History and the Humanities Curriculum for the Adolescent Aged Twelve to Fifteen Years

The study of the history of humanity and building up of civilisation

Typically, individuals will:

• Inquire into what makes the people living in different groups human, as manifested in the art, literature, music, customs, philosophy, religion, government, and economy of the group

• Inquire into the relationship between the natural world and the human-built environment and culture

•  Inquire into the evolving role of science and technology in the building of human civilisation

Knowledge, skills and understanding

Typically, individuals will:

01. Compare up to five representative cultures, spanning eras from ancient to modern, with a focus upon scientific discoveries and geographic exploration, in terms of:

• natural environment: geography, climate, flora, fauna

• fundamental human needs: cultural (artistic expression, religion/ belief system, adornment) and physical (clothing, food, shelter, transport, defence)

• wellbeing: how this is protected and maintained, addressed, monitored, and evaluated

• urbanisation & internal migration 

• trade routes, international migration, and settlement (cause and effect)

• government: including roles, function, and responsibilities

02. Apply subject-specific skills to explore: -

a)     Emergence and migration of humans, and early settlement, including guided depth studies in history specific skills, study of the original inhabitants of any land as well as one Mediterranean society, and one Asian society

b)     Significance of water in the world, and determinants for settling in a place & its liveability

c)      Significance of landforms and landscapes (geomorphology) on human settlement, migration, and the influence on changing nations, human geography & shifts in population distribution

d)     Transition from the ancient to modern world, transformation of the Roman world with the spread of Christianity & Islam, medieval world, emergence of ideas in the renaissance, scientific revolution, enlightenment. Key lessons may include information in relation to:

-  the Western & Islamic world,

-  Ottoman empire,

-  Renaissance Italy,

-  The Vikings,

-  Medieval Europe,

-  Asia-pacific world,

-  Angkor/Khmer Empire,

-  Japan under the Shoguns, Polynesian expansion across the Pacific,

-  Expanding contacts,

-  Mongol expansion,

-  Black death in Asia,

-  Europe & Asia,

-  Spanish conquest of the Americas

e)     Modern change because of the industrial revolution 1750-1914, movement of people during 1750-1918. Key lessons may include information in relation to:

- Industrial revolution 1750-1914,

-  Progressive ideas & movements 1750-1918,

-  Movement of peoples 1750-1901,

f)      Biomes & food security, the role of the biotic environment and its role in food and fibre production, as well as geographies of interconnection, how people are connected to place by their choices & actions and how these connections help to make and change places & their environments

03. Conduct individual or small group research:

In addition to general guided learning, each student is invited to undertake a depth study project of their choice exploring one period, event, or the life of a person of significance.  Research may involve the following:

a)     Acquire and organise primary and secondary sources of information, evaluate their usefulness by identifying their origin, purpose & historical context. Apply subject-specific criteria to evaluate factors, change and development

b)     Apply skills of observing, questioning, planning, collecting, recording, evaluating, representing, interpreting, analysing, reasoning, decision making, concluding, communicating, reflecting & responding

c)     Plan and organise learning opportunities, including visiting experts, excursions, and field trips to, museums, art galleries, archaeological sites, and other places of relevant significance

d)     Note-taking from lectures, presentations, and reference material

e)     Conduct interviews

f)      Develop spoken and written summaries of key ideas

.04 Socratic seminars and discussion

Use Socratic seminar techniques to consider written sources of information about particular societies

a)     Apply subject-specific criteria to evaluate factors, change and development

b)     Analyse issues related to evidence including the authentication, preservation, ownership and/or display of material from the past.

c)      Analyse, evaluate, and interpret source documents

d)     Consider information for reliability and usefulness, significance, perspectives, and interpretations

e)     Engage with others through questioning, discussion & debate

.05 Presentation of research

a)     Students create an audience-appropriate presentation of knowledge based upon the evidence supplied in reliable source material.

b)     Presentations may be in written and aural form, using subject-specific conventions, terminology & concepts. 

c)      Presentations may incorporate a combination of techniques to convey information, including ICT, artworks, music, dance, dramatisations, debates, charts, models, and 3D reconstructions. 

06. Examples of a depth study project:

a)  Conduct a detailed study of the original inhabitants of any land throughout history

• how they met their fundamental needs

• relationship to land and water and management of resources

• how their technology developed

• history of the arrivals of people from other cultures

• positive and negative effects of the arrival of people from other cultures

• attempts at integration of the cultures and their results

• present day conditions

• economics & business practices

• political and legal systems

b)    Conduct a detailed study of historical transitions, for example:

• from imperial to republic to communist rule in China

• from imperial to western-style democracy in Japan

• from tsarist state to communism to democracy in Russia

• transition from tribe to village to city, and a study of great cities across time (e.g. Baghdad, Athens) combining historical, geographical, anthropological, economic and psychological perspectives

c)      Conduct a detailed study of a place over time:

• Factors that influence the liveability of the place - Change resulting from migration and urbanisation

• Connection with other places including tourism, manufacture, trade, and defence

d)     Conduct a detailed study of a historical figure or the great historical conversations, for example, between Socrates and Plato

Knowledge, skills and understanding

Typically, individuals will:

01. Conduct a detailed study of the present time and the nation with consideration to Places & Environments, Economics and Business, Civics & Citizenship (government, the law, moral characteristics)

a)    Places & Environments

• Distribution and management of biomes

• Biomes and production of food, fibres, and industrial materials

• Environmental issues in Australia and around the world

• Overcoming issues related to sustaining the national and global population

• Perceptions and connections to a place

• Connections across places, including transport, ICT, trade

• Impact of production and exchange on places

• Impact if human activities on places

b)    Economics and Business:

• Characteristics and features of finance and the Australian financial system

• Characteristics of business practice within the nation

• Interactions with the global economy

c)    The Australian Government:

• The constitution including formulation & process for change, separation of powers (Executive/parliament/judiciary)

• Division of powers (Federal/State)

• Australian democracy - democratic participation, the electoral system, challenges in Australian democracy, influence of media

• Politics including formation of political parties and governments

• Formation of government policies

d)    The Australian law

• Statutory and common law

• Types of law

• The court system

• The justice system

• International law

• Aboriginal and Torres Strait Islander customary law

e)    Moral characteristics of Australian citizenship

• Explore the notion that Australia is a secular nation and multi-faith society with a Christian heritage

• Explore the origin & types of values promoted including, freedom, respect, inclusion, civility, responsibility, compassion, and equality

• Explore perceptions of identity as influenced by religious and cultural group practices as expressions of identity

• Explore the values and beliefs of religions practised in Australia

• Aboriginal and Torres Strait Islander perspectives of identity

• Diversity & identity, including how individuals and groups contribute to civic life, non-government organisations, religious groups, philanthropists.

• Influencers of identity and attitudes to diversity, including television, radio, print, internet and social media and global connections & mobility.

02. Conduct individual or small group research:

In addition to general guided learning, each student may undertake as part of a depth study, a detailed project exploring one period, event, or life of a person of significance. Research may involve the following:

a)   Acquire and organise primary and secondary sources of information, evaluate their usefulness by identifying their origin, purpose & historical context. Apply subject-specific criteria to evaluate factors, change and development

b)   Apply skills of observing, questioning, planning, collecting, recording, evaluating, representing, interpreting, analysing, reasoning, decision making, concluding, communicating, reflecting & responding

c)   Plan and organise learning opportunities, including visiting experts, excursions, and field trips to, museums, art galleries, archaeological sites, and other places of relevant significance

d)   Note taking from lectures, presentations, and reference material

e)   Conduct interviews

f)    Develop spoken and written summaries of key ideas

03. Socratic seminars and discussion

Use Socratic seminar techniques to consider sources of information about the present time and the nation

a)   Apply subject-specific criteria to evaluate factors, change and development

b)   Analyse issues related to evidence including the authentication, preservation, ownership and/or display of material from the past

c)   Analyse, evaluate, and interpret source documents

d)  Consider information for reliability, usefulness, significance, perspectives, and interpretations.

e)  Engage with others through questioning, discussion & debate

04. Presentation of research

a)   Students create an audience-appropriate presentation of knowledge based upon the evidence supplied in reliable source material.

b)  Presentations may be in written and aural form, using subject-specific conventions, terminology & concepts. 

c)   Presentations may incorporate a combination of techniques to convey information, including ICT, artworks, music, dance, dramatisations, debates, charts, models, and 3D reconstructions. 

Knowledge, skills and understanding

Typically, individuals will:

01. Conduct a detailed study of:

• a philosophy, concept, phenomenon, reform, or idea from any period in history, and any part of the world, and related factors and consequences

• a scientific and/or technological innovation from any period of history and any part of the world

• the impact of technology on one or more human societies

02. Apply subject-specific skills to research and explore: -

• Acquire and organise primary and secondary sources of information, evaluate their usefulness by identifying their origin, purpose & context. Apply subject-specific criteria to evaluate factors, change and development

• Engage skills of observing, questioning, planning, collecting, recording, evaluating, representing, interpreting, analysing, reasoning, decision making, concluding, communicating, reflecting & responding

• Plan and organise learning opportunities, including visiting experts, excursions, and field trips to relevant places of environmental interest, museums, art galleries, archaeological sites, places of cultural, religious, government and judicial significance

• Note taking from lectures, presentations, and reference material

• Conduct interviews

• Develop spoken and written summaries of key ideas

03. Socratic seminars and discussion

Use Socratic seminar techniques to consider sources of information about ideas, and technologies that have built up civilisation

a)   Apply subject-specific criteria to evaluate factors, change and development

b)   Analyse issues related to evidence including the authentication, preservation, ownership and/or display of material from the past

c)   Analyse, evaluate, and interpret source documents

d)   Consider information for reliability, usefulness, significance, perspectives, and interpretations

e)   Engage with others through questioning, discussion & debate

04. Presentation of research

a)   Students create an audience-appropriate presentation of knowledge based upon the evidence supplied in reliable source material

b)  Presentations may be in written and aural form, using subject specific conventions, terminology & concepts. 

c)  Presentations may incorporate a combination of techniques to convey information, including ICT, artworks, music, dance, dramatisations, debates, charts, models, and 3D reconstructions.