These Documents Are Based on the Australian Curriculum As Published As Version 5.0 On

Australian Curriculum: History Year views (F-10)

 This document presents the curriculum with the year level focus, inquiry questions, content descriptions, key concepts and achievement standards for each year.  These documents are based on the Australian Curriculum as published as version 5.0 on 20/05/2013.  The content description codes are hyperlinked to the Australian Curriculum Website where the elaborations and links to the General Capabilities and Cross-Curriculum Priorities can be viewed. For Year 7 – 10  A summary of the overview content is included.  Content descriptions for Historical Understandings are presented under the relevant depth studies and options around depth studies are explained.

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TRIM: 2013/29929 Australian Curriculum: History (Foundation)

Content Achievement Standard

g By the end of the Foundation year, students n

i Year level focus Personal and family histories d n

a identify similarities and differences between

t Key concepts Continuity and change Cause and effect Perspectives Empathy Significance s r

e families. They recognise how important family

d Inquiry questions  What is my history and how do I know? n u  What stories do other people tell about the past? events are commemorated. d n a

 How can stories of the past be told and shared? e g d

e Students sequence familiar events in order. They l

w Historical knowledge  Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001) o pose questions about their past. Students relate a n

k 

The different structures of families and family groups today, and what they have in common (ACHHK002) l

a story about their past using a range of texts. c

i  How they, their family and friends commemorate past events that are important to them (ACHHK003) r o

t  How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital s i

H media, and museums (ACHHK004) Chronology, terms and  Sequence familiar objects and events (ACHHS015) concepts  Distinguish between the past, present and future (ACHHS016)

Historical questions and  Pose questions about the past using sources provided (ACHHS017) research s

l 

l Explore a range of sources about the past (ACHHS018)

i Analysis and use of k

s sources 

Identify and compare features of objects from the past and present (ACHHS019) l a c i r o t s i H Perspectives and  Explore a point of view (ACHHS020) interpretations

Explanation and  Develop a narrative about the past (ACHHS021) communication  Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

General Capabilities Cross-Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures  Numeracy  Asia and Australia’s engagement with Asia  Information and communication technology (ICT) capability  Critical and creative thinking  Ethical behaviour  Sustainability  Personal and social capability

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 1)

Content Achievement Standard By the end of Year 1, students explain how some

g Year level focus Present and past family life n i aspects of daily life have changed over recent time d

n Continuity and change Cause and effect Perspectives Empathy Significance

a Key concepts t

s while others have remained the same. They r Inquiry questions e  How has family life changed or remained the same over time? d describe personal and family events that have n

u  How can we show that the present is different from or similar to the past?

d significance. n  How do we describe the sequence of time? a

e g d e

l Historical knowledge  Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028) Students sequence events in order, using everyday w

o  How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and n

k terms about the passing of time. They pose

l new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons a c i (ACHHK029) questions about the past and examine sources r o t

s  Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family i (physical and visual) to suggest answers to these H traditions, leisure time and communications (ACHHK030) questions. Students relate stories about life in the Chronology, terms and  Sequence familiar objects and events (ACHHS031) concepts  Distinguish between the past, present and future (ACHHS032) past, using a range of texts.

Historical questions and  Pose questions about the past using sources provided (ACHHS033) research s l l i

k  Explore a range of sources about the past (ACHHS034) s Analysis and use of

a sources  Identify and compare features of objects from the past and present (ACHHS035) c i r o t s i H

Perspectives and  Explore a point of view (ACHHS036) interpretations

Explanation and  Develop a narrative about the past (ACHHS037) communication  Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 2)

Content Achievement Standard g n i Year level focus The past in the present d n a

t Continuity and change Cause and effect Perspectives Empathy Significance

s Key concepts r By the end of Year 2, students analyse aspects of e

d Inquiry questions  What aspects of the past can you see today? What do they tell us? n

u daily life to identify how some have changed over

d  What remains of the past are important to the local community? Why? n

a recent time while others have remained the same.  How have changes in technology shaped our daily life? e g

d Historical knowledge  The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the They describe a person, site or event of significance e l past (ACHHK044) w

o in the local community.

n  The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war k

a memorial (ACHHK045) c i r  o The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the t s i past) (ACHHK046) H Chronology, terms and  Sequence familiar objects and events (ACHHS047) concepts  Distinguish between the past, present and future (ACHHS048) Students sequence events in order, using a range of terms related to time. They pose questions Historical questions and  Pose questions about the past using sources provided (ACHHS049) research about the past and use sources provided (physical, visual, oral) to answer these questions. They s l l i compare objects from the past and present. k  Explore a range of sources about the past (ACHHS050) s Analysis and use of

a sources  Identify and compare features of objects from the past and present (ACHHS051) Students develop a narrative about the past using a c i r o

t range of texts. s i H

Perspectives and  Explore a point of view (ACHHS052) interpretations

Explanation and  Develop a narrative about the past (ACHHS053) communication  Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 3)

Content Achievement Standard By the end of Year 3, students explain how Year level focus Community and remembrance communities changed in the past. They describe Key concepts Sources Continuity and change Cause and effect Perspectives Empathy Significance the experiences of an individual or group. They g

n Inquiry questions i  Who lived here first and how do we know?

d identify events and aspects of the past that have n  a How has our community changed? What features have been lost and what features have been retained? t s r  What is the nature of the contribution made by different groups and individuals in the community? significance in the present. e d

n  How and why do people choose to remember significant events of the past? u

d Historical knowledge  The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a n Students sequence events and people (their a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative e

g lifetime) in chronological order, with reference to d area may be studied) (ACHHK060) e l

w  ONE important example of change and ONE important example of continuity over time in the local community, region or state/ territory; key dates. They pose questions about the past and o

n for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061) k

l locate information from sources (written, physical,

a  The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) c i r visual, oral) to answer these questions. Students

o  Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation t s i Week, NAIDOC week and national Sorry day) and the importance of symbols and emblems (ACHHK063)

H develop texts, including narratives, using terms  Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, denoting time. including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064) Chronology, terms and  Sequence historical people and events (ACHHS065) concepts  Use historical terms (ACHHS066)

Historical questions and  Pose a range of questions about the past (ACHHS067) research  Identify sources (ACHHS215) s l l i

k  Locate relevant information from sources provided (ACHHS068) s Analysis and use of

a sources c i r o t

s  Identify different points of view (ACHHS069) i Perspectives and H interpretations

Explanation and  Develop texts, particularly narratives (ACHHS070) communication  Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 4)

Content Achievement Standard By the end of Year 4, students explain how and Year level focus First contacts why life changed in the past, and identify aspects

g Key concepts Sources Continuity and change Cause and effect Perspectives Empathy Significance n i of the past that remained the same. They describe d

n Inquiry questions  Why did the great journeys of exploration occur? a

t the experiences of an individual or group over s

r  What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? e

d time. They recognise the significance of events in

n  Why did the Europeans settle in Australia? u

d  What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and bringing about change. n a

settlers? e g Historical knowledge d  The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to e l Country and Place (land, sea, waterways and skies) and the implications for their daily lives.(ACHHK077) Students sequence events and people (their w o

n  The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other lifetime) in chronological order to identify key k

a societies and any impacts. (ACHHK078) c

i dates. They pose a range of questions about the r  Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079) o t s i  The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, past. They identify sources (written, physical, H and the effects of these interactions on, for example families and the environment. (ACHHK080) visual, oral), and locate information to answer these questions. They recognise different points of Chronology, terms and  Sequence historical people and events (ACHHS081) concepts  Use historical terms (ACHHS082) view. Students develop and present texts, including narratives, using historical terms. Historical questions and  Pose a range of questions about the past (ACHHS083) research  Identify sources (ACHHS216) s l l i

k  Locate relevant information from sources provided (ACHHS084) s Analysis and use of

a sources c i r o t

s  Identify different points of view (ACHHS085) i Perspectives and H interpretations

Explanation and  Develop texts, particularly narratives (ACHHS086) communication  Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 5)

Content Achievement Standard By the end of Year 5, students identify the causes Year level focus The Australian colonies and effects of change on particular communities,

g Sources Continuity and change Cause and effect Perspectives Empathy Significance

n Key concepts i and describe aspects of the past that remained the d

n Inquiry questions  a What do we know about the lives of people in Australia’s colonial past and how do we know? t

s same. They describe the different experiences of r  How did an Australian colony develop over time and why? e

d people in the past. They describe the significance n  How did colonial settlement change the environment? u

d  What were the significant events and who were the significant people that shaped Australian colonies? of people and events in bringing about change. n a Historical knowledge e  Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) g d

e  The nature of a convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the l Students sequence events and people (their w inhabitants (including Aboriginal people and Torres Strait Islanders), and how they changed the environment. (ACHHK094) o n

k  lifetime) in chronological order, using timelines.

The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal l a

c exploration, the advent of rail, the expansion of farming, drought. (ACHHK095) i When researching, students develop questions to r

o  t The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within s i a colony. (ACHHK096) frame an historical inquiry. They identify a range of H  The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, sources and locate and record information related humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097) to this inquiry. They examine sources to identify  Sequence historical people and events (ACHHS098) Chronology, terms and points of view. Students develop, organise and concepts  Use historical terms and concepts (ACHHS099) present their texts, particularly narratives and

Historical questions and  Identify questions to inform an historical inquiry (ACHHS100) descriptions, using historical terms and concepts. research  Identify and locate a range of relevant sources (ACHHS101) s l l i

k  Locate information related to inquiry questions in a range of sources (ACHHS102)

s Analysis and use of

a sources  Compare information from a range of sources (ACHHS103) c i r o t

s  Identify points of view in the past and present (ACHHS104)

i Perspectives and H interpretations

Explanation and  Develop texts, particularly narratives and descriptions, which incorporate source material (ACHHS105) communication  Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 6)

