Elaboration ACDSEH017
mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)
Elaboration | ACDSEH017 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH017
explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
Elaboration (1) | ACDSEH017 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACDSEH017
identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
Elaboration (2) | ACDSEH017 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACDSEH017
identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
Elaboration (3) | ACDSEH017 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH080
examining changes to the population statistics of major cities during this period
Elaboration | ACDSEH080 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH080
investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
Elaboration (1) | ACDSEH080 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH081
describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution
Elaboration | ACDSEH081 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH081
investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
Elaboration (1) | ACDSEH081 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH082
describing the impact of factories, mines and cities on the environment, and on population growth and distribution
Elaboration | ACDSEH082 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH082
outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
Elaboration (1) | ACDSEH082 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH019
explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
Elaboration | ACDSEH019 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH086
investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
Elaboration | ACDSEH086 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH087
explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)
Elaboration | ACDSEH087 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH087
investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)
Elaboration (1) | ACDSEH087 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH088
assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian gold …
Elaboration | ACDSEH088 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH018
mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
Elaboration | ACDSEH018 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH018
explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
Elaboration (1) | ACDSEH018 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH083
investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
Elaboration | ACDSEH083 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH084
investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
Elaboration | ACDSEH084 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH084
describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
Elaboration (1) | ACDSEH084 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum