Search

Elaboration ACDSEH148

investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii

Elaboration (2) ACHHS207

identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)

Elaboration (1) ACHHS211

distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)

Elaboration ACHHS208

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

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 ACDSEH030

evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)

Elaboration ACDSEH031

investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo

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 ACHHS210

creating categories (that is, concepts) with which to organise information obtained from sources

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 ACHHS213

outlining the significance of a past event, providing reasons for the event and referring to relevant evidence

Elaboration ACDSEH029

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

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 ACHHS212

identifying the possible meaning of images and symbols in primary sources

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 …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities