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Elaboration ACDSEH014

describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 AD (CE)

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 (3) ACDSEH047

describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)

Elaboration ACDSEH011

describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)

Elaboration (1) ACDSEH065

describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)

Elaboration ACHHS151

compiling a list of different sources needed in an inquiry and their possible locations

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 ACHHS154

recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society

Elaboration (1) ACHHS150

posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)

Elaboration ACDSEH053

describing Ottoman art and architecture (for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design)

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 (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 ACDSEH009

describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)

Elaboration ACDSEH010

describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)

Elaboration ACDSEH056

describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking …

Elaboration ACDSEH047

describing Viking craft with particular emphasis on the production of weapons (for example, swords, battle axes and helmets)

Elaboration ACDSEH008

describing the structure of feudal society (for example, the role and responsibilities of the king, nobles, church, knights and peasants)

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Cross Curriculum Priorities