Content Achievement Standard By the end of Year 6, students identify change and Year level focus Australia as a nation continuity and describe the causes and effects of

g Sources Continuity and change Cause and effect Perspectives Empathy Significance

n Key concepts i

d change on society. They compare the different

n Inquiry questions

a  Why and how did Australia become a nation? t

s experiences of people in the past. They explain the r  How did Australian society change throughout the twentieth century? e

d significance of an individual and group. n  Who were the people who came to Australia? Why did they come? u

d  What contribution have significant individuals and groups made to the development of Australian society? n a

g Students sequence events and people (their

d Historical knowledge and

e  Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and l lifetime) in chronological order, and represent time w Understanding government. (ACHHK113) o n

k  Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, by creating timelines. When researching, students

l a

c migrants, women and children. (ACHHK114) i

r develop questions to frame an historical inquiry.

o 

t Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World s i War II and Australian migration programs since the war. (ACHHK115) They identify a range of sources and locate and H  The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of compare information to answer inquiry questions. Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116) They examine sources to identify and describe  Sequence historical people and events (ACHHS117) Chronology, terms and points of view. Students develop texts, particularly concepts  Use historical terms and concepts (ACHHS118) narratives and descriptions. In developing these

Historical questions and  Identify questions to inform an historical inquiry (ACHHS119) texts and organising and presenting their research  Identify and locate a range of relevant sources (ACHHS120)

s information, they use historical terms and concepts l l i

k  Locate information related to inquiry questions in a range of sources (ACHHS121) s and incorporate relevant sources.

Analysis and use of l

a  Compare information from a range of sources (ACHHS122)

c sources i r o t

s  Identify points of view in the past and present (ACHHS123) i Perspectives and H interpretations

Explanation and  Develop texts, particularly narratives and descriptions, which incorporate source material (ACHHS124) communication  Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) 8 Australian Curriculum: History (Year 7)

Content Achievement Standard By the end of Year 7, students suggest reasons for Year level focus The ancient world change and continuity over time. They describe the Key concepts Evidence Continuity and change Cause and effect Perspectives Empathy Significance Contestability effects of change on societies, individuals and Inquiry questions  How do we know about the ancient past?

g groups. They describe events and developments

n 

i Why and where did the earliest societies develop? d

n  What emerged as the defining characteristics of ancient societies? from the perspective of different people who lived a t s

r  What have been the legacies of ancient societies? at the time. Students explain the role of groups and e d n

u the significance of particular individuals in society. Overview content Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following: d n

a They identify past events and developments that

e  the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia g

d have been interpreted in different ways. e

l  the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) w

o  key features of ancient societies (farming, trade, social classes, religion, rule of law). n k

l Students sequence events and developments a c i

r 1. Investigating the ancient past 2. The Mediterranean world 3. The Asian world

o Depth studies within a chronological framework, using dating t s

i ONE of: ONE of:

H *See next page for full conventions to represent and measure time. When details Egypt China OR OR researching, students develop questions to frame Greece India an historical inquiry. They identify and select a OR Rome range of sources and locate, compare and use Chronology, terms and  Sequence historical events, developments and periods (ACHHS205) information to answer inquiry questions. They concepts  Use historical terms and concepts (ACHHS206) examine sources to explain points of view. When interpreting sources, they identify their origin and Historical questions and  Identify a range of questions about the past to inform a historical inquiry (ACHHS207) research  Identify and locate relevant sources, using ICT and other methods (ACHHS208) purpose. Students develop texts, particularly s l l i  Identify the origin and purpose of primary and secondary sources (ACHHS209) descriptions and explanations. In developing these k Analysis and use of s

l sources  Locate, compare, select and use information from a range of sources as evidence (ACHHS210) texts and organising and presenting their findings, a c i

r  Draw conclusions about the usefulness of sources (ACHHS211)

o they use historical terms and concepts, incorporate t s

i  Perspectives and Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) H relevant sources, and acknowledge their sources of interpretations information. Explanation and  Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) communication  Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)

General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) ©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 7) Depth Studies There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study elective will constitute approximately 30% of the total teaching time for the year. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives. 1. Investigating the ancient past 2. The Mediterranean world Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire Students investigate ONE of these Mediterranean societies in depth: Egypt (including its material remains), and the spread of religious beliefs How historians and archaeologists investigate history, including excavation or Greece or Rome. and archival research (ACDSEH001) (ACDSEH040)

1. Egypt The role of a significant individual in ancient Rome’s history such as Julius The range of sources that can be used in an historical investigation, The physical features of ancient Egypt (such as the River Nile) and how they including archaeological and written sources (ACDSEH029) Caesar or Augustus (ACDSEH131) influenced the civilisation that developed there (ACDSEH002) 3. The Asian world The methods and sources used to investigate at least ONE historical Roles of key groups in ancient Egyptian society (such as the nobility, Students investigate ONE of these Asian societies in depth: China or India controversy or mystery that has challenged historians or archaeologists, bureaucracy, women, slaves), including the influence of law and religion such as in the analysis of unidentified human remains (ACDSEH030) (ACDSEH032) 1. India The physical features of India (such as fertile river plains) and how they The nature of the sources for ancient Australia and what they reveal about The significant beliefs, values and practices of the ancient Egyptians, with a influenced the civilisation that developed there (ACDSEH006) Australia’s past in the ancient period, such as the use of resources particular emphasis on ONE of the following areas: everyday life, warfare, (ACDSEH031) or death and funerary customs (ACDSEH033) Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion The importance of conserving the remains of the ancient past, including the Contacts and conflicts within and/or with other societies, resulting in (ACDSEH044) heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148) developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034) The significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, The role of a significant individual in ancient Egyptian history such as or death and funerary customs (ACDSEH045) Hatshepsut or Rameses II (ACDSEH129) Contacts and conflicts within and/or with other societies, resulting in OR developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and 2. Greece beliefs (ACDSEH046) The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there The role of a significant individual in Indian history such as Chandragupta (ACDSEH003) Maurya or Ashoka (ACDSEH133) Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035) OR

The significant beliefs, values and practices of the ancient Greeks, with a 2. China particular emphasis on ONE of the following areas: everyday life, warfare, The physical features of China (such as the Yellow River) and how they or death and funerary customs (ACDSEH036) influenced the civilisation that developed there (ACDSEH005) Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such Roles of key groups in Chinese society in this period (such as kings, as the Peloponnesian and Persian wars) ((ACDSEH037) emperors, scholars, craftsmen, women), including the influence of law and religion (ACDSEH041) The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130) The significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, OR or death and funerary customs (ACDSEH042)

3. Rome Contacts and conflicts within and/or with other societies, resulting in The physical features of ancient Rome (such as the River Tiber) and how developments such as the expansion of trade, the rise of Imperial China they influenced the civilisation that developed there (ACDSEH004) (including its material remains), and the spread of philosophies and beliefs (ACDSEH132) Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion (ACDSEH038) The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132) The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039)

By the end of Year 8, students recognise and

g Year level focus The ancient to the modern world

n explain patterns of change and continuity over i d

n Key concepts Evidence Continuity and change Cause and effect Perspectives Empathy Significance Contestability time. They explain the causes and effects of events a t

s and developments. They identify the motives and r Inquiry questions  How did societies change from the end of the ancient period to the beginning of the modern age? e

d  actions of people at the time. Students explain the n What key beliefs and values emerged and how did they influence societies? u significance of individuals and groups and how

d  What were the causes and effects of contact between societies in this period? n

a they were influenced by the beliefs and values of  Which significant people, groups and ideas from this period have influenced the world today? e g Overview content their society. They describe different d Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, e l Aztec, Inca) includes the following: interpretations of the past. w o n k

 the transformation of the Roman world and the spread of Christianity and Islam l a

c  key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) i r Students sequence events and developments o  the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the t s i Scientific Revolution and the Enlightenment). within a chronological framework with reference H Depth studies 1. The Western and Islamic World 2. The Asia-Pacific World 3. Expanding contacts to periods of time. When researching, students

*See next page for full ONE of: ONE Of: ONE of: develop questions to frame an historical inquiry. details The Vikings Angkor/Khmer Empire Mongol Expansion They analyse, select and organise information from OR OR OR Renaissance Italy Japan under the Shoguns’ The Black Death in Asia, Europe and Africa primary and secondary sources and use it as OR OR (14th century plague) evidence to answer inquiry questions. Students Medieval Europe The Polynesian expansion across the OR identify and explain different points of view in OR Pacific The Spanish Conquest of the Americas sources. When interpreting sources, they identify Ottoman Empire (c.1492 – c.1572) their origin and purpose, and distinguish between  Sequence historical events and periods (ACHHS148) Chronology, terms and fact and opinion. Students develop texts, concepts  Use historical terms and concepts (ACHHS149) particularly descriptions and explanations,  Identify a range of questions about the past to inform a historical inquiry (ACHHS150) incorporating analysis. In developing these texts,

s Historical questions and l

l and organising and presenting their findings, they i research  Identify and locate relevant sources, using ICT and other methods (ACHHS151) k s use historical and ,

l terms concepts evidence

a  Identify the origin and purpose of primary and secondary sources (ACHHS152) c

i Analysis and use of identified in sources, and acknowledge their r  Locate, select and use information from a range of sources as evidence (ACHHS153)

o sources t sources of information. s  i Draw conclusions about the usefulness of sources (ACHHS154)

