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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 ACHHS155

describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society

Elaboration ACHHS156

using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past

Elaboration ACHHS157

creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world

Elaboration ACDSEH017

mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)

Elaboration (1) ACDSEH017

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

Elaboration (2) ACDSEH017

identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan

Elaboration (3) ACDSEH017

identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire

Elaboration ACDSEH080

examining changes to the population statistics of major cities during this period

Elaboration (1) ACDSEH080

investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)

Elaboration ACDSEH081

describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution

Elaboration (1) ACDSEH081

investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)

Elaboration ACDSEH082

describing the impact of factories, mines and cities on the environment, and on population growth and distribution

Elaboration (1) ACDSEH082

outlining the growth of trade unions as a response to the impacts of the Industrial Revolution

Elaboration ACDSEH019

explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)

Elaboration ACDSEH086

investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions

Elaboration ACDSEH087

explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)

Elaboration (1) ACDSEH087

investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)

Elaboration ACDSEH088

assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian gold …

Elaboration ACDSEH018

mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia

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