Elaboration (1) ACDSEH017

explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities

Elaboration (1) | ACDSEH017 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

ACHHS175

Select and use a range of communication forms (oral, graphic, written) and digital technologies

Elaborations ScOT Terms

ACHHS175 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH082

The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication

Elaborations ScOT Terms

ACDSEH082 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

ACHHS170

Process and synthesise information from a range of sources for use as evidence in an historical argument

Elaborations ScOT Terms

ACHHS170 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 9

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgements about their importance. …

Achievement Standard | Achievement Standards | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHHS172

analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution

Elaboration (1) | ACHHS172 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum