Your search for "compare data with predictions and use as evidence in developing explanations" returned 73 result(s)
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ACHAH038

The reliability and contestability of the interpretations and representations of ancient Thera, including the written and archaeological evidence for the Atlantis legend, the dating of the Theran eruption and the extent of its impact, the interpretation …

ACHAH038 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH050

The nature of the sources most relevant to the representations portrayed, for example the Homer’s Iliad; archaeological evidence from Mycenae; Hissarlik/Troy and the foreign office records of the Hittites including the Manapu-Tarhunda letter and Tawagalawa …

ACHAH050 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH048

The reliability and contestability of the interpretations and representations of the Battle of Kadesh, including the role of Rameses II in the battle; and the significance of source selection, omission, emphasis and gaps in evidence

ACHAH048 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH053

The reliability and contestable nature of the representations of the destruction of Troy and the historicity of the Trojan War, including the significance of gaps in evidence, source selection, omission and emphasis

ACHAH053 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH068

The reliability and contestability of interpretations and representations of Alexander in ancient and modern written sources, images and film, including the significance of source selection, omission, emphasis and gaps in evidence

ACHAH068 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH088

The reliability and contestability of the interpretations and representations of the Early Christians and their treatment in the Roman Empire to AD337, including the significance of source selection, omission, emphasis and gaps in evidence

ACHAH088 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH280

The significance of the evidence at the Theban sites for Egyptian imperialism, including booty and tribute from military campaigns and the presence and role of foreigners within Egyptian society 

ACHAH280 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH040

The nature of the sources most relevant to these interpretations and representations, for example Josephus Flavius’ The Jewish War, written and archaeological evidence for Roman military tactics and siege warfare, and the excavation work of Yigael Ya …

ACHAH040 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH043

The reliability and contestability of the interpretations and representations of Masada, including the accuracy of Josephus Flavius’ account in The Jewish War, debates about the meaning of the events at Masada in AD 73-74, the role of archaeology, and …

ACHAH043 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH058

The reliability and contestability of the interpretations and representations of the ‘fall’ of the Roman Empire, including the significance of source selection, omission, emphasis and gaps in evidence, for example debates about what is meant by the ‘decline …

ACHAH058 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH063

The reliability and contestability of interpretations and representations of the games, including the origins of the games (foreign or roman); debates about the political significance of the games and the power and authority of the Emperor, the senatorial …

ACHAH063 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH166

The development and importance of the military in the expulsion of the Hyksos and in the expansion and maintenance of the Egyptian empire and the evidence provided by the military careers of at least TWO key individuals, for example Ahmose son of Ebana …

ACHAH166 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH296

The evidence provided by the Amarna Letters and other sources for Amenhotep III’s foreign policy, including relations with vassals and other kingdoms; the role of diplomacy, including royal correspondence; and diplomatic marriage as an instrument of Egyptian …

ACHAH296 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH297

The evidence for the relationship between Akhenaten and his vassals in Syria- Palestine, for example Ribadda (Byblos), Abdi-Asirta and Aziru (Amurru) as well as royal correspondence with the Mitannian and Hittite rulers

ACHAH297 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH343

Thucydides’ views about the Athenian Empire and radical democracy, including his views on demagogues and demos; the evidence of his bias towards or against key individuals for example Pericles, Cleon, Nicias and Alcibiades

ACHAH343 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH386

The significance of ONE of the following: the Herculaneum Conservation Project, the Philodemus Project, the Anglo-American Project in Pompeii (Bradford University), in providing evidence about how people in Pompeii and Herculaneum lived

ACHAH386 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH049

The geographic and historical context of the destruction of the Troy, evidence of different layers of Troy throughout the ancient past, including Anotalian (Troy I-V) Bronze Age (Troy VI and VII), and ancient civilisations linked to Troy: Bronze Age Greece, …

ACHAH049 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH078

The reliability and contestability of the interpretations and representations of Cao Cao, including Cao Cao as a ‘tyrant’ versus a ‘good administrator’; the accuracy of the portrayal of Cao Cao as a villain in the novel Romance of the Three Kingdoms; …

ACHAH078 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH299

The evidence for post Amarna foreign policy provided by Egyptian and other sources, including correspondence between Queen Ankhesenamun and the Hittite King, Suppiluliumas I, the Peace treaty between Hattusilis III and Ramesses II (Hittite and Egyptian …

ACHAH299 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH002

Use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding

ACHAH002 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

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