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Elaboration ACHASSI026

recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated

Elaboration (1) ACHASSI036

creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified

Elaboration (3) ACHASSI036

making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features

interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)

Elaboration (1) ACHASSK064

generating a list of local, state and national symbols and emblems (for example, club emblems, school logos, flags, floral emblems, the Commonwealth Coat of Arms) and discussing their origins, use and significance

Elaboration ACHASSK065

comparing the significance of national days in different countries, looking at why they developed and elements they have in common

Elaboration (4) ACHASSK066

exploring how oral traditions of Aboriginal and Torres Strait Islander Peoples were used to map landscapes

Elaboration ACHASSI078

decoding the meaning of symbols and emblems associated with Australian history, geography and civic life and applying an understanding of conventions, vocabulary and symbols when interpreting large-scale maps

Elaboration (1) ACHASSI078

comparing information in sources to identify evidence of change (for example, Aboriginal, Dutch and French place names on Australia’s west coast; past and present distribution of vegetation in North Africa that points to increasing desertification)

Elaboration (5) ACHASSI079

reflecting on how people of the past are represented in fiction and other sources, and critically examining stereotypes in their representations (for example, claims that women did not work, inferences that all Aboriginal and Torres Strait Islander Peoples …

Elaboration ACHASSK084

identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

Elaboration (1) ACHASSK108

creating ‘what if’ scenarios by constructing different outcomes for a key event (for example, ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’)

Elaboration (5) ACHASSK113

examining how the use of the space within their local place is organised through zoning

Elaboration (6) ACHASSK113

investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it

Elaboration (2) ACHASSK116

clarifying who has the right to vote and stand for election in Australia

Elaboration (1) ACHASSK117

identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)

Elaboration (2) ACHASSK118

examining Aboriginal and Torres Strait Islander organisations and the services they provide

Elaboration ACHASSK120

categorising resources as natural (water, coal, wheat), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)

Elaboration (1) ACHASSK120

brainstorming resources that a local community might use

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