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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 (2) ACHHS208

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

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) 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 (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) 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) 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) 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) ACDSEH038

describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)

Elaboration (1) ACHHS206

defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)

Elaboration (1) ACDSEH148

explaining the UNESCO-led rescue mission to save the temples of Abu Simbel

Elaboration (1) ACHHS211

distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)

Elaboration (1) ACDSEH031

generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)

Elaboration (1) ACDSEH044

explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants

Elaboration (2) ACHHS207

identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)

Elaboration (1) ACDSEH035

outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom

Elaboration (1) ACDSEH041

outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)

Elaboration (1) ACHHS208

using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities