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Elaboration (1) ACHASSK030

comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)

Elaboration ACHASSK044

using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community

investigating the history of a chosen person, building, site or landmark in the local community using sources (for example, books, newspapers, oral histories, audiovisual material, digital sources, letters, photographs) and relating a story which these …

Elaboration (4) ACHASSK046

identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes

Elaboration (1) ACHASSI056

identifying statements of fact and statements of opinion in class discussions

Elaboration (2) ACHASSI060

choosing and enacting roles for group work that recognise an awareness of members’ knowledge and skills and customs

Elaboration ACHASSK063

exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community (for example, transport, entertainment, the natural and built environment, technology) has changed over time (for example, …

Elaboration (2) ACHASSK071

considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)

Elaboration (1) ACHASSI074

identifying sources for a historical study, such as sites, paintings (or their representations), maps, written records/accounts, database information, traditional ballads and stories

Elaboration (1) ACHASSK084

investigating what motivated countries to explore and colonise

Elaboration (4) ACHASSK084

investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)

Elaboration (2) ACHASSK088

explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual

Elaboration (3) ACHASSK088

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

Elaboration (2) ACHASSK092

discussing examples of laws and why they are important to students’ lives

Elaboration ACHASSI101

drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments)

Elaboration ACHASSK118

discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)

Elaboration (4) ACHASSK120

exploring how Aboriginal and Torres Strait Islander Peoples' traditional and contemporary use of resources reflects their spiritual connections to the land, sea, sky and waterways

Elaboration (1) ACHASSI129

contemplating attitudes and actions of the past that now seem strange and unacceptable and imagining what aspects of current society may be viewed in this way in the future

Elaboration (3) ACHASSI156

identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)

Elaboration ACHASSI162

reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability; how their membership of groups affects their perceptions)

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