H  Perspectives and Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155) interpretations  Explanation and Develop historical texts, particularly descriptions and explanations that use evidence from a range of sources (ACHHS156) communication  Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157) General Capabilities Cross-Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures  Numeracy  Asia and Australia’s engagement with Asia  Information and communication technology (ICT) capability  Critical and creative thinking  Sustainability  Ethical behaviour  Personal and social capability

 Intercultural understanding

1 The Western and Islamic World Significant developments and/or cultural achievements, such as changing of religious/supernatural threats to conserve resources, and the exploitation Students investigate ONE of these societies/empires from the Western or Islamic relations between Islam and the West (including the Crusades), architecture, of Easter Island’s palm trees (ACDSEH068) world in depth: the Vikings or Medieval Europe or the Ottoman Empire or medieval manuscripts and music (ACDSEH050) Renaissance Italy. Continuity and change in society in ONE of the following areas: crime and 1. The Ottoman Empire (c.1299 – c.1683) punishment; military and defence systems; towns, cities and commerce The way of life in the Ottoman Empire (social, cultural, economic and (ACDSEH051) political features) and the roles and relationships of different groups in The dominance of the Catholic Church and the role of significant individuals such society (ACDSEH009) as Charlemagne (ACDSEH052) Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of 2 The Asia-Pacific World Constantinople in 1453 AD (CE), art and architecture. (ACDSEH053) Students investigate ONE of these Asia-Pacific societies in depth: the Relationships with subject peoples, including the policy of religious tolerance Angkor/Khmer Empire or Shogunate Japan or the Polynesian expansion across (ACDSEH054) the Pacific. N.B. Where appropriate, this depth study may include some reference The role of significant individuals such as Selim I or Suleiman the Magnificent beyond the end of the period c.1750. in maintaining the strength and influence of the Ottoman Empire 1. Angkor/Khmer Empire (c.802 – c.1431) (ACDSEH055) The way of life in the Khmer Empire, including, social, cultural, economic OR and political features (including the role of the king ). (ACDSEH011) 2. Renaissance Italy (c.1400 – c.1600) The reasons for Angkor’s rise to prominence, including wealth from trade The way of life in Renaissance Italy (social, cultural, economic and political and agriculture (ACDSEH060) features) and the roles and relationships of different groups in society The cultural achievements of the Khmer civilisation, including its system of (ACDSEH010) water management and the building of the temples of Angkor (ACDSEH061) Significant developments and/or cultural achievements that reflect the Theories of the decline of Angkor, such as the overuse of water resources, concentration of wealth and power in the city-states, such as art and neglect of public works as a result of ongoing war, and the effects of climate learning (ACDSEH056) change (ACDSEH062) Relationships between rulers and ruled in ONE Italian city-state such as OR Florence or Naples (ACDSEH057) 2. Japan under the Shoguns’ (c.794 – 1867) The role and achievements of significant individuals such as Lucrezia Borgia, The way of life in shogunate Japan, including social, cultural, economic and Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058) political features (including the feudal system and the increasing power of The spread of Renaissance culture to the rest of Europe, and its legacy the shogun) (ACDSEH012) (ACDSEH059) The role of the Tokugawa Shogunate in reimposing a feudal system (based OR on daimyo and samurai) and the increasing control of the Shogun over 3. The Vikings (c.790 – c.1066) foreign trade (ACDSEH063) The way of life in Viking society (social, cultural, economic and political The use of environmental resources in Shogunate Japan and the forestry and features) and the roles and relationships of different groups in society land use policies of the Tokugawa Shogunate (ACDSEH064) (ACDSEH007) Theories about the decline of the Shogunate, including modernisation and Significant developments and/or cultural achievements that led to Viking westernisation, through the adoption of Western arms and technology expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH065) (ACDSEH047) OR Viking conquests and relationships with subject peoples, including the 3. The Polynesian expansion across the Pacific (c.700 – 1756) perspectives of monks, changes in the way of life of the English, and the Theories about the origin and spread of Polynesian settlers throughout the Norman invasion (ACDSEH048) Pacific (ACDSEH013) The role of a significant individual in the expansion of Viking settlement and The way of life in ONE Polynesian society, including social, cultural, economic influence, such as Erik the Red or Leif Ericson (ACDSEH049) and political features, such as the role of the ariki in Maori and in Rapa Nui OR society (Easter Island) (ACDSEH066) 4. Medieval Europe (c.590 – c.1500) The cultural achievements of ONE Polynesian society, such as the Ta moko The way of life in Medieval Europe (social, cultural, economic and political and hangi in Maori society OR the moai constructed on Easter Island features) and the roles and relationships of different groups in society (ACDSEH067) (ACDSEH008) The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) 3 Expanding contacts OR 3. The Spanish Conquest of the Americas (c.1492 – c.1572) Students investigate ONE of the following historical developments in depth to 2. The Black Death in Asia, Europe and Africa (14th century plague) Pre-Columbian life in the Americas, including social organisation, city life and explore the interaction of societies in this period: the Mongol expansion or the Living conditions and religious beliefs in the 14th century, including life beliefs (ACDSEH016) Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and expectancy, medical knowledge and beliefs about the power of God When, how and why the Spanish arrived in the Americas, and where they Incas. (ACDSEH015) went, including the various societies and geographical features they 1. Mongol Expansion (c.1206 – c.1368) The role of expanding trade between Europe and Asia in the Black Death, encountered (ACDSEH073) The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan) including the origin and spread of the disease (ACDSEH069) The nature of the interaction between the Spanish and the indigenous (ACDSEH014) The causes and symptoms of the Black Death and the responses of different populations, with a particular focus on either the Aztecs OR Incas The organisation of the Mongol army under Genghis Khan and the treatment groups in society to the spread of the disease, such as the flagellants and (ACDSEH074) of conquered peoples, such as the codification of laws and exemption of monasteries (ACDSEH070) The impact of the conquest on the Aztecs OR Incas as well as on the wider teachers, lawyers and artists from taxes (ACDSEH077) The effects of the Black Death on Asian, European and African populations, world, such as the introduction of new diseases, horses and gunpowder in The extent of the Mongol expansion as one of the largest land empires in and conflicting theories about the impact of the plague (ACDSEH071) the Americas, and new foods and increased wealth in Europe (ACDSEH075) history, including life in China before, during and after the Mongol conquest Other immediate and long-term effects of the Black Death, including labour The longer-term effects of colonisation, including slavery, population (ACDSEH078) shortages, peasant uprisings, the weakening of feudal structures, and changes and lack of control over resources (ACDSEH076) The consequences of the Mongol expansion, including contributions to increased social mobility (ACDSEH072) European knowledge and trade routes (ACDSEH079) OR

