Search

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 ACDSEH002

describing the importance of the River Nile to Egyptian society (for example, inundation and farming, the worship of the god of the Nile, and the use of the Nile as a means of transportation)

Elaboration ACDSEH003

describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states

Elaboration ACHHS209

responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’

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 ACDSEH004

describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)

Elaboration ACDSEH005

describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

Elaboration (2) ACHHS208

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

Elaboration (1) ACHHS209

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

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) ACHHS213

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

Elaboration ACHHS208

compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)

Elaboration ACHHS214

creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site

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 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 (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 ACDSEH040

describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities