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Elaboration (2) ACDSEH071

categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death

describing the social organisation of the Aztecs (for example, nobility, slaves); their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods); life in the capital city Tenochtitlan

Elaboration ACDSEH073

explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 AD (CE) (Balboa) to 1531 (Pizarro), and their reasons (for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of …

Elaboration ACDSEH074

describing encounters between Hernán Cortés and the Aztecs, as well as the siege of Tenochtitlan

Elaboration ACDSEH075

investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco …

Elaboration (1) ACDSEH075

explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)

Elaboration ACHHS148

placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)

Elaboration ACHHS149

understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan

Elaboration ACHHS150

experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus

Elaboration (1) ACHHS150

posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)

Elaboration ACHHS151

compiling a list of different sources needed in an inquiry and their possible locations

Elaboration ACHHS152

explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)

Elaboration ACHHS153

creating categories to organise the information obtained from sources

Elaboration (1) ACHHS153

designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)

Elaboration ACHHS154

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) ACHHS154

distinguishing between fact (for example, ‘The Moai were constructed on Easter Island (Rapa Nui)’) and opinion or interpretation (for example, ‘The Moai on Easter Island (Rapa Nui) are representations of gods’)

Elaboration ACHHS155

describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society

Elaboration ACHHS156

using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past

Elaboration ACHHS157

creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world

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