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oxford Maggy Saldais | Geraldine Carrodus big ideas history VICTORIAN CURRICULUM
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Maggy Saldais | Geraldine Carrodus oxford Contributions by Stephen Dixon big ideas history VICTORIAN CURRICULUM
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Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries. Published in Australia by Oxford University Press 253 Normanby Road, South Melbourne, Victoria 3205, Australia © Maggy Saldais, Geraldine Carrodus 2016 © Oxford University Press 2016 The moral rights of the author have been asserted First published 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. National Library of Australia Cataloguing-in-Publication data Saldais, Maggy, author Oxford big ideas. History 7 Victorian curriculum / Maggy Saldais, Geraldine Carrodus. ISBN 9780190307806 (paperback) Includes index. For secondary school age. History – Textbooks. History – Study and teaching (Secondary) – Victoria. Education – Curricula – Victoria. Carrodus, Geraldine, author. 909 Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected]
Edited by Katharine Day, Ingrid De Baets and Helen Koehne Illustrated by MAPgraphics Pty Ltd, Ian Laver, Richard Bonson, Rob Mancini and Alan Laver Typeset by Miranda Costa Proofread by Helen Koehne Indexed by Max McMaster, Master indexing Printed in Hong Kong by Paramount Printing Company Ltd Disclaimer Indigenous Australians and Torres Strait Islanders are advised that this publication may include images or names of people now deceased. Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work.
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Contents by skill ...... viii
Using Oxford Big Ideas History ...... xii
Concepts and skills Unit 1 Aboriginal and Torres Strait Islander peoples Chapter 1 and cultures The history toolkit ...... 4 Chapter 2 Introduction to Aboriginal and Torres Strait Islander 1A What are the historical concepts? peoples and cultures ...... 36 1.1 Historical concepts ...... 6 2A Who are the Indigenous peoples of Australia and the Torres 1B What are the historical skills? Strait Islands? 1.2 Historical skills ...... 14 2.1 The rst Australians ...... 38 1.3 Ask questions and conduct research ...... 15 2.2 The environments and climate of Australia ...... 40 1.4 Sequence events and use historical terms and concepts ...... 18 2.3 One continent, many nations ...... 42 1.5 Use historical sources as evidence ...... 21 2.4 Aboriginal culture and beliefs – the Dreaming ...... 46 1.6 Analyse different perspectives and interpretations ...... 24 2B How do we know about ancient Australia? 1.7 Communicate your ndings ...... 25 2.5 Studying ancient Australia ...... 48 1C What is history? 2C Why is it important to study Aboriginal and Torres Strait 1.8 How we know about the ancient past ...... 26 Islander peoples and cultures? 1.9 Archaeological digs ...... 28 2.6 Protecting and conserving Australia’s ancient past ...... 52 1.10 Scienti c techniques ...... 30 1.11 Conserving and protecting sources ...... 34 Chapter 3 Ancient Australia ...... 54
3A How did geography in uence life in the Kulin nation? 3.1 Ancient Australia: a timeline ...... 56 3.2 The environment and climate of the Kulin nation ...... 58 3.3 Creation stories of the Kulin nation ...... 62 3.4 Managing the land...... 64 3A Rich task: Caring for Country ...... 66
3B What was traditional life like for the people of the Kulin nation? 3.5 Spiritual connection to the land ...... 68 3.6 Daily life ...... 70 3.7 Kinship and family relationships ...... 74 3.8 Contact and con ict between Indigenous groups ...... 76 3.9 Contact and con ict with outsiders ...... 80 3B Rich task: Keeping culture strong ...... 82
00_OBI_HIS7_VIC_07806_TXT_SI.indd 3 6/10/2016 9:24 am Unit 2 The European and Mediterranean world Chapter 6 Chapter 7 Chapter 4 Ancient Greece ...... 136 Ancient Rome ...... 176 Introduction to the European and 6A How did geography in uence the development of ancient 7A How did geography in uence the development of ancient Mediterranean world ...... 84 Greece? Rome? 6.1 Ancient Greece: a timeline ...... 138 7.1 Ancient Rome: a timeline ...... 178 4A Where and when did ancient societies in the Mediterranean develop? 6.2 The impact of geography on ancient Greece ...... 140 7.2 The Mediterranean Sea and the Tiber River ...... 180 4.1 The where and when of the Mediterranean world...... 86 6.3 A typical Greek city-state ...... 142 7.3 Earthquakes and volcanoes ...... 182 6.4 The beginnings of ancient Greece ...... 144 7A Rich task: The legend of Romulus and Remus...... 184 4B What were the key features of ancient societies in the 6A Rich task: A closer look at the Minoans ...... 146 Mediterranean? 7B What shaped the roles of key groups in ancient Rome? 4.2 Key features of ancient societies in the Mediterranean 6B What shaped the roles of key groups in ancient Greece? 7.4 Key groups in Roman society ...... 186 world ...... 88 6.5 The political systems of ancient Greece ...... 148 7.5 Signi cant individual: Julius Caesar ...... 188 4C How did ancient societies in the Mediterranean in uence our 6.6 Key groups in ancient Greek society ...... 150 7.6 Other key groups in Roman society ...... 190 modern world? 6B Rich task: Sappho ...... 152 7B Rich task: Four Roman emperors ...... 192 4.3 Legacies of societies in the Mediterranean world ...... 94 6C How did beliefs, values and practices in uence ancient 7C How did beliefs, values and practices in uence ancient Chapter 5 Greek lifestyles? Roman lifestyles? Ancient Egypt ...... 96 6.7 Religious beliefs and practices ...... 154 7.7 Religious beliefs and practices ...... 194 6.8 The birth of the Olympic Games ...... 156 7.8 Everyday life ...... 196 5A How did geography in uence the development of ancient 6.9 Everyday life ...... 158 7.9 Roman baths ...... 198 Egypt? 6.10 Warfare ...... 162 7.10 Public entertainment ...... 200 5.1 Ancient Egypt: a timeline ...... 98 6.11 Death and funeral customs ...... 164 7.11 The Colosseum ...... 202 5.2 The Nile ...... 100 6C Rich task: Ancient Greek pottery ...... 166 7.12 Warfare ...... 204 5.3 The climate of ancient Egypt ...... 104 7.13 Death and funeral customs ...... 206 5A Rich task: Irrigation in ancient Egypt ...... 106 6D How did contacts and con icts change ancient Greece? 7C Rich task: Gladiators ...... 208 6.12 Change through trade ...... 168 5B What shaped the roles of key groups in ancient Egypt? 6.13 Change through con ict ...... 170 7D How did contacts and con icts change ancient Rome? 5.4 Key groups in Egyptian society ...... 108 6.14 Signi cant individual: Leonidas ...... 172 7.14 Change through trade ...... 210 5.5 Pharaohs ...... 110 6D Rich task: Understanding the Battle of Thermopylae ...... 174 7.15 Change through con ict ...... 212 5.6 Signi cant individual: Tutankhamun ...... 112 7D Rich task: The Life of Gnaeus Julius Agricola ...... 214 5.7 Other key groups in ancient Egyptian society ...... 114 5B Rich task: Farming in ancient Egypt ...... 116
5C How did beliefs, values and practices in uence ancient Egyptian lifestyles? 5.8 Religious beliefs and practices ...... 118 5.9 Everyday life ...... 120 5.10 Warfare ...... 122 5.11 Death and funeral customs ...... 124 5.12 How Egyptian mummies were made ...... 126 5C Rich task: The Great Pyramid at Giza ...... 128
5D How did contacts and con icts change ancient Egypt? 5.13 Change through trade ...... 130 5.14 Change through con ict ...... 132 5D Rich task: The Battle of Kadesh ...... 134
00_OBI_HIS7_VIC_07806_TXT_SI.indd 4 8/11/2016 11:37 am Chapter 7 Unit 3 The Asia–Paci c world Ancient Rome ...... 176 Chapter 8 Introduction to the Asia–Paci c world ...... 216 7A How did geography in uence the development of ancient Rome? 8A Where and when did ancient societies in Asia develop? 7.1 Ancient Rome: a timeline ...... 178 8.1 The where and when of the Asian world ...... 218 7.2 The Mediterranean Sea and the Tiber River ...... 180 7.3 Earthquakes and volcanoes ...... 182 8B What were the key features of ancient societies in Asia? 7A Rich task: The legend of Romulus and Remus...... 184 8.2 Key features of the Asian world ...... 220
7B What shaped the roles of key groups in ancient Rome? 8C How did ancient societies in Asia in uence our modern 7.4 Key groups in Roman society ...... 186 world? ...... 7.5 Signi cant individual: Julius Caesar ...... 188 8.3 Legacies of the Asian world 226 7.6 Other key groups in Roman society ...... 190 Chapter 9 7B Rich task: Four Roman emperors ...... 192 Ancient India ...... 228
7C How did beliefs, values and practices in uence ancient 9A How did geography in uence the development of Roman lifestyles? ancient India? 7.7 Religious beliefs and practices ...... 194 9.1 Ancient India: a timeline ...... 230 7.8 Everyday life ...... 196 9.2 Landscape and climate ...... 232 7.9 Roman baths ...... 198 9.3 Ancient India’s earliest civilisation ...... 234 7.10 Public entertainment ...... 200 9A Rich task: Daily life in the Indus Valley civilisation ...... 236 7.11 The Colosseum ...... 202 7.12 Warfare ...... 204 9B What shapes the roles of key groups in ancient India? 7.13 Death and funeral customs ...... 206 9.4 The social structure of ancient India ...... 238 7C Rich task: Gladiators ...... 208 9.5 Other key groups in Indian society ...... 242 9B Rich task: The status of Untouchables ...... 244 7D How did contacts and con icts change ancient Rome? 7.14 Change through trade ...... 210 9C How did beliefs, values, contacts and con icts in uence ancient Indian lifestyles? 7.15 Change through con ict ...... 212 9.6 Religious beliefs and practices ...... 246 7D Rich task: The Life of Gnaeus Julius Agricola ...... 214 9.7 Everyday life in ancient India ...... 248 9.8 Warfare ...... 252 9.9 Death and funeral customs ...... 254 9.10 Change through con ict ...... 256 9.11 Change through trade ...... 258 9C Rich task: Legacy of ancient India ...... 260
00_OBI_HIS7_VIC_07806_TXT_SI.indd 5 3/10/2016 3:47 pm Chapter 10 Ancient China ...... 262
10A How did geography in uence the development of ancient China? 10.1 Ancient China: a timeline ...... 264 10.2 Landscape and climate ...... 266 10A Rich task: China’s geographical features ...... 268
10B What shaped the roles of key groups in ancient China? 10.3 Chinese dynasties ...... 270 10.4 Signi cant individual: Qin Shi Huang ...... 274 10.5 Key groups in Chinese society ...... 276 10.6 Women in ancient China ...... 278 10B Rich task: Qin Shi Huang ...... 280
10C How did beliefs, values and practices in uence ancient Chinese lifestyles? 10.7 Religious beliefs and practices ...... 282 10.8 Everyday life ...... 284 10.9 Warfare ...... 286 10.10 The Great Wall of China ...... 288 10.11 Death and funeral customs ...... 290 10C Rich task: The legend of Mulan ...... 292
10D How did contacts and con icts change ancient China? 10.12 World-changing inventions ...... 294 10.13 Change through con ict and trade ...... 296 10D Rich task: Ancient Chinese inventions ...... 298
Glossary ...... 300
Index ...... 304
Acknowledgements ...... 311
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History skills
Skill Chapter Page
Generating questions to information a historical inquiry 1 15
Creating a timeline 1 19
Analysing primary and secondary sources 3 67
Creating and delivering an audiovisual presentation 3 83
Interpreting primary sources 5 106
Using primary sources as evidence 5 116
Creating a ow chart 5 129
Creating a visual representation of a historical event 5 134
Using Venn diagrams to identify continuity and chance 6 147
Generating historical inquiry questions 6 153
Using the Internet to nd relevant and reliable sources 6 167
Assessing the usefulness of sources 6 175
Creating a historical storyboard 7 184
Plotting events on a timeline 7 193
Identifying and locating relevant sources 7 208
Identifying purpose and point of view 7 215
Analysing historical sources 9 236
Identifying and analysing the perspectives of people from the past 9 245
Creating and delivering an audiovisual presentation 9 260
Analysing a map 10 268
Presenting a written point of view 10 280
Recognising values in primary sources 10 293
Creating and delivering an audiovisual presentation 10 298
contents by skill vii
00_OBI_HIS7_VIC_07806_TXT_SI.indd 7 3/10/2016 3:47 pm Using Oxford Big Ideas History
Oxford Big Ideas History is a brand-new series developed and written to meet the requirements of the Victorian Curriculum: History – across Years 7–10.
Focus on inquiry Each chapter of Oxford Big Ideas History is structured around key inquiry questions from the Victorian Curriculum. Each unit of the text supports teachers and students as they adopt an inquiry-based approach to the key learning areas in History.
Unit 2 The European and Mediterranean world Ancient The learning Unit 3 TheEgypt Asia–Paci c world AncientAbout 30 000000 Indiayearsyears ago,ago, thethe SaharaSahara DesertDesert of north Africa was a grassy plain. It began sequence in each Modern-day India can trace its beginnings back to dry out around 8000 BCE.8000 This change in to two of the oldest civilisations on EarthBCE. –This the change in climate forced people in the region to move Indus Valley civilisation and the Mauryan Empire. on. Many drifted towards the area next to the The Indus Valley civilisation began from chapter is clearly Nile River, where the land was more fertile around 3500 BCE in a fertile river valley in north- and there was a good water supply. From this west India. Here, well-planned cities developed simple start developed one of the world’s rst along the banks of the Indus River, while people set out under key civilisations – ancient Egypt. It lasted for nearly across Europe still lived in primitive huts. 3000 years. As the population grew, the society Much later,became around more 321 structured. BCE, the Powerful Mauryan rulers, called Stunning full-colour Empire, developed along the banks of India’s pharaohs, expanded Egypt’s territory. Huge inquiry questions. holiest river, the Ganges. Inscriptions left by monuments, temples and pyramids were built pyramids Mauryan thatkings would have lastgiven for historians thousands a of years.unique were built insight into this ancient civilisation. photography generates Students are Two of the world’s major religions came into being as a result of these ancient civilisations – Hinduism and Buddhism. The people of discussion and interest. ancient India are also believed to have begun the
encouraged to chapter development of modern mathematics, and were Source 1 A statue of the pharaoh Rameses II in one of the two temples built at Abu Simbel, in southern Egypt, in the the rst to use the concept of the number zero. 13th century BCE.13th century The temples were a monument to Rameses II and his queen, Nefertari, as well as many Egyptian gods. 5A BCE. The temples were a monument to Rameses II and his queen, Nefertari, as well as many Egyptian gods.
chapter 5 use their prior How did geography in uence 5B the development of ancient What shaped the roles of key Source 5C1 This building, known 5D as the Great Stupa, is located in the town of Sanchi in central India. It was built by Emperor Ashoka in the 3rd century BCE during the rule of the Mauryan Empire. A stupa is a dome-shaped building that 9contains relics (religious artefacts). knowledge and Egypt? groups in ancient Egypt? How did beliefs, values and 5D 1 The Nile provided the ancient Egyptians with 1 The temples at Abu Simbel contain many statues practices in uence ancient How did contacts and con icts many bene ts that allowed their society to of the pharaoh Rameses II. Why do you think Egyptian lifestyles? change ancient Egypt? 9Adevelop and prosper. What do you think some of 9Bit was common practice in ancient Egypt for 9C these bene ts were? pharaohs to immortalise themselves in such 1 Many Egyptian temples were dedicated to various 1 Ancient Egypt was built around the Nile River. make predictions 96Howoxford did big geography ideas history 7 victorian in uence curriculum the What ways?shaped the roles of key How did beliefs, values, The Nile made it easy for people to access the gods. What does this tell us about the importance victorian curriculum development of ancient India? groups in ancient India? contactsof religious and beliefs con icts to the ancient in uence Egyptians? major cities. How do you think this would have helped Ancient Egyptians to trade? 1 Modern-day India is surrounded by mountains, 1 Two of the world’s major religions originated in ancient Indian lifestyles? deserts, river valleys and a coastline. How might India – Hinduism and Buddhism. How do you think at the start of each 1 Walking around ancient India one would see a OBI_HIS_VIC_7_07806_TXT_05_LAY.inddthese physical features 96-97 have in uenced the religion might have shaped the role of key groups Hindu temple, a Buddhist stupa (religious building) chapter 5 ancient egypt development of ancient India? in India? ancient egypt 97 and a pavilion containing a ritual re and a sacred tree. What does this tell us about the lifestyles of ancient Indians? new topic. 228 oxford big ideas history 7 victorian curriculum chapter 9 ancient india 229
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Focus on engagement Each unit of the Student book combines a range of engaging source materials – such as photographs, videos, data tables, graphs and illustrations – with supporting questions and activities.
5.12 How Egyptian mummies 5C How did beliefs, values and practices in uence ancient Egyptian lifestyles?
Source materials 5 The body is then covered with salt for 70 days. were made This, and the dry air, sucks out any moisture. 6 Once the body has been embalmed, it is 4 The internal organs are dried in natron The body is washed again in water and wrapped with rolls of ne linen (similar to (a natural powder, a bit like salt), smeared with fragrant oil. bandages), starting with the head and neck. rubbed with fragrant oils and put Toes and ngers are wrapped separately, and into four canopic jars. Each jar’s lid – such as sometimes covered with gold caps. Sacred is shaped like the head of a different Who are the Indigenous peoples of Australia and the Torres Strait Islands? 2A amulets such as the god, who acts as the guardian of the scarab 3 The liver, lungs, stomach and intestines bandaging. During the wrapping, are woundprayers into from the organ within: the liver has a lid like a are removed through a cut on the left the Book of the Dead man’s head; the lungs, a baboon’s How environment and climate are said over the body. side of the abdomen. A hook, pushed Check your learning 7. 2 head; the stomach, a jackal’s head; 2.2 Theup through theenvironment nostrils, removes the and in uenced Aboriginal and Torres photographs, and the intestines, a falcon’s head. brain (thought to be a useless organ that Remember and understand produces only mucus). The heart is left in Strait Islander peoples 1 Australia is made up of more than just the mainland climatethe body. of Australia Differences in environment and climate around and Tasmania. How many islands are part of Australia in uenced how different Aboriginal and Australia? infographics, 2 The body is thoroughly washed. Prayers are Torres Strait Islander peoples lived. These factors 2 Where are the Torres Strait Islands and how many Australia is a very large continent made up of many • Regions in the north – such as parts of read from the Book of played a big role in the types of food people could are there? different regions (see Source 1). When most people Queensland, the Northern Territory and the Torres the Dead by a priest. gather and animals they could hunt. Climate 3 The Pitjantjatjara people live in a very dry region of think about Australia, they often just think about the Strait – are tropical, meaning they are very warm also in uenced the types of shelter and clothing Australia. How do they nd water to drink? political cartoons, mainland and Tasmania. In reality, Australia also has and wet. They are covered with tropical forests people needed. For example, Indigenous peoples in Check your learning over 8000 islands within its borders, including more and shrublands. There is plenty of water available. the tropical regions of Australia needed different Apply and analyse than 200 islands that lie between the northern tip of • Regions in the south – such as parts of Victoria clothing from the people in the colder regions of 4 Australia has many different climate zones. What Queensland and Papua New Guinea – known as the and Tasmania – are temperate, meaning they are Victoria and Tasmania. Indigenous groups in the dry zone is Melbourne located in? Torres Strait Islands. graphs – simplify cold and wet. They are covered with forests and regions of Australia would have eaten different foods 5 In your own words, describe how environment and activities accompany every As you can see in Sources 1 and 2, each region of grasslands. Most of the year there is water available. and had different hunting techniques from groups climate in Australia in uenced the way Indigenous Australia has its own environment and climate. This • Regions in the centre – such as parts of the Northern in other places. Source 1 and 2 show how different groups lived. means that the plants, animals and landforms in Territory and South Australia – are dry, meaning they environments and climates in uenced the lives of 6 Look carefully at Source 2. What are the main these regions are different. For example: dif cult concepts are hot and have little rain. Vegetation is sparse (thinly various Indigenous groups around Australia. differences between tropical regions and temperate unit, allowing students to scattered) and there is very little water available. regions?
AUSTRALIA: CLIMATE ZONES AUSTRALIA: ENVIRONMENTS Meriam people and engage N consolidate and extend N Murray Island, Yawuru people Queensland7 PACIFIC The fully bandaged mummy Broome region,1 0 250 500 750 km The dead body is brought Darwin OCEAN • The Meriamis painted ate withmainly sticky Western Australia 0 250 500 750 km resin for mummi cation, seafood,and includingthen more cloth is , • The Yawuru slept prawns and sh, followed by mourners. INDIAN wrapped around it. reluctant learners. in the open or in and caught turtles and their understanding. These OCEAN simple shelters. CheckCairns dugongs. • They ate food from Northern your learning 5.12 • They also grew and ate the sea, including Territory Charters Towers yams, and collected turtles, oysters, Remember and understand other berries growing eels and shell sh. on the island. 1 WhatQueensland was done with a dead person’s internal organs during the are graded according Tropic of Capricorn Western mummi cation process? Kulin nation (including Australia 2 8 Why were bodies covered with salt Wurundjerifor 70 days? people) The mummy is put into a body-shaped South Kati Thanda Coober Pedy (Lake3 Eyre) cof n. Often more than one cof n is Australia What religious ritual Lismorewas conducted Centralas the andbodies southern were wrapped used, each one sitting inside the next. For in cloth?River Victoria New South to Bloom’s Taxonomy – important people like pharaohs, the nest • In winter, some Source 1 Darling Wales The steps followed during the mummi cation process of cof ns is placed inside a stone box, Perth ApplyMurray and analyse Wurundjeri slept in called a sarcophagus. Mildura Sydney sheltered caves and 126 River Pitjantjatjaraoxford big ideaspeople history 7 4 Study the variousACT elements illustrated inkept Source warm 1.with What rugs victorian curriculum Central Australia, Victoria made from possum LEGEND evidenceMelbourne does this source provide about ancient Egyptian beliefs Northern Territory Tropical Temperate Dry skins. Tropical wet: Maritime hot summer: Semi-desert: hot all year; and values, and their impact on people’s lives? catering for a range of • The Pitjantjatjara hot and wet all year hot summers, cool winters; 250–500 mm rain • In summer, some wet all year Tropical wet or dry: Wurundjeri lived along found water in trees hot with wet and dry Maritime warm summer: Desert: hot all year; seasons warm summers, cool winters; less than 250 mm rain Tasmania the coast and built and plants. LEGEND wet all year Sub-tropical wet: hot Largest city dome-shaped shelters. • They hunted kangaroos, Desert Forest Urban area or warm, wet summers; Mediterranean: hot and warm, Town mild winters dry summers; mild, wet winters • They atechapter kangaroos, 5 ancient egypt wallabies, goannas and Grassland Mountains Sea oor relief Mountain 127 Sub-tropical dry winter: wallabies and possums, smaller mammals, and Shrubland Cropland Country border hot or warm, wet summers; State/territory border dry winters abilities and learning styles. found berries and seeds. and set river traps to catch eels and sh.
Source 1 Source: Oxford University Press Source 2 Source: Oxford University Press
40 oxford big ideas history 7 victorian curriculum chapter 2 introduction to aboriginal and torres strait islander peoples and cultures 41
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viii oxford big ideas history 7 victorian curriculum
00_OBI_HIS7_VIC_07806_TXT_SI.indd 8 3/10/2016 3:47 pm Focus on concepts and skills Complete coverage of all concepts and skills provided in stand-alone reference ‘toolkits’. All of these concepts and skills are also integrated throughout the text so students can see them at work in context.
5B rich task 5B What shaped the roles of key groups in ancient Egypt? Rich task activities Farming in 10A How did geography in uence the developmentApply the ofskill ancient China? ancient Egypt 1 encourage students to 1 Each farming activity listed below has an identifying letter beside it. Locate the 10A richFarmers task in ancient Egypt prospered PHYSICAL FEATURES OF PRESENT-DAY EAST ASIA, INCLUDING CHINA section of the painting that you think best 7 because of the fertile land along the skillbanksdrill: Cause and effect RUSSIA corresponds to each activity and match the corresponding letter and number in of the Nile. Farming was so central to 2 apply the knowledge and KAZAKHSTAN your notebook. the success of ancient Egypt that manyAnalysing a map China’s A Cutting down grain with scythes (metal aspects of society were shaped by it,Maps are geographical representations of all or part of the MONGOLIA cutting tools) Earth’s surface. They show a group of features in terms 8 such as their calendar, the design of their KYRGYZSTAN B Threshing (beating) the grain geographical of their relative size and position. They use a system of skills they have learned Gobi C The arrival of a noble to check grain houses, even the class system. Mostsymbols, of governed by a set of conventions (accepted rules), Taklamakan Desert NORTH Beijing stores featuresthe pharaoh’s wealth came from the totaxes communicate a3 sense of place. You may think that maps AFGHANISTAN Desert KOREA JAPAN D Picking fruit are only useful in geography, but they are also an important SOUTH paid in grain by farmers. This grain was r e EKOREA Preparing for planting source of primary information for historical inquiries. It is iv China is the third largest country in R stored in plentiful years for use when food Yell o w F Stopping for a rest in each chapter to a new therefore important to understand and analyse maps, so PAKISTANPAKISTANPAKISTAN 4 the world, with a land area of about H that you can use information from them as evidence in your G Measuring the size of the eld was in short supply. I CHINA LEGEND M ShanghaiH 9.6 million square kilometres. Close to historical inquiry. River Recording details of the harvest Forest A ze L S t Use the list below to help you understand the information A A ng I 70 per cent of its land surface consists NEPAL Y Ya Separating the husks from the grains Grassland PACIFIC OCEAN provided on maps: Desert BHUTANBHUTAN J Transporting the crop and interesting case study, of rugged mountains, plateaus and INDIA High land • Orientation –5 It is a convention for cartographers (map BANGLADESH 2 Who is involved in the activities? List as hills. The other 30 per cent is made makers) to place a north point on maps. This helps the 9 TAIWAN skill City population many different classes, genders and ages drill: Historical sources as evidence 14 000 000 up of river basins and lowland plains, reader to work out position and direction. 10 000 000 as you can. 5 000 000 MMYANMARYANMAR VIETNAMVIETNAMVIETNAM • Title – Like a newspaper headline, the title of a map should 2 500 000 3 What tools and animals can you identify in which isUsing where mostprimary of the sourcesChinese as 6 LAOSLAOSLAOS event or issue. 0 400 800 km people settled. tell the reader ‘what’, ‘where’ and ‘when’ about the map. THAILANDTHAILAND PHILIPPINESthe painting? Can you suggest what the evidence The date should help the reader t the map into its proper Source 2 10 toolsSource: are made Oxford from? University Press Extend your understanding chronological period. Note: the date in the title may not be Historians focus their research on sources that are 4 How does this painting help you to b Which areas of the map would have been the best 2 Using the information you have gathered from the the date the map was constructed. understand why farmers were at the relevant to their inquiry. After locating a range of sources You need to keep these questions in mind as you work sites for farming in ancient China? Why? map, write a paragraph of 150 words explaining what • Legend – This is a key that explains the symbols used by bottom of the social hierarchy? Think that they think might be useful, historians need to analyse through the following steps: you conclude about the geographical features of the cartographer. To visualise reality, you need to be able c DoSource you think 1 the areas of cropland today are about how many workers there are and them to discover if they contain evidence that will be This is a detail from a wall painting in the tomb of Menna,China. an How have they in uenced settlement patterns activities challenge students Step 1 Look at the source carefully and note the obvious differentimportant from of cial those from in ancient ancient Egypt. China? The Why? painting ( relevant to the particular question they are investigating.to convert various shapes, colours and textures into the the tasks they are performing. things that it is telling you. d Whichdetailed geographical information about feature farming do you practices think wasin ancient mostc. 1400–1390 Egypt. and BCE) borders? contains The evidence is the information contained in or gatheredfeatures they represent. BCE) contains in uential in the development of ancient Chinese from the source. A source becomes evidence if it can• Scalebe – ThisStep is 2 the Look proportion beyond of the map obvious to ground. and see It helps what you can society? Why? used to answer a particular question about the past. the readerinfer; to judgethat is, actual what distances.can you work Scale out is from most what often you see in the source, even though it may not be immediately to conduct further research, The rst step you must undertake before attemptingshown as a linear measure (e.g. 1 centimetre on the map obvious? to locate, compare, select and use a range of sources representsas 100 kilometres of actual distance). ExtendExtend your yourunderstanding understanding For a detailed description of this skill, refer to page 205 your understanding evidence is to be very clear about the historical questions• Grid – Maps often show parallels of latitude and meridians of ‘The history toolkit’. you are investigating. In this skill drill, your inquiry of longitude, so that the area can be placed in its proper 1 Create1 Work your inown small map groups of East to Asia.prepare a 2-minute role play2 Look again at Source 2. Start at any point on the questions are: geographicSource location 1, ona wall the paintingglobe. from the tomb of an a In yourbetween notebook, one of copythe farmers (or trace) in Source 1the main elementsand a noble Chinese border. Extend a ruler from this point, in any or complete group work, to 2 Brainstorm three other types of primary sources that Skill drill activities guide important of cial called Menna, provides a lot of direction, to another point on China’s border. This • What were farming practices like in ancient Egypt? of whothe map has income Source 2. to check Include grain the stores. main Your countries dialogue Apply theinformation skill about ancient Egyptian farming, including might provide useful evidence in our inquiry into what andshould their borders,re ect the major differences rivers, desertsbetween and these social represents the journey you will travel. In order, list all • What role did farmers have in the social hierarchy? crops, tools and farming methods. It is a very useful farming practices were like in ancient Egypt and the 1 Look carefully at Source 2 and use the legend to identify mountains.roles as you Make understand sure you them.also include Once nished,BOLTSS perform – the physical features and landscapes you will cross primary source. role of farmers in the social hierarchy. the different landscapes and physical features of modern- border,your role orientation, play for the legend, class. title, scale and source. as part of your journey. Conduct extra research if you deepen their understanding day China. Jot down all your observations in point form. need to. Which feature do you think will represent the and support students step 116 oxford big ideas history 7 victorian curriculum b Use an atlas or an online map to locate the Great victorian curriculum a Note the different landscapes and geographical features Wall of China. Think of an appropriate symbol or greatest challenge, and why? shown on the map. How many are there? Which of legend to represent this feature, and then add it to these features act as natural barriers? your map. of an issue or skill being by step as they learn and Source 1 Geographical features in China such as OBI_HIS_VIC_7_07806_TXT_05_LAY.indd 116-117 mountains and rivers had a big in uence on where chapter 5 ancient egypt people settled. 117 investigated. apply key skills. 268 oxford big ideas history 7 victorian curriculum chapter 10 ancient china 269
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Digital support
Student obook assess provides a fully interactive electronic version of the print Student book in an easy-to-read format. A host of additional resources for students – such as videos, worksheets, interactives objects, online quizzes and multimedia links – are linked to each unit in the book making them easier to access than ever before.
obook assess is compatible with laptops, iPads, tablets and IWBs, and access to content is provided online and o ine.
Teacher support is o ered in digital format via Teacher obook assess. Teacher notes, answers, tests, additional worksheets, lesson ideas, planning tips and assessment advice are provided for every unit. Teacher obook assess allows teachers to manage their classes by assigning work, tracking progress and planning assessment.
using oxford big ideas history victorian curriculum ix
00_OBI_HIS7_VIC_07806_TXT_SI.indd 9 3/10/2016 3:47 pm Pompeii, Italy The ancient Roman city of Pompeii and its citizens were buried under volcanic ash and pumice when Mount Vesuvius erupted in 79 CE. The ruins capture a frozen moment in time that today provide a great deal of insight into everyday life in the ancient world.
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Concepts and skills
Unit 1 Aboriginal and Torres Strait Islander peoples and cultures
Unit 2 The European and Mediterranean world
Unit 3 The Asia–Paci c world
01_OBI_HIS7_VIC_07806_TXT_SI.indd 3 3/10/2016 3:53 pm Concepts and skills The history toolkit History is the study of the past. Historians are interested in all aspects of the past and seek to piece together accurate pictures of what life was like in days gone by. Historians are time detectives; they follow a process of historical inquiry in order to better understand the past. They ask questions, locate and analyse sources, and use evidence from these sources to develop theories about the past. Historians are curious. They investigate artefacts and want to know more about them. Despite these investigations, certain facts about many ancient artefacts still remain a mystery. Uncovering the secrets of the past is not always easy and historians do not always agree. These mysteries drive historians to continue their important work. 1A 1B What are the historical What are the historical skills? concepts?
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 4 3/10/2016 3:53 pm chapter Source 1 Many facts about the Great Sphinx at Giza in Egypt remain a mystery. 1 1C What are the historical skills? What is history?
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 5 3/10/2016 3:53 pm 1.1 Historical concepts
Historians use seven concepts to help them investigate and understand the past. At times you will use several of these concepts at once; at other times you may focus on just one. As you learn to apply each concept, you will begin to think like a historian. The seven key concepts in History are: • perspectives • continuity and change • cause and effect • evidence • empathy • signi cance • contestability.
Perspectives The concept of perspectives is an important part of historical inquiry. Perspective is a point of view – the position from which people see and understand events going on in the world around them. People will have had different points of view (or perspectives) about a particular event, person, civilisation or artefact depending on their age, gender, social position and their beliefs and values. Just like anyone else, historians have perspectives, which can in uence their interpretation of the past and the way in which they write about it. Despite their own perspectives, historians must try to understand the different values and beliefs that shaped and affected the lives of people who lived in the past. For example, many people today would share the belief that slavery is wrong. They would be shocked and outraged by the fact that about one quarter of the population of ancient Rome were slaves. However, slavery was an accepted part of life in ancient Rome, from the perspectives of slaves themselves and society in general. Today, a logical assumption is that slaves led poor lives just because they were slaves. This was not always the case. Some masters took great care of their good slaves, as replacements could be hard to nd – and expensive. A slave who could cook banquets was especially prized because entertaining was very important to Source 1 This Roman oor mosaic shows a young Rome’s elite families. Those slaves who had few skills slave carrying a tray of food for a banquet. It dates back were less well looked after because they were easier to around the 2nd century CE. and cheaper to replace. It is important to consider aspects of the past from the perspectives of people living at the time. By taking this into account you begin to see that owning slaves was a natural part of life in ancient Rome rather than a terrible abuse of a person’s rights and freedoms. By today’s standards it could be considered similar to employing a cleaner or a babysitter to help out around the house.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 6 3/10/2016 3:53 pm 1.1 Historical concepts Continuity and change Historians recognise that over time some things stay the same, while others change. This concept Historians use seven concepts to help them investigate and understand the past. At times you will use several is referred to as continuity and change. Examples of these concepts at once; at other times you may focus on just one. As you learn to apply each concept, you of continuity and change can be seen across will begin to think like a historian. The seven key concepts in History are: every civilisation and any given period of time. • perspectives • continuity and change • cause and effect • evidence Historians refer to aspects of the past • empathy • signi cance • contestability. that have remained the same over time as continuities. Aspects of the past that do not stay the same are referred to as changes. Change can occur within a certain civilisation or speci c time period, but also across different civilisations and time periods. Many historical continuities in uence how we act and live today. For example, look at Source 2. You will instantly be able to tell what this man is doing. Discus throwing is an ancient sport that dates back to the 5th century BCE. The sport originated in ancient Greece, but is now a routine part of every modern track- and- eld competition, not to mention a popular event at the Olympic Games. Discus throwing is a good example of a historical continuity. Now look at Sources 2 and 3 together and try to identify some of the differences between Source 2 This statue created by the Romans in the them. Even though both people are shown 2nd century BCE is a reproduction of a famous Greek statue, Myron’s Discobolus, created around 460–450 BCE. It shows a competing in discus throwing: discus thrower about to release his throw. • one is a man, the other is a woman • one is naked, the other is wearing clothes • the ancient discus is larger than the modern discus. These differences are historical changes. In ancient Greece only men were allowed to compete, they were required to compete naked, and the technique and equipment (the discuses) they used were not as sophisticated as those used today.
Source 3 Dani Samuels of Australia competes in the Women’s Discus Throw Final on Day 8 of the London 2012 Olympic Games.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 7 3/10/2016 3:53 pm Cause and effect The concept of cause and effect is used by historians to identify chains of events and developments, both in the short term and in the long term. Cause and effect aims to identify, examine and analyse the reasons why events have occurred and the resulting consequences or outcomes. It helps to think of cause and effect as the ‘why’ and ‘what’ of history. Sometimes the link between cause and effect is very clear. For example, heavy rain over many weeks (cause) leads to ooding and the destruction of crops (effect). However, often this link is not quite so obvious. Generally, there are many causes (reasons) that lead to an event or action. There can also be many effects (outcomes). Sometimes Source 4 The Great Wall of China was built to protect China from the effects are simple to identify, while invading hordes of Mongols. This was the cause of its construction. in other cases they are more dif cult to predict and may not even be observed until long after the event. One of the strongest defensive structures in the world is the Great Wall of China. It is also a good example for explaining cause and effect. The Great Wall began as a set of separate mudbrick structures that were joined together and extended under the rule of China’s rst emperor, Qin Shi Huang. This work was carried out in order to prevent northern invaders (known as Mongols) from entering and conquering China (cause). The wall was successful in preventing a Mongol invasion (effect); however, over 100 000 Chinese labourers died during the construction of the wall (effect). Today, the Great Wall is China’s most popular Source 5 Today, thousands of years after its construction, the Great Wall is so popular with tourists that sections of it are in danger of being tourist attraction, drawing around damaged by overuse. Could Emperor Qin Shi Huang ever have predicted 10 million people each year (effect). these effects when he ordered the Great Wall to be built?
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 8 3/10/2016 3:53 pm Evidence Evidence is the information gathered from historical sources. The concept of evidence is an essential part of historical inquiry. Evidence can come from many different sources; for example, interviews and accounts from people who lived at the time, letters, diaries, lms, maps, newspapers, artefacts and objects, buildings, paintings, photographs, song lyrics, nursery rhymes, clothing, photographs and even cartoons. But how do we use these sources to piece together the story of the past? We can make an educated guess (called a hypothesis) and then look for evidence to support it. Evidence can be gathered from two types of sources: • primary sources – objects created or Source 6 This photograph taken in 1922 shows British archaeologist Howard Carter leaving the tomb of Tutankhamun. written at the time being investigated, He is holding a box of artefacts made by ancient Egyptians. Both for example during an event or very soon the artefacts shown in the photograph and the photograph itself after. Examples of primary sources include: are primary sources because the artefacts were made during the rule of the ancient Egyptians and the photograph was taken at the of cial documents, such as laws and time of the discovery of the tomb. treaties; personal documents, such as diaries and letters; photographs or lms; and documentaries. These original, rsthand accounts are analysed by historians to answer questions about the past. • secondary sources – accounts about the past that were created after the time being investigated and which often use or refer to primary sources and present a particular interpretation. Examples of secondary sources include writings of historians, encyclopaedia entries, documentaries, history textbooks and websites. Historians do not always agree on evidence, even when it is gathered from the same source. They often have different opinions or points of view. This is why historians Source 7 This illustration shows Howard Carter inside the tomb are constantly searching for new sources of of Tutankhamun. The illustration is a secondary source because evidence. They need to use a range of different it was drawn by an artist long after the discovery of the tomb in sources to help them gain a more complete 1922. It is only a representation of the inside of Tutankhamun’s tomb, even though it is based on a photograph taken at the time picture of the past. of its discovery.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 9 3/10/2016 3:53 pm Empathy obligated to bind their daughters’ feet because they would never nd a husband otherwise. Empathy helps us to understand the impact of Applying the concept of empathy helps you to put past events on a particular individual or group, yourself in the position of the girls who had this including an appreciation of the circumstances done to them, as well as their families who were they faced and the motivations, values and essentially forced to in ict terrible pain on their attitudes behind their actions. Put another way, own children. empathy is the ability to ‘walk in someone else’s shoes’ – to be aware of, and sensitive to, their feelings, thoughts and experiences. Emphathising brings history to life. It connects us as human beings regardless of how much time has passed. For example, the ancient Chinese custom of foot binding can be better understood by putting yourself in the position of those who did it and had it done to them. Foot binding was designed to improve a woman’s social status and the status of her family. Tiny feet were considered beautiful and improved a woman’s chances of securing a ‘good’ marriage. Binding the feet prevented them from growing naturally. When a girl was between the ages of four and seven, the bones in her feet were broken and strapped tightly with a long bandage, forcing Source 8 The practice of foot binding was carried out for the four small toes under the sole of the foot (see around 1000 years. Applying the concept of empathy helps Source 8). The entire process usually took about us to understand the pain these women went through, and two years to complete. After this time, the feet what motivated their families to do this. were largely useless. Walking was at best painful and at worst impossible. After this process, the feet needed daily care. If they were not washed and manicured properly, the toenails could cut into the soles of the feet and cause infection. If the bindings were too tight, they could cut off blood ow and cause the esh to rot. It is dif cult to imagine how much pain these women, and their families, had to go through, but the Chinese saying ‘Every pair of small feet costs a bath of tears’ gives some insight. Why then did people carry out the practice for so long? Even though many lower-class families could not afford to bind their daughters’ feet (because they needed them to work in the elds), they did so anyway in the hope that they would be able to marry into the middle class. In reality, very few women Source 9 These women, photographed in 1998, wear tiny ‘lotus shoes’ on their bound feet. Foot binding was of cially succeeded in this. Instead, these women would outlawed in 1911, but is said to have continued for some end up suffering as they tried to work in the elds time after that. on their bound feet. Nevertheless, mothers were
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 10 3/10/2016 3:53 pm Signi cance The concept of signi cance relates to the importance assigned to aspects of the past, such as events, developments, discoveries, movements, people and historical sites. History is full of so many important events, signi cant people and interesting places that we could never study all of them. Instead, we need to make a judgement about which of these is worthy of study. In order to determine if an event, development, discovery, movement, person or site is historically signi cant, historians may ask the following questions: • How important was this to people who lived at that time? Source 10 This Roman aqueduct in the south of France was • How did this affect people’s lives? built between 40 and 60 CE. Aqueducts carried a constant • How many people’s lives were affected? ow of fresh water from distant sources into cities and towns, • How widespread and long-lasting were supplying public baths, public toilets, fountains and private households. Aqueducts form the basis of our modern plumbing. the effects? • Can the effects still be felt today? Depending on your age, gender, ethnicity, religious beliefs, nationality and family background, different events and people from the past will be signi cant to a greater or lesser extent. For example, the development and spread of the Roman Empire is signi cant because it affected large areas of the Mediterranean world, its people and their way of life. Some of the legacies of ancient Rome that are still signi cant today include: • Latin – the language of ancient Rome forms the basis of many modern languages such as English, French, Italian and German • aqueducts – these structures built to carry fresh water from springs in the country to Roman cities form the basis of our modern plumbing • architecture – ancient Romans invented concrete and other innovative building techniques such as domed roofs. Source 11 Domed roofs, like the one shown here at Flinders Street Station in Melbourne, would not be possible had it not been for the ancient Romans.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 11 3/10/2016 3:53 pm Contestability The concept of contestability relates to explanations or interpretations of past events that are open to debate. Historians around the world often have access to very different sources. Artefacts, such as cave paintings or artworks, may have been damaged or incomplete. Written records may contain errors, or have been changed or falsi ed after they were written. Some artefacts may even have been destroyed forever. This can lead historians to different conclusions about what they are seeing. Even historians studying the same sources can sometimes come to widely different conclusions about what the evidence is telling them. This is one of the exciting things about history – it is open to debate. There is often no right answer, and historians are always seeking a more complete understanding of the past. The discovery of Tutankhamun’s tomb in 1922 was a highly signi cant historical event. It helped historians uncover many important details about life in ancient Egypt, but also ignited erce debate. An examination of the pharaoh’s mummi ed body led historians and archaeologists to argue for many decades about the cause of Tutankhamun’s death. Many believed that the boy king had been murdered. Others believed his death was accidental. It was not until modern scienti c methods allowed for a proper examination of the corpse that it was decided that Tutankhamun had died as a result of an infection from a broken leg. DNA analysis conducted in 2010 also showed the presence of malaria in his system. It is believed that these two conditions combined led to his death. To this day, some historians still contest the accepted explanation.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 12 3/10/2016 3:53 pm Check your learning 1.1 Remember and understand 1 Name the two different sources from which historians may gather evidence. 2 Discus throwing is still an important event in the modern Olympic Games. What historical concept would this be an example of? 3 A study of the past always involves looking at why an event took place and what happened as a result. What is the name of this historical concept? 4 Five different people saw a ght in the schoolyard. Why might their accounts of what happened be quite different? What historical concept Source 12 Egyptian would this be an example of? archaeologists supervise the removal Apply and analyse of Tutankhamun’s mummy from the stone 5 Look again at the questions that help historians decide which events from sarcophagus in his the past are worthy of study (see page 11 of ‘The history toolkit’). Working underground tomb in in pairs or small groups, use those questions to decide if the following the Valley of the Kings in events are historically signi cant. Luxor, Egypt. The exact cause of Tutankhamun’s • Your family moved to a new house last week. death has been contested • A new shopping centre was built in your local area. by historians since the • The prime minister of Australia gave a speech declaring Australia will discovery of his tomb allow China to build a military base in Sydney. in 1922. • The Olympic Games were held in London. • News reports con rmed that over half the world’s population is connected to the Internet. Report your ndings to the class. Did each group reach the same conclusions? Why or why not? 6 Historians are constantly trying to understand what motivated people from the past to act the way they did. This relates to the historical concept of empathy. Look at the example of foot binding in ancient China. Imagine you are the mother or father of a four-year-old girl. List three reasons why you believe you must bind your daughter’s feet. Beside each reason, write how this would make you feel. 7 Why did Egyptian archaeologists use scienti c methods to examine the mummy of Tutankhamun? Do you think all historians would accept these ndings? Why or why not? Evaluate and create Source 13 The use of modern CT scans and DNA 8 You are planning a museum exhibit about your own life. Choose three analysis in 2010 have nally artefacts you will include in the display. Explain how each of these put an end to decades of artefacts has played a signi cant part in your life. debate. These tests have allowed historians to say 9 Look again at the Great Sphinx (Source 1 on page 15). Conduct your own with some certainty how research and formulate your own hypothesis (theory) about why it was built. Tutankhamun died. Support your hypothesis with one primary and one secondary source. 10 Choose one of the key concepts discussed in this section. Design a poster for your History classroom to help you and your classmates remember what this concept is and to help you apply it as you study History this year.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 13 3/10/2016 3:53 pm 1.2 Historical skills
History has been described as ‘who we are and why To conduct a historical inquiry, historians need a we are the way we are’. Historians examine the past range of skills. By studying history you will gradually and try to explain what they nd. Like detectives master each of these skills. Some of them you will nd at the scene of a crime, they follow a process of easy to master, others may take a little longer. As you historical inquiry. develop each new skill you will have gained another As shown in Source 1, there are ve stages in any important tool for understanding and explaining historical inquiry. They are: events and people that have shaped our world. 1 Ask questions and conduct research. Each of the skills you will learn over the course 2 Sequence events and use historical terms of this year is explained below. Each one represents and concepts. a stage in the process of historical inquiry. These 3 Use historical sources as evidence. skills are organised into ve stages. Each stage has a number of speci c skills that you will be learning. 4 Analyse different perspectives and interpretations. It might help you to think of each of these skills as 5 Communicate your ndings. individual tools in your toolkit. For some historical inquiries, you may only need to use one tool; for others, you may need to use many.
