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Elaboration (1) ACDSEH040

reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)

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 (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 (1) ACHHS184

developing questions about aspects of the past that require historical argument

Elaboration (2) ACHHS208

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

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')

Elaboration (1) ACHHS209

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

Elaboration (1) ACHHS213

describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts

Elaboration (1) ACDSEH065

describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)

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 (1) ACDSEH017

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

Elaboration (1) ACHHS187

explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)

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 (2) ACDSEH050

recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts

Elaboration (2) ACHHS184

identifying, planning and investigating (individually and as part of a team) specific historical questions or issues

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 (1) ACHHS175

creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane

Elaboration (1) ACDSEH030

using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains …

Elaboration (1) ACDSEH033

generating alternative explanations for the building of the pyramids at Giza

Elaboration (1) ACHHS191

explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources

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