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Elaboration (2) ACHASSI162

explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups

Elaboration ACHASSK168

listing a range of sources (both archaeological and written) required in a historical investigation to develop a response to the question(s) being asked

Elaboration (1) ACHASSK170

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 (2) ACHASSK173

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 (2) ACHASSK190

investigating the concepts of environmental quality and pollutions by surveying the environmental quality of their local area and its effect on liveability

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 ACHHS207

posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been devel …

Elaboration (2) ACDSEH050

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

Elaboration ACDSEH069

mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE

Elaboration ACHHS150

experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus

Elaboration ACHHS152

explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)

Elaboration ACHHS183

defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’

Elaboration (2) ACHHS184

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

Elaboration ACHHS189

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)

Elaboration ACHHS191

examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age

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

Elaboration (1) ACHGK037

describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice or water vapour

Elaboration ACHGK045

researching the effects of air pollution on the liveability of cities

Elaboration (1) ACHGK045

explaining the importance of water quality to the liveability of places, now and into the future

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Cross Curriculum Priorities