outcome |
Students share
empathetic responses to contributions that diverse individuals and groups
have made to Australian or global history. |
|
Students know: People and contributions |
contributions to
Australian or global history ·
contributions e.g. -
artistic -
economic -
educational -
environmental -
exploration -
medical -
peace -
philanthropic -
political -
religious -
social/cultural -
scientific -
social justice -
sporting -
technological ·
difference between empathy/sympathy diverse individuals and
groups from Australian and global history ·
selections based on diversity e.g. -
European/non-European -
male/female -
traditional/non-traditional -
dominant/marginalised -
young/elderly -
past, present, future ·
groups (Aboriginal Freedom Riders, Italian
sugarcane farmers, civil rights groups, Snowy Mountains Scheme workers,
Women’s Land Army, RSL, ACTU, CWA, CSIRO, farming coops, Queensland Mining
Council) ·
organisations (Greenpeace, United Nations’
agencies, World Bank, World Trade Organisation, International Monetary Fund,
WWF, Amnesty International) |
|
Students can: Participating |
share empathetic
responses ·
present an oral presentation describing the work of
an individual or organisation, how that work has contributed to a particular
group and why he/she values that ·
pairs or trios interchange roles in a debate
about past events (soldier and pacifist) ·
locate an issue faced by an individual or
organisation and explain the perspective of various people involved
(Greenpeace and Inuits over sealing) ·
participate in a simple debate about an issue
(class divides in half then each individual offers an argument for their
side) ·
create a collage depicting how class members feel
about a contributing group of the past ·
artistically express empathy for a self-nominated
group or individual |
|
Core Learning Outcome |
Students
critique information sources to show the positive and negative effects of a
change or continuity on different groups. |
|
Students know: Causes and effects |
different groups ·
marginalised groups ·
dominant groups ·
Indigenous groups ·
gendered groups ·
socioeconomic groups positive and negative effects
of a change or continuity on different groups ·
positive effects of change or continuity e.g. -
greater access to technology -
economic power -
social harmony -
political power -
social position and power -
justice, equality and equity -
self-determination and sovereignty ·
negative effects of change or continuity e.g. -
conflict -
loss of culture -
loss of religion, culture, language -
disempowerment -
dispossession of land -
injustice and inequality -
unequal distribution of economic power -
loss of identity information sources ·
primary and secondary sources ·
electronic sources ·
stories from different groups ·
statistics, maps ·
histories ·
media reports ·
film and documentaries ·
music, poetry, literature ·
interviews, observations |
|
Students can: Communicating |
critique information sources
to show positive and negative effects ·
develop and present a critique e.g. -
analyse underlying values -
speculate on stereotyping, silent voices and
completeness associated with sources -
construct explanations -
present critique in written or non-written formats ·
role-play a person associated with a particular
change (a forestry decision, and explain how the media has or has not
represented that point of view) ·
conduct an information search about an issue ( ·
explain how a
statistical representation can manipulate a particular point of view (how
representative are the axes on a graph? what proportion is represented and
how?) |
|
Core Learning Outcome |
Students review
and interpret heritages from diverse perspectives to create a preferred
future scenario about a global issue. |
|
Students know: Heritage |
heritages from diverse
perspectives ·
national ·
cultural ·
social class ·
political ·
gender ·
ideological ·
religious ·
economic ·
environmental ·
dominant ·
marginalised ·
age global issues ·
human and civil rights issues
(self-determination, access to democracy, freedom from torture) ·
economic issues (right to work, right to own property,
creating employment, cheap labour) ·
environmental issues (greenhouse/global warming,
whaling, endangered species) ·
health issues (genetically modified food,
advances in medicine and treatment) ·
cultural issues (loss of ability to practise
culture due to domination by another, for example ·
political (right to freedom of speech) |
|
Students can: Reflecting |
review and interpret
heritages to create a preferred future scenario ·
review a range of given perspectives about a
particular heritage (a constitutional monarchy) interpret how these
perspectives evolved and explain a preferred future situation ·
reconsider the heritage of a particular place ( ·
create two futures timelines which review and
forecast the heritage of a people from the perspectives of two groups (past
and future Tibetan culture from various Tibetan, Chinese or Western
perspectives) ·
draw and electronically label a future scene that
revolves around a current global issue ·
compare own life with a working child in an
underdeveloped economy, identify heritages and reasons for this difference
and describe a preferred future for both people |