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Elaboration (1) ACDSEH096

investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)

Elaboration (2) ACDSEH096

identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections

Elaboration (3) ACDSEH096

studying the first and second referenda on conscription, including the division within the Labor Party over this issue

explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)

Elaboration (5) ACDSEH096

investigating the short- and long-term impact of World War I on the role of women in Australia

Elaboration ACDSEH097

investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society

Elaboration ACHHS164

representing the relationship between events in different times and places using interactive timelines

Elaboration (1) ACHHS164

placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events

Elaboration ACHHS165

discussing the contestability of particular historical terms such as 'settlement', 'invasion' and 'colonisation' in the context of Australia’s history

Elaboration (1) ACHHS165

defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’

Elaboration ACHHS166

developing questions about aspects of the past that require historical argument

Elaboration (1) ACHHS166

assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I

Elaboration ACHHS167

developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process

Elaboration ACHHS168

locating historical sources from archives, museums and online collections

Elaboration ACHHS169

explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos

Elaboration ACHHS170

graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)

Elaboration ACHHS171

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)

Elaboration ACHHS172

investigating the role of human agency in historical events and developments

Elaboration (1) ACHHS172

analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution

Elaboration ACHHS173

recognising that historical interpretations may be provisional

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