Australian Curriculum: History (Year 9)

Content Achievement Standard By the end of Year 9, students refer to key events Year level focus The making of the modern world and the actions of individuals and groups to explain

g Evidence Continuity and change Cause and effect Perspectives Empathy Significance Contestability patterns of change and continuity over time. They n Key concepts i d

n Inquiry questions  What were the changing features of the movements of people from 1750 to 1918? analyse the causes and effects of events and a t s

r  How did new ideas and technological developments contribute to change in this period? developments and make judgments about their e

d importance. They explain the motives and actions n  What was the origin, development, significance and long-term impact of imperialism in this period? u

d  What was the significance of World War I? of people at the time. Students explain the n a Overview content significance of these events and developments

e Overview content for the making of the modern world includes the following: g

d over the short and long term. They explain e l  the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia w different interpretations of the past. o

n  the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) k

a  the extent of European imperial expansion and different responses, including in the Asian region c Students sequence events and developments i r

o  the emergence and nature of significant economic, social and political ideas in the period, including nationalism. t within a chronological framework, with reference s i

H to periods of time and their duration. When Depth studies 1. Making a Better World? 2. Australia and Asia 3. World War I researching, students develop different kinds of (ONE of ) (ONE of) *See next page for full questions to frame an historical inquiry. They details Progressive ideas and movements Asia and the world interpret, process, analyse and organise OR OR information from a range of primary and secondary The Industrial Revolution Making a nation sources and use it as evidence to answer inquiry OR Movement of peoples questions. Students examine sources to compare different points of view. When evaluating these Chronology, terms and  Use chronological sequencing to demonstrate the relationship between events in different periods and places (ACHHS164) sources, they analyse origin and purpose, and draw concepts  Use historical terms and concepts (ACHHS165) s

l conclusions about their usefulness. They develop l i k

s their own interpretations about the past. Students

 Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)

l Historical questions and a develop texts, particularly explanations and c  i research Evaluate and enhance these questions (ACHHS167) r

o discussions, incorporating historical

t  Identify and locate relevant sources, using ICT and other methods (ACHHS168) s i interpretations. In developing these texts, and H Analysis and use of  Identify the origin, purpose and context of primary and secondary sources (ACHHS169) sources  Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170) organising and presenting their conclusions, they  Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171) use historical terms and concepts, evidence

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 9)

Content Achievement Standard identified in sources, and they reference these Perspectives and  Identify and analyse the perspectives of people from the past (ACHHS172) interpretations  Identify and analyse different historical interpretations (including their own) (ACHHS173) sources.

Explanation and  Develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources (ACHHS174) communication  Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) General Capabilities Cross-Curriculum Priorities Notes:

 Intercultural understanding

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 9) Depth studies There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study will constitute approximately 30% of the total teaching time for the year. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or with other depth study electives. 1 Making a Better World? 2. Making a nation Students investigate how life changed in the period in depth through the OR The extension of settlement, including the effects of contact (intended study of ONE of these major developments: the Industrial Revolution or 3. Movement of peoples (1750 – 1901) and unintended) between European settlers in Australia and Aboriginal Movement of peoples or Progressive ideas and movements. The study The influence of the Industrial Revolution on the movement of peoples and Torres Strait Islander peoples (ACDSEH020) includes the causes and effects of the development, and the Australian throughout the world, including the transatlantic slave trade and convict experience. transportation (ACDSEH018) 1. The Industrial Revolution (1750 – 1914) The experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089) The technological innovations that led to the Industrial Revolution, and The experiences of slaves, convicts and free settlers upon departure, other conditions that influenced the industrialisation of Britain (the their journey abroad, and their reactions on arrival, including the agricultural revolution, access to raw materials, wealthy middle class, Australian experience (ACDSEH083) Living and working conditions in Australia around the turn of the cheap labour, transport system, and expanding empire) and of Australia twentieth century (that is 1900) (ACDSEH090) (ACDSEH017) Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia Key events and ideas in the development of Australian self-government The population movements and changing settlement patterns during (ACDSEH084) and democracy, including women's voting rights (ACDSEH091) this period (ACDSEH080)

The short and long-term impacts of the movement of peoples during Legislation 1901-1914, including the Harvester Judgment, pensions, and The experiences of men, women and children during the Industrial this period (ACDSEH085) the Immigration Restriction Act (ACDSEH092) Revolution, and their changing way of life ((ACDSEH081) 3 World War I The short and long-term impacts of the Industrial Revolution, including 2 Australia and Asia Students investigate key aspects of World War I and the Australian global changes in landscapes, transport and communication Students investigate the history of Australia OR an Asian society in the experience of the war, including the nature and significance of the war (ACDSEH082) period 1750 – 1918 in depth. in world and Australian history. 1. Asia and the world World War I (1914-1918) OR The key features (social, cultural, economic, political) of ONE Asian An overview of the causes of World War I and the reasons why men 2. Progressive ideas and movements (1750 – 1918) society (such as China, Japan, India, Dutch East Indies, India) at the start enlisted to fight in the war (ACDSEH021) The emergence and nature of key ideas in the period, with a particular of the period (ACDSEH093) focus on ONE of the following: capitalism, socialism, egalitarianism, The places where Australians fought and the nature of warfare during nationalism, imperialism, Darwinism, Chartism (ACDSEH019) Change and continuity in the Asian society during this period, including World War I, including the Gallipoli campaign (ACDSEH095) any effects of contact (intended and unintended) with European The reasons why ONE key idea emerged and/or developed a following, power(s) (ACDSEH094) The impact of World War I, with a particular emphasis on Australia (such such as the influence of the Industrial Revolution on socialism as the use of propaganda to influence the civilian population, the (ACDSEH086) The position of the Asian society in relation to other nations in the world changing role of women, the conscription debate) (ACDSEH096) around the turn of the twentieth century (that is 1900), including the The role of an individual or group in the promotion of ONE of these key influence of key ideas such as nationalism (ACDSEH142) The commemoration of World War I, including debates about the nature ideas, and the responses to it from, for example, workers, and significance of the Anzac legend (ACDSEH097) entrepreneurs, land owners, religious groups (ACDSEH087) The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the The short and long-term impacts of ONE of these ideas on Australia and time (ACDSEH141) the world (ACDSEH088)

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 10)

Content Achievement Standard By the end of Year 10, students refer to key events, Year level focus The modern world and Australia the actions of individuals and groups, and beliefs and Continuity and Evidence Cause and effect Perspectives Empathy Significance Contestability Key concepts change values to explain patterns of change and continuity Inquiry questions  How did the nature of global conflict change during the twentieth century? over time. They analyse the causes and effects of  What were the consequences of World War II? How did these consequences shape the modern world? events and developments and explain their relative importance. They explain the context for people’s g  How was Australian society affected by other significant global events and changes in this period? n i

d Overview content for the modern world and Australia includes the following: actions in the past. Students explain the significance n Overview content a

t of events and developments from a range of s r

e  the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the perspectives. They explain different interpretations of d

n Great Depression u

the past and recognise the evidence used to support

d  continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN n these interpretations. a peacekeeping e g

d  the major movements for rights and freedom in the world and the achievement of independence by former colonies e l Students sequence events and developments within a

w  the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, o

n Afghanistan), including the rising influence of Asian nations since the end of the Cold War chronological framework, and identify relationships k

a  between events across different places and periods of c developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the i r time. When researching, students develop, evaluate o environment and sustainability. t s i 1. World War II 2. Rights and freedoms 3. The globalising world and modify questions to frame an historical inquiry. H Depth studies ONE of They process, analyse and synthesise information *For further details see next page Popular culture (1945 – present) from a range of primary and secondary sources and OR use it as evidence to answer inquiry questions. The environment movement Students analyse sources to identify motivations, OR values and attitudes. When evaluating these sources, Migration experiences they analyse and draw conclusions about their  Chronology, terms and concepts Sequence events chronologically to demonstrate the relationship between events in different periods and places (ACHHS182) usefulness, taking into account their origin, purpose,  Use historical terms and concepts (ACHHS183) and context. They develop and justify their own interpretations about the past. Students develop  Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184) Historical questions and research texts, particularly explanations and discussions,  Evaluate and enhance these questions (ACHHS185) s

l incorporating historical argument. In developing these l i  Identify and locate relevant sources, using ICT and other methods (ACHHS186) k

s texts and organising and presenting their arguments,

l  Identify the origin, purpose and context of primary and secondary sources (ACHHS187)

a Analysis and use of sources

c they use historical terms and concepts, evidence i

r  Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)

o identified in sources, and they reference. t

s  Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189) i H Perspectives and interpretations  Identify and analyse the perspectives of people from the past (ACHHS190)  Identify and analyse different historical interpretations (including their own) (ACHHS191)

Explanation and communication  Develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources (ACHHS192)  Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193) General Capabilities Cross-Curriculum Priorities Notes:  Literacy  Aboriginal and Torres Strait Islander histories and cultures  Numeracy  Asia and Australia’s engagement with Asia  Information and communication technology (ICT) capability  Critical and creative thinking  Ethical behaviour  Sustainability.  Personal and social capability

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: History (Year 10)

Content Achievement Standard

 Intercultural understanding

1 World War II Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and Referendum; Reconciliation; Mabo decision; Bringing Them Home OR broader impact of the conflict as an episode in world history, and the Report (the Stolen Generations), the Apology (ACDSEH106) 2. Migration experiences (1945 – present) nature of Australia’s involvement. Methods used by civil rights activists to achieve change for Aboriginal The waves of post-World War II migration to Australia, including the World War II (1939-45) and Torres Strait Islander peoples, and the role of ONE individual or influence of significant world events (ACDSEH144) An overview of the causes and course of World War II (ACDSEH024) group in the struggle (ACDSEH134) The impact of changing government policies on Australia’s migration An examination of significant events of World War II, including the The continuing nature of efforts to secure civil rights and freedoms in patterns, including abolition of the White Australia Policy, ‘Populate or Holocaust and use of the atomic bomb (ACDSEH107) Australia and throughout the world, such as the Declaration on the Perish’ (ACDSEH145) Rights of Indigenous Peoples (2007) (ACDSEH143) The experiences of Australians during World War II (such as Prisoners of The impact of at least ONE world event or development and its War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) significance for Australia, such as the Vietnam War and Indochinese (ACDSEH108) 3 The globalising world refugees (ACDSEH146) The contribution of migration to Australia’s changing identity as a nation The impact of World War II, with a particular emphasis on the Australian Students investigate one major global influence that has shaped and to its international relationships (ACDSEH147) home front, including the changing roles of women and use of wartime Australian society in depth, including the development of the global government controls (conscription, manpower controls, rationing and influence during the twentieth century. Students study ONE of these censorship) (ACDSEH109) electives: Popular culture or The environment movement or Migration OR The significance of World War II to Australia’s international relationships experiences. 3. The environment movement (1960s – present) in the twentieth century, with particular reference to the United 1. Popular culture (1945 – present) The background to environmental awareness, including the nineteenth Nations, Britain, the USA and Asia (ACDSEH110) The nature of popular culture in Australia at the end of World War II, century National Parks movement in America and Australia including music, film and sport (ACDSEH027) (ACDSEH028) 2 Rights and freedoms Developments in popular culture in post-war Australia and their impact The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial Students investigate struggles for human rights in depth. This will on society, including the introduction of television and rock ’n’ roll production and trade (ACDSEH125) include how rights and freedoms have been ignored, demanded or (ACDSEH121) achieved in Australia and in the broader world context. The changing nature of the music, film and television industry in The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the Rights and freedoms (1945 – the present) Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film environment (notion of ‘Gaia’, ‘limits to growth’, concept of The origins and significance of the Universal Declaration of Human industry in China and Japan) (ACDSEH122) ‘sustainability’, concept of ‘rights of nature’) (ACDSEH126) Rights, including Australia’s involvement in the development of the Significant events and campaigns that contributed to popular awareness declaration (ACDSEH023) Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123) of environmental issues, such as the campaign to prevent the damming Background to the struggle of Aboriginal and Torres Strait Islander of Australia’s Gordon River, the nuclear accident at Chernobyl and the peoples for rights and freedoms before 1965, including the 1938 Day of Continuity and change in beliefs and values that have influenced the Jabiluka mine controversy in 1998 (ACDSEH127) Mourning and the Stolen Generations (ACDSEH104) Australian way of life (ACDSEH149) Responses of governments, including the Australian Government, and The US civil rights movement and its influence on Australia (ACDSEH105) international organisations to environmental threats since the 1960s The significance of the following for the civil rights of Aboriginal and (including deforestation and climate change). (ACDSEH128) Torres Strait Islander peoples: 1962 right to vote federally; 1967

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013)