Ask questions and 1 conduct research.
Communicate 5 your ndings. Sequence events and 2 use historical terms and concepts.
Analyse different 4 perspectives and 3 Use historical interpretations. sources as evidence.
Source 1 There are ve stages in any historical inquiry. At each stage, historians use a number of different skills. Each of these skills is like a tool in a toolkit.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 14 3/10/2016 3:53 pm 1.3 Ask questions skilldrill: Historical signi cance Generating questions to and conduct inform a historical inquiry Look closely at Source 1. This visitor research to the Great Sphinx at Giza in Egypt is asking some important historical inquiry questions. You can learn to do this too by starting your questions with the words ‘what’, ‘where’, ‘how’, ‘when’ and ‘why’ Identify a range of questions about the before beginning your inquiry. For example, big questions such as past to inform a historical inquiry the following help to guide the steps in Historians begin any historical inquiry by asking big questions. the research process: From these big questions, historians develop a hypothesis (a • What is the Great Sphinx? theory) about who, what, where and why certain events took • Who built it? place. These questions then help to frame the process of inquiry • When was it built? and act as a guide for the collection of evidence. The very best questions open up an exciting area for you to explore. For example, the visitor might ask a simple question, such as ‘What does the Sphinx look like?’ This is a question with a relatively simple answer. A better historical question for the visitor to ask might be ‘What is the Sphinx meant to represent?’ This question opens up a whole new area for exploration. Apply the skill What is the Great Sphinx made of? 1 Based on what you have read and What is the Great Sphinx doing here? seen, generate four big questions of How long has the Great Sphinx been here? your own that will help guide your What is the Great Sphinx supposed to be? investigation into the Great Sphinx. Why is the Great Sphinx important? 2 Once you have generated your inquiry Who built the Great Sphinx? questions, identify the information you will need to answer these questions and where you might be able to locate it. 3 The mystery of the Great Sphinx has puzzled historians for many years. Are there any questions for which you have not been able to nd reliable evidence or answers? What reasons might there be for this?
Source 1 Developing historical questions is an important part of a historical inquiry.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 15 3/10/2016 3:54 pm Identify and locate relevant Using ICT to locate relevant sources sources, using ICT and other Although printed books and newspapers are valuable sources of information, most research today is methods conducted online. In order to ensure that sources Sources provide information for historians. They gathered online are accurate, reliable and relevant, a can take many different forms, from historical number of guidelines should be followed: artefacts to written records in books or online. Some • Search engines such as Google are useful research examples of sources include human remains, coins, tools, but much of the material on these sites is cave paintings, textbooks, journals, online databases, not reliable and may contain inaccuracies, false newspapers, letters, cartoons and diaries. and misleading information or material that is Locating a range of relevant sources is a valuable out of date. When using search engines like skill, which usually involves a number of different Google or Yahoo, be sure to de ne your search search methods, such as: using keywords. Your librarian is a good person to ask for help and information. Most schools • checking catalogues at your school and local will also have a website devoted to providing library information about developing good research skills. • using online search engines such as Google, Yahoo and Bing • visiting museum and government websites • looking at newspaper and magazine archives • contacting local historical societies • interviewing older family members about the past, and examining family antiques and keepsakes.
Domain name Description
.edu The site is linked to an educational institution such as a university or school. These sites are generally very reliable.
.gov The site is linked to a government institution. These sites are generally very reliable.
.net This site is linked to a commercial organisation or network provider. Anyone is able to purchase this domain name and generally there is no one to regulate the information posted on the site. As a result, these sites may be unreliable.
.org This site is linked to an organisation. Generally, these organisations are not for pro t (e.g. Greenpeace, World Vision International, British Museum). If the organisation is reputable and can be contacted, it generally means that the information provided has been checked and veri ed by that organisation. You need to be aware of any special interests that the organisation may represent (e.g. particular religious, commercial or political interests) as this may in uence what they have to say on a particular issue. If you are unsure about the reliability of information found on a website with this domain name, check with your teacher or librarian.
.com This site is linked to a commercially based operation and is likely to be promoting certain products or services. These domain names can be purchased by anyone, so the content should be carefully checked and veri ed using another, more reliable source.
Source 2 Some domain names and their characteristics
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 16 3/10/2016 3:54 pm Using ICT to locate relevant sources • A reliable way of searching for sources is to Examples: use sites linked to educational institutions, British Museum, ‘Papyrus from the Book of the Although printed books and newspapers are valuable government departments, reputable companies, Dead of Ani’, accessed 6 September 2012,
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 17 3/10/2016 3:54 pm 1.4 Sequence events and use historical terms and concepts
Sequence historical events, historical concepts such as cause and effect, signi cance, and continuity and change to analyse developments and periods them in detail. One of the most helpful things historians can do to Sequencing time get a better understanding of the past is to organise events in the order that they happened. This is Examples of how historians sequence time are shown known as chronology. Chronology can help us in Sources 1 and 2. Each table shows how 2100 years organise things that happened over a small period have been divided into smaller periods of 100 years. of time, like a day or week, or huge periods of time, These periods are known as centuries. like hundreds of thousands of years. We can also Because there is no zero used in the Common Era use chronology to look at events that happened in (CE) calendar, we have to begin from the year 1. This one place or society, or compare events across many means that the years from 2001 to 2100 are actually different places and societies. part of the 21st century. These tables will help you Chronology allows us to develop an ordered as you work through Year 7 History. Refer to them as sense of time. Once events have been ordered often as you need to. chronologically, we are able to use a range of
Century BCE Time period Century BCE Time period Century BCE Time period
21st century BCE 2100 to 2001 14th century BCE 1400 to 1301 7th century BCE 700 to 601
20th century BCE 2000 to 1901 13th century BCE 1300 to 1201 6th century BCE 600 to 501
19th century BCE 1900 to 1801 12th century BCE 1200 to 1101 5th century BCE 500 to 401
18th century BCE 1800 to 1701 11th century BCE 1100 to 1001 4th century BCE 400 to 301
17th century BCE 1700 to 1601 10th century BCE 1000 to 901 3rd century BCE 300 to 201
16th century BCE 1600 to 1501 9th century BCE 900 to 801 2nd century BCE 200 to 101
15th century BCE 1500 to 1401 8th century BCE 800 to 701 1st century BCE 100 to 1
Source 1 More than 2000 years of history Before the Common Era (BCE) divided into centuries. When ordering time BCE, remember to count backwards to 1.
Century CE Time period Century CE Time period Century CE Time period
1st century CE 1 to 100 8th century CE 701 to 800 15th century CE 1401 to 1500
2nd century CE 101 to 200 9th century CE 801 to 900 16th century CE 1501 to 1600
3rd century CE 201 to 300 10th century CE 901 to 1000 17th century CE 1601 to 1700
4th century CE 301 to 400 11th century CE 1001 to 1100 18th century CE 1701 to 1800
5th century CE 401 to 500 12th century CE 1101 to 1200 19th century CE 1801 to 1900
6th century CE 501 to 600 13th century CE 1201 to 1300 20th century CE 1901 to 2000
7th century CE 601 to 700 14th century CE 1301 to 1400 21st century CE 2001 to 2100
Source 2 More than 2000 years of history in the Common Era (CE) divided into centuries. When ordering time CE, remember to count forwards from 1.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 18 3/10/2016 3:54 pm skilldrill: Chronology Creating a timeline Timelines are used by historians to sequence time and order important events chronologically. They help divide large sections of time into smaller periods so that events (such as the births and deaths of important people, wars and discoveries) can be arranged in the correct order. Timelines can look quite different, but they all work in the same way. There are some basic steps you need to follow when constructing timelines. Source 3 provides a simple example for ancient Egypt. Follow these basic steps when creating a timeline:
Step 1 Work out the length of time you want to represent on your timeline, such as from 3000 BCE to 1000 BCE. 3000 2500 2000 1500 1000 Then divide the timeline evenly into suitable blocks of BCE BCE time – in this case 500-year blocks. A timeline showing what you did yesterday might be divided into hours; one showing key events in the 20th century might be divided into decades.
c. 3100 2528 2150 1504 Step 2 Mark speci c dates onto the timeline. These dates 3000 2500 2000 1500 1000 need to be accurately plotted so that they appear in chronological order. If an exact date is not known, the BCE BCE abbreviation c. (from the Latin word circa, meaning ‘around’) is placed in front of it (e.g. c. 3100). c. 3100 Kingdoms in 2150 upper and lower 2528 Last pyramids 1504 Egypt unite. The Great built. Pharaohs started to be burried Step 3 Pyramid built. in the Valley of the Kings. Provide a brief description of the dates plotted on the timeline, describing the events that took place. 3000 2500 2000 1500 1000 BCE BCE Step 4 Sometimes, sections on a timeline are shaded in different Old Kingdom Middle New Kingdom (2686–2180 BCE) Kingdom (1550–1069 BCE) colours and labelled to indicate a period or block of time, (2055–1730 BCE) such as the different kingdoms in ancient Egypt c. 3100 Kingdoms in 2150 upper and lower 2528 Last pyramids 1504 Step 5 Egypt unite. The Great built. Pharaohs started to be burried To represent a huge span of time, you may need to Pyramid built. in the Valley of the Kings. break your timeline into sections using a jagged line. This break shows that a section of time has been left out 3000 2500 2000 1500 1000 1 and will ensure that your timeline will t on the page! Just make sure no important events fall in the time you BCE AD are leaving out. Old Kingdom Middle New Kingdom Now that your timeline is complete, you can also add (2686–2180 BCE) Kingdom (1550–1069 BCE) 30 images and captions for some of the entries. (2055–1730 BCE) Egypt becomes part of the Roman Empire. Source 3 A step-by-step guide to creating a timeline Apply the skill 1 Create your own timeline based around one of the following topics: • important events that have taken place in your life so far • events in the life of someone important in your life (e.g. a family member or close friend) Your timeline should have at least ve entries and feature at least one image (with a caption). You will need to conduct some research online to complete this task.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 19 3/10/2016 3:54 pm Use historical terms and concepts Just like scientists, historians share a common language. They use historical terms and concepts to clarify what they are talking about and share their ndings. Source 4 lists and de nes some commonly used historical terms.
Term De nition
AD An abbreviation of the Latin Anno Domini – ‘in the year of our Lord’; a term used for any time after the birth of Christ (i.e. any time after 1 CE). This term has now largely been replaced by CE (see entry below).
age A period of history with speci c characteristics that make it stand out from other periods (e.g. the Stone Age, the Bronze Age)
BC An abbreviation of Before Christ, a term used for the period of history before the birth of Christ (i.e. any time before 1 CE). This term has largely been replaced by BCE (see entry below).
BCE An abbreviation of Before the Common Era, a term used for the period of history before the birth of Christ (i.e. any time before 1 CE). This term has largely replaced BC, because it is culturally neutral.
CE An abbreviation of Common Era, a term used for any time after the birth of Christ (i.e. any time after 1 CE). This term has largely replaced AD, because it is culturally neutral.
century A period of 100 years
chronology A record of events in the order they took place
circa A Latin word meaning ‘around’ or ‘approximately’ (abbreviated as c.)
decade A period of 10 years
era A period of time marked by distinctive characteristics, events or circumstances (e.g. the Roman era, the Victorian era)
millennium A period of 1000 years
prehistory The period of history before written records
time period A block of time in history
timeline A sequence of related historical events shown in chronological order. A timeline is generally scaled with years marked at equal distances.
year A period of 365 days
Source 4 Some useful historical terms Check your learning 1.4 Remember and understand Evaluate and create 1 What is a timeline? 6 Make a human timeline by forming a line with 2 What century are we living in? your classmates from youngest to oldest. Before 3 What does BCE after a date mean? you begin the activity, you will need to organise yourselves in groups based on: Apply and analyse a your years of birth 4 Arrange the following dates in chronological order. b your months of birth 1 CE 200 BCE 1200 CE 2012 CE c. 8000 BCE c your dates of birth 5 Which centuries were the following years in? d your times of birth (if two or more people are born a 2012 BCE on the same day and year). b 1 CE 7 Create a rhyme to help you remember one of the c 1920 CE following: d 1200 CE • the difference between CE and BCE e 902 BCE • the de nitions of year, decade, century, f 654 BCE millennium, era and age.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 20 3/10/2016 3:54 pm Use historical terms and concepts 1.5 Use historical sources Just like scientists, historians share a common language. They use historical terms and concepts to clarify what they are talking about and share their ndings. Source 4 lists and de nes some commonly used historical terms. as evidence Term De nition
AD An abbreviation of the Latin Anno Domini – ‘in the year of our Lord’; a term used for any time after the birth of Christ (i.e. any time after 1 CE). This term has now largely been replaced by CE (see entry below). Identify the origin and purpose • When was the source written, produced or made? age A period of history with speci c characteristics that make it stand out from other periods (e.g. the Stone Age, the – How old is the source? Bronze Age) of primary and secondary – Is it an eyewitness account or is it written by BC An abbreviation of Before Christ, a term used for the period of history before the birth of Christ (i.e. any time before sources someone at a later date? 1 CE). This term has largely been replaced by BCE (see entry below). – Is the source complete? As explained earlier (see page 9), historians use two BCE An abbreviation of Before the Common Era, a term used for the period of history before the birth of Christ (i.e. any • Why was it written or produced? time before 1 CE). This term has largely replaced BC, because it is culturally neutral. types of sources to gather evidence about the past: – Was it designed to entertain, persuade or argue CE An abbreviation of Common Era, a term used for any time after the birth of Christ (i.e. any time after 1 CE). This term • primary sources – objects created or written at the a point of view? has largely replaced AD, because it is culturally neutral. time being investigated; for example, during an – Does the creator have anything to gain century A period of 100 years event or very soon after personally from the source? chronology A record of events in the order they took place • secondary sources – accounts about the past that were created after the time being investigated and – What other events may have been happening circa A Latin word meaning ‘around’ or ‘approximately’ (abbreviated as c.) which often use or refer to primary sources and at the time and might have in uenced the decade A period of 10 years present a particular interpretation. author or source? era A period of time marked by distinctive characteristics, events or circumstances (e.g. the Roman era, the Victorian era) Understanding the origin and purpose of millennium A period of 1000 years primary and secondary sources prehistory The period of history before written records Both primary and secondary sources are useful, but time period A block of time in history it is important to understand where they came from timeline A sequence of related historical events shown in chronological order. A timeline is generally scaled with years (origin) and why they were created (purpose) because marked at equal distances. they will almost always re ect the perspective of the year A period of 365 days person who made them, as well as the attitudes and Source 4 Some useful historical terms beliefs of that time. All sources are affected by the author’s own point of view, and in some cases the author may have been paid or forced to write in a particular way or ignore certain facts. This is referred to as bias and is often aimed at persuading the reader A to agree with the author’s point of view. This is why historians must carefully analyse and evaluate sources. Analysing sources by asking ‘who’, ‘what’, ‘when’ and ‘why’ questions will help you identify the origin and purpose of the sources. For example: • Who wrote, produced or made the source? – Is the creator’s personal perspective obvious in the source? – Is the creator a member of a particular group, religion or organisation? B
• What type of source is it? Source 1 The origin and purpose of these primary (A) and – Was the source created at the time of the event secondary (B) sources are very different even though they are or afterwards? both linked to ancient Egypt.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 21 3/10/2016 3:54 pm Locate, compare, select and There are a number of different ways to organise large amounts of information so that you can decide use information from a range of quickly and easily which sources provide the most sources as evidence useful, relevant and reliable evidence. By this stage of your historical inquiry, you will have Graphic organisers to help you compare, located and collected a variety of different sources select and use information and types of information. Now it is time to compare Organisation charts are very useful tools for and select the most relevant information that you collecting, comparing and selecting suitable will use as evidence to support your hypothesis. resources that you have located. A source evaluation chart like Source 2 can help you do this.
RESEARCH TOPIC: Tutankhamun – how did he die? HYPOTHESIS: Tutankhamun died as a result of a fall from a hunting chariot. Source 1: Pros: Category of Reference information: source: ‘King Tut died • Article is current and based on http://news.nationalgeographic. from broken scienti c evidence • Secondary com/news/2006/12/061201- leg, not murder, • Written by a reputable organisation source king-tut_2.html scientists – National Geographic • Scienti c (Accessed 23/08/12) conclude’ • Very detailed medical evidence article National Cons: Geographic website • Th e scientist refuses to listen to any counter-arguments by other experts. • Article uses words like ‘probably’ and ‘most likely’ and ‘maybe’, so they could be wrong.
Source 2: Pros: Category of Reference information: source: Cons:
Source 3: Pros: Category of Reference information: source: Cons:
Source 4: Pros: Category of Reference information: source: Cons:
Source 5: Pros: Category of Reference information: source: Cons:
Recommended sources in order of relevance/usefulness: 1 2 3 4 5
Source 2 A source evaluation chart showing an example of how you might compare and select sources
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 22 3/10/2016 3:54 pm There are a number of different ways to organise Draw conclusions about the Separating fact from opinion large amounts of information so that you can decide The conclusions you draw about the sources you have quickly and easily which sources provide the most usefulness of sources found will determine their usefulness. In many cases, useful, relevant and reliable evidence. A useful source, whether primary or secondary, is one this means separating fact from opinion. A fact is Graphic organisers to help you compare, that will add to your understanding of a historical something that can be proved: when an event took select and use information inquiry. The source needs to be relevant to the place, what happened and who was involved. An topic or question asked and must also be reliable. opinion is based on what a person, or persons, may Organisation charts are very useful tools for The following are good questions to ask in order to believe to be true. A simple way to detect whether a collecting, comparing and selecting suitable determine the usefulness of a source: statement is fact or opinion is to look closely at the resources that you have located. A source evaluation • Is it a reliable source? language used. The use of words like ‘might’, ‘could’, chart like Source 2 can help you do this. • Is there enough information and suf cient detail ‘believe’, ‘think’ and ‘suggests’ all indicate that an to help me answer the inquiry question? opinion is being expressed. For example: • Does the information support and reinforce • Fact: Tutankhamun was a pharaoh who ruled evidence from other sources? Egypt. • Is it balanced or does it present one point of view • Opinion: Many historians believe that (bias)? Tutankhamun was murdered. • Is it based on fact or opinion? • Is the information current?
Check your learning 1.5 Remember and understand 1 Which of the following is an example of a primary source? a an Egyptian tomb painting b an article written about tomb painting by a historian in 1907 Give a reason for your answer. 2 Historians may never be absolutely sure of the building methods used to construct the Great Pyramid of Giza. Why might this be? Apply and analyse 3 Give two reasons why it is important to know the origin of a particular source of information. 4 What words may indicate that a writer is expressing an opinion rather than presenting a fact? Evaluate and create 5 Conduct an online search to locate other graphic organisers that may be useful to help you locate, compare and use information from a range of sources as evidence. Some graphic organisers of use to you may include KWL charts, shbone diagrams and PMI charts. Once you have examined other types of graphic organisers, make an assessment of which is most useful to you.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 23 3/10/2016 3:54 pm 1.6 Analyse different perspectives and interpretations
Identify and describe points of What could have motivated Herodotus to deliberately write this false account? As a citizen of view, attitudes and values in Athens, Herodotus’ view of the world was shaped primary and secondary sources by his own democratic background. He resented the fact that so much power was held by one man, the Primary and secondary sources re ect and represent pharaoh, and may have been trying to discredit him many different points of view, attitudes and values. by blackening his name. These may include personal, social, political, economic or religious points of view. For example, the Greek historian Herodotus visited Egypt in 450 BCE and wrote the following account of how the Great Pyramid of Giza was constructed: Source 1
[Then] Cheops [the pharaoh] succeeded to the throne … he closed the temples and forbade the Egyptians to offer sacri ce, compelling them instead to labour in his service. A hundred thousand men … ten years, oppression of the people to make the causeway for the conveyance of the stones [ramp to move the stones] … the pyramid itself took twenty years … built in steps.
Translated extract from The Histories, Book II, by Herodotus, a Greek historian (c. 450 BCE) Source 2 The Great Pyramid of Giza, Egypt
For many years this account was believed to be true, along with Herodotus’ claim that over 100 000 Check your learning 1.6 slaves had been forced to build the pyramid. Historians now know that Herodotus’ account Remember and understand is incorrect. At the time of his visit, the pyramid 1 Historical sources always re ect the perspective of had been standing for over 2000 years and its their writers. Give two examples of factors that may construction was almost certainly not achieved with in uence a writer’s point of view or perspective. the use of slave labour as he described. 2 Why might the Greek historian Herodotus have Modern historians have excavated skeletons and written that the Great Pyramid at Giza was believe that the pyramid was built by Egyptian constructed using slave labour? labourers who worked on it during ood time, when Apply and analyse they were unable to farm. They lived in specially constructed villages near the worksite. Graf ti 3 When explaining why an event occurred in history, etched into stonework indicates that at least some would it be acceptable to present your own of the workers took pride in their labours, calling opinions? Why or why not? themselves ‘Friends of Khufu’.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 24 3/10/2016 3:54 pm 1.7 Communicate your ndings
Develop text types (such as Structure of an explanation descriptions and explanations) that Introduction • Clearly states the main idea or aim. What could have motivated Herodotus to • Brie y outlines the reason/s why an event use evidence from a range of sources occurred and its effect/s. deliberately write this false account? As a citizen of Body • Each idea must be supported by evidence. Athens, Herodotus’ view of the world was shaped Historical writing requires you to describe and The evidence should be analysed to explain its by his own democratic background. He resented the explain using evidence from a range of sources. You signi cance or importance. fact that so much power was held by one man, the will often be required to outline the signi cance of a • Information must be organised in paragraphs, pharaoh, and may have been trying to discredit him past event while providing reasons for the event and with a new paragraph for each detail. by blackening his name. referring to relevant evidence. • Language should be precise and not contain emotional words. Different types of sources need to be used to • Personal opinions should be avoided. ensure that historical writing presents a balanced view and is supported by reliable evidence. Conclusion • Provides a short and clear overview of the (optional) main ideas presented in the body. Writing descriptions • States a conclusion drawn from the evidence. Source 2 The purpose of descriptions is to give clear information about people, places or objects at particular moments in time. They focus on the main Use a range of communication forms characteristics of particular people or things. The nal stage of any historical inquiry is the presentation Descriptions must always follow a set structure, of your ndings. This is one of the most important aspects and events must be organised in chronological order. of your inquiry because it draws together all of the sources, evidence and ndings of your investigation. Structure of a description There are a number of ways to effectively and Introduction • Introduces the subject. impressively communicate your ndings. For example: • States the name of the person or event. • Outlines why the topic is important. • oral – speeches, class presentations, re-enactments, interviews and role plays Body • Provides details about the person or event (including dates and important facts). • graphic – posters, cartoons, graphic organisers and • Information must be organised in paragraphs, models with a new paragraph for each detail. • written – descriptions, explanations, class • Quotations and descriptive words should be newspapers, scripts, letters and diaries used where relevant. • digital – audiovisual presentations, websites, lms, Conclusion • Revisits the most important details and pro- blogs, wikis and apps (optional) vides a concluding statement.
Source 1 Check your learning 1.7 Writing explanations Remember and understand The purpose of explanations is to tell how or why 1 What is the purpose of both of descriptions and something happened. They provide the reader with explanations? a greater understanding of the causes and effects of Apply and analyse past events. Explanations must be clear and factual. They should not contain opinions or emotional 2 Your teacher has asked you to write an essay language. There must be supporting evidence from on the life of a slave in Egypt. Would you use a a variety of sources, which are acknowledged in a description or an explanation for this task? Why? bibliography using the correct referencing format. chapter 1 the history toolkit 25
01_OBI_HIS7_VIC_07806_TXT_SI.indd 25 3/10/2016 3:54 pm 1.8 How we know about the ancient past
History is the study of the past. Historians try to Some historical sources are easier to nd than understand and explain the past by examining its others. Some groups of people from the past have left remains – fossils, bones, books, ruins – known as behind more primary sources than others. No matter sources. Historians use sources to generate theories how many sources a historian nds, each piece can (known as hypotheses) about people and events only tell part of the story. And regardless of whether from the past. The process of investigating history the source is a small fragment of ancient pottery or therefore involves nding sources, asking questions a detailed book, it will only represent a small piece about these sources, and then creating hypotheses. of the puzzle or one person’s perspective. To combat In order to prove these hypotheses, historians this problem, historians need to research widely, continue looking for more sources and gathering recognise bias and accept that there are periods Source 2 Archaeologists excavate ancient sites in order to more evidence. in history for which we cannot gather evidence. nd artefacts, buildings or even human remains that will help them understand the past. Increasingly, historians work with experts in other elds – such as scientists, biologists, translators, palaeontologists, geologists and archaeologists – to construct a more accurate and complete picture of Secondary sources the past. Secondary sources are things that have been created after the time being studied. A secondary source What sources can be used in interprets and analyses primary sources. These a historical investigation? sources are one or more steps removed from the event. A secondary source for one historical inquiry Historians use a variety of sources in historical may be a primary source for another. For example, a investigations. These are usually divided into primary painting of a 10th-century battle by a 17th-century sources and secondary sources. artist is a primary source for that artist’s life but a secondary source for the battle. Primary sources Source 4 Some examples of primary and secondary sources Primary sources are things that existed or were written or made during the time being studied. They have a direct link to the event, period or person being studied.
Source 1 Tollund Man, found near Tollund in Denmark in 1950, has allowed us to unlock important information about the past. Scientists, archaeologists and historians working together have determined when he died, what he had eaten, how he died, how ancient people in his society mourned the dead, as well as other information about his life.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 26 3/10/2016 3:54 pm 1.8 How we know about the ancient past
Some historical sources are easier to nd than others. Some groups of people from the past have left behind more primary sources than others. No matter how many sources a historian nds, each piece can only tell part of the story. And regardless of whether the source is a small fragment of ancient pottery or a detailed book, it will only represent a small piece of the puzzle or one person’s perspective. To combat this problem, historians need to research widely, recognise bias and accept that there are periods Source 2 Archaeologists excavate ancient sites in order to Source 3 This spearhead is a primary source that provides in history for which we cannot gather evidence. nd artefacts, buildings or even human remains that will help evidence about our Indigenous Australian past. them understand the past. Increasingly, historians work with experts in other elds – such as scientists, biologists, translators, palaeontologists, geologists and archaeologists – to construct a more accurate and complete picture of Secondary sources Primary sources Secondary sources the past. Secondary sources are things that have been created Anything that existed or was Anything that interprets or after the time being studied. A secondary source written or made during the explains primary sources, and time being studied, such as: was created after the time What sources can be used in interprets and analyses primary sources. These • skeletons or corpses being studied, such as: sources are one or more steps removed from the a historical investigation? • buildings • textbooks, including this one event. A secondary source for one historical inquiry • paintings • books, magazines, articles may be a primary source for another. For example, a and websites Historians use a variety of sources in historical • documents or inscriptions • lms and documentaries investigations. These are usually divided into primary painting of a 10th-century battle by a 17th-century • music, songs or stories • maps sources and secondary sources. artist is a primary source for that artist’s life but a • costumes, clothing and secondary source for the battle. jewellery • timelines. Primary sources Source 4 Some examples of primary and secondary sources • household items. Primary sources are things that existed or were written or made during the time being studied. They have a direct link to the event, period or person being studied. Check your learning 1.8 Remember and understand Evaluate and create 1 Describe some of the sources historians use to 3 Imagine you are a historian in the 25th century, investigate the past, and what they can tell us. researching life in the early 21st century. Create a Apply and analyse list of historical sources that you think would have survived. For each source, describe what it would 2 Examine Source 1 and make a decision about tell you about life at that time. What would those Source 1 Tollund Man, found near Tollund in Denmark in whether it is a primary or secondary source. Explain sources not tell you about? Write a historical report 1950, has allowed us to unlock important information about the why you think a source like this might be important outlining what you have ‘discovered’ about life past. Scientists, archaeologists and historians working together for historians and archaeologists. 400 years ago, and how you did so. have determined when he died, what he had eaten, how he died, how ancient people in his society mourned the dead, as well as other information about his life.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 27 3/10/2016 3:54 pm 1.9 Archaeological digs
If you missed the grand nal of your favourite sport and wanted to know what happened, you probably would not get reliable information if you spoke to just one person. You would need to check many sources of information – newspapers, television reports, game replays, fan blogs and so on. Likewise, historians cannot just rely on one source of evidence for an investigation. Historians need to act like detectives, constantly searching for clues about the past to gather as much evidence as possible. When conducting investigations into the ancient past, historians rely on the work of many other experts, including biologists, geneticists, palaeontologists and archaeologists. Many of these experts work together at archaeological digs, which are an important source of evidence of the ancient past. Archaeologists uncover sources of evidence of past peoples. Source 1 Indigenous art at Injalak Hill, This includes not only skeletons but also the places where Northern Territory. This is evidence of Australia’s ancient Aboriginal people. A historian might they lived and travelled, such as the ruins of towns, temples investigate the age of these paintings, who and tombs; artefacts they made, such as pottery, weapons, painted them and why. tools and coins; inscriptions and stone reliefs they carved; even rubbish dumps (middens) and re sites. Some sources Sources of evidence are so old that they have turned into fossils or remain only as a ‘shadow’ or crust in the soil. Some archaeologists work Archival material (e.g. letters, reports, underwater, looking for sources on or beneath the sea bed, documentaries, voice recordings, newspapers, of cial documents) such as old shipwrecks. found in libraries, archives and on Most sources found on land are buried. They might be specialised Internet sites covered by the silt of past oods, sand blown by the wind, or forests that have grown over them. Some, like the ancient Textbooks and journals by experts Aztec capital of Tenochtitlan, lie beneath more recent cities or relating to the matter under investigation settlements that have been built over the top of them. Once a site is discovered, archaeologists rope off or Portable artefacts (e.g. tools) and otherwise protect the site, called the ‘dig’. It is then marked other sources (e.g. a skull) in places off into segments, in a grid. This allows the precise location of such as museums, libraries and any items that are found to be speci ed. After surveying the art galleries site, archaeologists remove overlying rocks and dirt. Ancient objects can be extremely delicate, so archaeologists need to Cemeteries, caves, beach middens, take great care uncovering them. historic sites (e.g. with ruins) and Once a source has been fully exposed or excavated, the so on archaeologist photographs and numbers it, and records details of its size, appearance and exact location. Source 2 Sources of evidence for a historical investigation. Some can be found at archaeological digs. Others can be used to make sense of objects found at digs.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 28 3/10/2016 3:54 pm keyconcept: Signi cance Ötzi the Iceman
In 1991, the preserved corpse of a man who had lived 5300 years ago was found accidentally by tourists in the Ötzal Alps, in northern Italy. Ötzi the Iceman is the oldest natural mummy in Europe. At rst, the people who found him did not realise the signi cance of their nd. A jackhammer was used to chisel the corpse out, damaging part of the body. Later, the body was treated with much more care. The mummy provided many different types of evidence that showed what life was like when Ötzi was alive. For example, his lungs were blackened, probably from breathing in camp re smoke, and his stomach contained remnants of what he had been eating. Scientists could tell what kind of environment he had lived in from pollen found in his intestine, and they could see what sort of Source 3 The remains of Ötzi the Iceman lifestyle he had led from his bones. He also had a tattoo. With the corpse were clothes, tools and equipment, which presented further clues to his life. Ötzi gave historians new insights into the lives of ancient Europeans. For more information on the key concept of signi cance, refer to page 11 of ‘The history toolkit’.
Check your learning 1.9 Remember and understand 1 Identify what kinds of sites archaeologists excavate. 2 Explain how archaeologists investigate a dig. Apply and analyse 3 Analyse how Ötzi the Iceman’s body could be used to provide information about life in the Ötzal Alps more than 5000 years ago. 4 Sketch an archaeological dig and label the different types of evidence that could be found there. Evaluate and create 5 Imagine you are an archaeologist. Source 4 Some archaeological excavations can be quite deep Brie y explain why your job is because the sources being excavated may be covered by many layers important to the study of history. of dirt, rock and debris.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 29 3/10/2016 3:54 pm 1.10 Scienti c techniques
When archaeologists and historians nd objects from the past, they often need help from scientists who use the latest techniques and machinery to gather more information. Many of these techniques – known as scienti c techniques – are used to assess the likely ages of sources. They can tell us, for example, the ages of the skulls in Source 2. Scienti c techniques like the ones described below need to be Source 3 Different artefacts are found in different strata (or layers). These are generally positioned according to their used in combination with other historical techniques age. Artefacts found in stratum A will be more recent than and evidence to provide a complete explanation of those found in stratum E. the past.
Some scienti c techniques used to analyse historical sources Source 2 Three skulls – front: Homo habilis (Kenya, 1.88 million years old); centre: Homo erectus (Kow Swamp, Victoria, 13 000 Stratigraphy (analysis of soil or rock layers) years old); back: Homo sapiens (Keilor, Victoria, 13 000 years old)
Fluorine dating (analysis of the age of bones)
Radiocarbon dating Stratigraphy Stratigraphy involves analysing sources found in Dendrochronology (analysis of tree rings) the different strata of earth. Strata are layers marking different geological time periods. Since the layers of DNA analysis rocks are generally youngest on top and oldest on the bottom, items found in the lowest strata will usually Ice-core sampling be the oldest (see Source 3). In an archaeological dig, scientists may know that a particular stratum (the Palynology (analysis of microscopic organic compounds) singular form of strata) is 1000 years old. This means that the items excavated from that stratum will Source 1 Some scienti c techniques used to probably be of a similar age. investigate the past Natural disasters and geological events can change the way strata are arranged, so it is not an exact Scienti c dating techniques science. Stratigraphy is a relative dating technique. Many scienti c dating techniques are used to Fluorine dating investigate the past. Some are absolute dating techniques, which allow the age of an object to be Bones can be dated using uorine dating. Bones stated as precisely as possible (in years). Others are absorb the chemical element uorine from the soil in relative dating techniques, which can only determine which they are immersed. The longer they are there, whether an object is of an earlier or more recent date the more uorine they absorb. Like stratigraphy, this relative to (compared with) another object. is a relative dating technique.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 30 3/10/2016 3:54 pm Dendrochronology Dendrochronology refers to tree-ring dating. A Scientists can date a tree by studying the growth B rings in a cross-section of its trunk (see Source 5). C Each year in a tree’s life, a new ring forms. It varies in shape and width according to the conditions that D year. It has two parts: a light part (spring growth) and a dark part (summer/autumn growth). Scientists E can study these rings and can compare rings between trees to determine their age. Sometimes experts can calculate the relative Source 3 Different artefacts are found in different strata age of wooden artefacts, such as (or layers). These are generally positioned according to their bowls or oorboards. This is age. Artefacts found in stratum A will be more recent than possible if they can match those found in stratum E. the ring patterns in the wood with those Radiocarbon dating of local trees of the Radiocarbon dating is a complex technology that is same species. more accurate than stratigraphy and uorine dating. It is an absolute dating technique. All living things contain a particular type of carbon called C14, which is why we are called carbon-based life forms. This carbon is continuously renewed while an organism is alive. Living things stop absorbing C14 when they Source 5 Trees grow a die. C14 is radioactive, which means that, over time, new ring every year. it breaks down at a known rate into a different type of carbon. Scientists use special equipment to work out how much C14 is still present in once-living organisms. Using that information, they can work out how long ago the organism died, and therefore how old it is.
Source 4 Radiocarbon dating would determine the likely age of mummi ed human remains such as these. This corpse was found in central Asia.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 31 3/10/2016 3:54 pm Other scienti c techniques
DNA analysis All living organisms (except some viruses) contain deoxyribonucleic acid, or DNA. DNA holds the genetic code that determines how a living thing develops and operates. It is comparable to the ones and zeros that make up computer code and tell your software what to do. DNA is sometimes preserved in the remains of once-living organisms. Scientists can learn a lot from studying DNA. They can tell what type of organism it is. They can also tell how closely related it is to other species and to other individuals Source 7 Analysis of the fossilised pollen in this soil core of the same species. For example, they can study the allows researchers to nd out how plant life in a particular area DNA of ancient remains and determine how closely changed over thousands of years. related they are to modern humans. Ice-core sampling Palynology Palynology is the study of microscopic organic This technique works in a similar way to stratigraphy. compounds (such as pollen) that are found in Ice-core samples are long cylinders of ice that have soil. Taking soil cores enables scientists to analyse been drilled from thick ice sheets. These samples fossilised pollen and nd out how plant life in a are most commonly taken from the polar ice caps of particular area has changed over thousands of years Antarctica and Greenland, or from high mountain (see Source 7). glaciers all over the world. As ice forms in the gradually increasing build-up of annual layers of snow, lower layers are older than upper layers. This Check your learning 1.10 means that an ice core contains ice formed over many years. Air trapped at various sections along Remember and understand an ice core, such as the one shown in Source 6, 1 In your own words, describe each of the scienti c provides evidence of what the atmosphere was like at techniques covered in this section. different periods in the past. Scientists can then form 2 Describe how DNA analysis can help historians to conclusions about the climate at a particular time. better understand a source. Apply and analyse 3 Explain why it is important to be able to date sources. 4 Imagine you found human remains at an archaeological dig. Which methods would be best suited to dating these remains and why? Evaluate and create 5 Explain which dating technique you think is the most accurate or the most reliable. Justify your answer. 6 Study the evidence about the age of the Sphinx on the next page. Determine how old you think the Sphinx is. Make sure you support your decision with evidence. Source 6 Scientists collecting ice-core samples in Antarctica
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 32 3/10/2016 3:54 pm keyconcept: Contestability The mystery of the Sphinx The Sphinx lies close to the tomb of the Egyptian pharaoh Khafre, who lived c. 2603–2578 BCE. It is also Historians and archaeologists disagree about how believed to resemble Khafre. old the Sphinx is. Different forms of evidence point to different answers, and historians look at various forms EVIDENCE FROM EROSION of evidence in combination to form an opinion about Some archaeologists and scientists believe the Sphinx the Sphinx’s age. was built about 9000 years ago. They argue that the Most archaeologists believe that the Sphinx is about erosion on the Sphinx could only have been caused 4500 years old, having been built around 2500 BCE, by steady rainfall. The last time it rained steadily in the but there are some who believe it is much older. Sahara was about 8000 years ago. The Sphinx lies among Egypt’s pyramids at Giza. It Other scientists contest this evidence. They Source 7 Analysis of the fossilised pollen in this soil core was carved from an outcrop of limestone rock and was argue that the erosion could have other causes. The allows researchers to nd out how plant life in a particular area probably once painted. The Sphinx has been studied erosion could also have been caused by water rising changed over thousands of years. by many scholars and scientists. There is much we in the ground under the Sphinx. It moves up into the know but also a great deal we do not. For example, limestone, and when it evaporates it leaves behind salt, Palynology whose face is represented on this monument? How which can cause the limestone to break down. and why were the face and nose of the Sphinx Finally, there is no evidence of an Egyptian Palynology is the study of microscopic organic damaged? Are there tunnels beneath it? How old is it? civilisation that existed in 7000 BCE. For the Sphinx to compounds (such as pollen) that are found in be 9000 years old, there would have to have been an soil. Taking soil cores enables scientists to analyse HISTORICAL EVIDENCE ancient civilisation that pre-dated the Egyptians. This is a fossilised pollen and nd out how plant life in a Between the front paws of the structure there is a tablet tantalising idea, but is it true? particular area has changed over thousands of years inscribed with hieroglyphs (similar to those in Source 9). For more information on the key concept of (see Source 7). The hieroglyphs describe a dream of the Egyptian contestability, refer to page 12 of ‘The history toolkit’. king Thutmosis IV, who ruled Egypt between 1424 and 1417 BCE. He ordered that this inscription be made. It includes the statement that the Sphinx was made ‘in the days of Khafre, when the world was young’.
Source 8 The Sphinx, with the body of a lion and the head of Source 9 Stone relief of Egyptian hieroglyphs found at the a man entrance to a tomb
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 33 3/10/2016 3:54 pm 1.11 Conserving and protecting sources
Historical sources can be very fragile. Once exposed to the open air, weather, pollution and humidity, many items will quickly deteriorate. In addition, sources may be stolen or broken by careless handling. If a source is important, it needs to be conserved to secure its value for future generations. Tourist numbers are growing rapidly in places such as Pompeii and the Indigenous art caves in the Kimberley. Too much trekking over the same ground, too much touching and too much breathing in a con ned space can damage sources, especially if they are very old and fragile. In addition, such actions may sometimes cause offence to others, or show disrespect to others’ beliefs. Conservators are now taking a range of measures to protect certain objects and places from overexposure. For example, keyconcept: Evidence Indigenous cave art is often fenced off. Such an action respects the spirituality of Indigenous people but also protects this ancient Preserving our heritage art from damage. Another example is the inclusion of certain old buildings in Australia and around the world on heritage lists, which ensures their protection and conservation. Many sources are stored in libraries, archives, art galleries and public museums where they can be cared for and preserved. Valuable, fragile or very important sources can usually be viewed but not borrowed, touched or removed. Some examples include: • the Mitchell Library in the State Library of New South Wales, which houses a huge collection of historical sources on Australiana • the Bunjilaka Aboriginal Cultural Centre at the Melbourne Museum, which aims to ‘keep alive’ the oral stories and history Historical sources are part of our of Victoria’s Koorie people. In this case, conservation is about It is important to conserve not just our recent past but also heritage. They are a reminder of the making sure stories are not forgotten. our ancient past. Some groups want to ban access to signi cant glories and terrors of past times, and the Indigenous sites in order to aid their conservation. Large numbers Venues such as museums and galleries provide security mistakes and great advances made. They of tourists visiting a site can both physically damage it and can be and proper storage facilities. Their design also sets the right remind us where we have come from and regarded as disrespectful. environmental conditions. Some items, for example, must have what shaped our societies and cultures. Source 3 shows a sacred women’s Dreaming site belonging to muted light or low humidity. Think how your clothes fade They give us a sense of who we are as the Pintupi Aborigines. Some people think public access to such when you wear them outside in the sun a lot. It is important to a people. Conserving these remnants of sites should be limited in order to conserve it. protect historical sources from such damage. In addition, these the past ensures that future generations For more information on the key concept of evidence, refer to institutions have staff who know how to restore and repair will be able to appreciate a shared page 9 in ‘The history toolkit’. damaged items. They also know which artefacts are the most heritage. important to conserve, because conservation can be expensive.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 34 3/10/2016 3:54 pm Source 2 The Gallery of First Australians in the National Museum of Australia in Canberra includes this display, which provides Source 1 A conservator restoring an ancient statue of evidence of the strong connection Torres Strait Islanders had with Marcus Aurelius’ horse. Marcus Aurelius (121−180 CE) was the sea. The museum conserves these sources in order to maintain Roman emperor for the last 19 years of his life. this part of Australian history.
Check your learning 1.11 Remember and understand 1 In your own words, describe what conservation is. 2 List the different reasons for conserving historical sources. Apply and analyse 3 Explain what precautions museums put in place for fragile artefacts and why. 4 Outline the reasons for banning access to popular Indigenous sites. Source 3 The Pintupi Aborigines’ women’s Dreaming site Evaluate and create It is important to conserve not just our recent past but also 5 Justify whether you think access to our ancient past. Some groups want to ban access to signi cant signi cant Indigenous sites (like the Indigenous sites in order to aid their conservation. Large numbers one shown in Source 3) should be of tourists visiting a site can both physically damage it and can be limited. regarded as disrespectful. 6 Create a plan for conservation of an Source 3 shows a sacred women’s Dreaming site belonging to important source of history in your the Pintupi Aborigines. Some people think public access to such community. Think about why it is sites should be limited in order to conserve it. important and what factors may cause For more information on the key concept of evidence, refer to it to be damaged. page 9 in ‘The history toolkit’.
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01_OBI_HIS7_VIC_07806_TXT_SI.indd 35 3/10/2016 3:54 pm Unit 1 Aboriginal and Torres Strait Islander peoples and cultures Introduction to Aboriginal and Torres Strait Islander peoples and cultures
Thousands of years before ancient civilisations in Egypt, Greece and Rome developed, Aboriginal and Torres Strait Islander peoples were living successfully in Australia. In fact, Indigenous Australian cultures are the oldest continuous cultures in the world – beginning at least 60 000 years ago and continuing to this day. All over the harsh and dry continent of Australia, separate groups of Indigenous peoples developed different ways of living in harmony with the land. The natural environment provided the food and materials they needed to survive and prosper. It also shaped every aspect of their social and spiritual lives. 2A 2B 2C Who are the Indigenous peoples How do we know about ancient of Australia and the Torres Strait Australia? Islands? 1 Over the past 30 to 40 years, historians have learnt a great deal more about ancient Indigenous peoples in 1 There are two main groups of Indigenous peoples Australia and how they lived. How do you think this in Australia. Suggest two ways in which these main information was gathered? groups may be different.
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