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Elaboration ACDSEH042

investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)

Elaboration ACDSEH043

explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)

Elaboration ACDSEH132

examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries

Elaboration ACHHS205

identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted

Elaboration ACHHS206

defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)

Elaboration (1) ACHHS206

defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)

Elaboration ACHHS207

posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been devel …

Elaboration (1) ACHHS207

posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’

Elaboration (2) ACHHS207

identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)

Elaboration ACHHS208

compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)

Elaboration (1) ACHHS208

using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)

Elaboration (2) ACHHS208

identifying information within a source that can be used as evidence to support an interpretation

Elaboration ACHHS209

responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’

Elaboration (1) ACHHS209

discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)

Elaboration (2) ACHHS209

differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)

Elaboration ACHHS210

creating categories (that is, concepts) with which to organise information obtained from sources

Elaboration (1) ACHHS210

identifying a range of archaeological sources (for example, the physical remains of the Colosseum, gladiatorial equipment such as helmets, mosaics showing gladiatorial combat, written accounts of what happened in the Colosseum)

Elaboration ACHHS211

recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society

Elaboration (1) ACHHS211

distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)

Elaboration (2) ACHHS211

using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')

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