2022HistorySD.docx

Authorised and published by the Victorian Curriculum and Assessment Authority Level 7, 2 Lonsdale Street Melbourne VIC 3000 Cover artwork Detail from a VCE work of Alexandra Syme: ‘Suburban Landscape’ 2017, enamel paint on stoneware, 13.0 x 70.0 x 70.0 cm (variable). Copyright remains the property...

Authorised and published by the Victorian Curriculum and Assessment Authority Level 7, 2 Lonsdale Street Melbourne VIC 3000 Cover artwork Detail from a VCE work of Alexandra Syme: ‘Suburban Landscape’ 2017, enamel paint on stoneware, 13.0 x 70.0 x 70.0 cm (variable). Copyright remains the property of the artist. ISBN: 978-1-74010-090-8 © Victorian Curriculum and Assessment Authority 2020 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. Excepting third-party elements, schools may use this resource in accordance with the VCAA educational allowance. For more information go to www.vcaa.vic.edu.au/Footer/Pages/Copyright.aspx. The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website at www.vcaa.vic.edu.au. This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer [email protected] Copyright in materials appearing at any sites linked to this document rests with the copyright owner(s) of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials. The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority. Contact us if you need this information in an accessible format: for example, large print or audio. Telephone (03) 9032 1635 or email [email protected] Contents Important information 1 Introduction 2 Scope of study 2 Rationale 2 Aims 3 Structure 3 Entry 3 Duration 4 Changes to the study design 4 Monitoring for quality 4 Safety and wellbeing 4 Employability skills 4 Legislative compliance 4 Assessment and reporting 5 Satisfactory completion 5 Levels of achievement 5 Authentication 5 Characteristics of the study 6 Units 1 and 2: Empires 10 Area of Study 1 11 Area of Study 2 12 Assessment 14 Units 1 and 2: Modern History 16 Unit 1: Change and conflict 17 Area of Study 1 18 Area of Study 2 20 Assessment 21 Unit 2: The changing world order 23 Area of Study 1 23 Area of Study 2 25 Assessment 28 Units 1–4: Ancient History 29 Unit 1: Ancient Mesopotamia 30 Area of Study 1 30 Area of Study 2 32 Assessment 33 Unit 2: Ancient Egypt 34 Area of Study 1 34 Area of Study 2 36 Assessment 38 Unit 2: Early China 39 Area of Study 1 39 Area of Study 2 41 Assessment 43 Units 3 and 4: Ancient History 44 Area of Study 1: Unit 3 and Unit 4 44 Area of Study 2: Unit 3 and Unit 4 47 School-based assessment 50 External assessment 51 Units 3 and 4: Australian History 54 Area of Study 1: Unit 3 and Unit 4 55 Area of Study 2: Unit 3 and Unit 4 59 School-based assessment 63 External assessment 64 Units 3 and 4: Revolutions 66 Area of Study 1: Unit 3 and Unit 4 66 Area of Study 2: Unit 3 and Unit 4 69 School-based assessment 72 External assessment 74 Important information Accreditation period Units 1–4: 1 January 2022 – 31 December 2026 Implementation of this study commences in 2022. Other sources of information The VCAA Bulletin is the only official source of changes to regulations and accredited studies. The Bulletin also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of the Bulletin. The Bulletin is available as an e-newsletter via free subscription on the VCAA’s website. To assist teachers in developing courses, the VCAA publishes online the Advice for teachers, which includes teaching and learning activities for Units 1–4, and advice on assessment tasks and performance level descriptors for School-assessed Coursework in Units 3 and 4. The current VCE and VCAL Administrative Handbook contains essential information on assessment processes and other procedures. VCE providers Throughout this study design the term ‘school’ is intended to include both schools and other VCE providers. Copyright VCE schools may reproduce parts of this study design for use by teachers. The full VCAA Copyright Policy is available on the VCAA website. Introduction Scope of study History is a dynamic discipline that involves structured inquiry into the human actions, forces and conditions (social, political, economic, cultural, environmental and technological) that have shaped the past and present. To make meaning of the past, historians use historical sources, which include primary sources and historical interpretations. Historians analyse and evaluate evidence and use this when constructing historical arguments. As historians ask new questions, revise interpretations, or discover new sources, fresh understandings about the past come to light. Although history deals with the particular – specific individuals and key events – the potential scope of historical inquiry is vast and formed by the questions that historians pursue, the availability of historical sources, and the capacity of historians to interpret those sources. VCE History reflects this by enabling students to explore a variety of eras and periods, events, people, places and ideas. Ancient History investigates individuals and societies (Mesopotamia, Egypt, Greece, Rome and China) across three millennia. Empires explores the ideas and power relations accompanying the growth of empires in the early modern period. Modern History examines the causes and consequences of conflict and change in the modern era. Australian History investigates continuity and change from pre-colonial times to the modern day. Revolutions explores the causes and consequences of significant social upheaval (America, France, Russia and China) in the modern period. Rationale The study of VCE History assists students to understand themselves, others, and the contemporary world, and broadens their perspective by examining events, ideas, individuals, groups and movements. Students of VCE History develop social, political, economic and cultural understandings of the conditions and features which have helped shape the present. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of VCE History fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the historical source and the world context in which it was produced. We can never know the whole past. Historical knowledge rests on the interpretation of historical sources that are used as evidence. Furthermore, judgments about historical significance made by historians are central to the discipline. Historians do not always agree about the meaning of the past; historical interpretations are often subject to academic and popular debate. Therefore, history is contested, and students develop an ability to work within this contested space to form their own opinions and to defend them using evidence. The study of VCE History equips students to enhance their critical thinking, take an informed position on how the past informs the present and future, and contributes to them becoming informed and engaged citizens. Aims This study enables students to: develop an understanding of the nature of history as a discipline and to engage in historical thinking and inquiry ask and use questions about the past, evaluate historical sources and construct historical arguments based on their use of sources as historical evidence develop an understanding of and apply historical thinking concepts, including evidence, cause and consequence, continuity and change, and significance, explore a range of eras and periods, events, people, places, ideas and historical perspectives to develop a broad understanding of the past engage with historical interpretations and the contested debates between historians in an informed and critical manner recognise how our understanding of the past informs decision-making in the present appreciate that the world in which we live has not always been as it is now, and that it will continue to change in the future. Structure The study is made up of 13 units. Units 1 and 2 Units 3 and 4 Empires Units 1 and 2: Empires Ancient history Units 3 and 4: Ancient history Modern history Unit 1: Change and conflict Unit 2: The changing world order Australian history Units 3 and 4: Australian history Ancient history Unit 1: Ancient Mesopotamia Unit 2: Ancient Egypt Unit 2: Early China Revolutions Units 3 and 4: Revolutions Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. Duration Each unit involves at least 50 hours of scheduled classroom instruction. Changes to the study design During its period of accreditation minor changes to the study will be announced in the VCAA Bulletin. The Bulletin is the only source of changes to regulations and accredited studies. It is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the Bulletin. Monitoring for quality As part of ongoing monitoring and quality assurance, the VCAA will periodically undertake an audit of VCE History to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to submit material to be audited. Safety and wellbeing It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the study. Employability skills This study offers a number of opportunities for students to develop employability skills. The Advice for teachers companion document provides specific examples of how students can develop employability skills during learning activities and assessment tasks. Legislative compliance When collecting and using information, the provisions of privacy and copyright legislation, such as the Victorian Privacy and Data Protection Act 2014 and Health Records Act 2001, and the federal Privacy Act 1988 and Copyright Act 1968, must be met. Assessment and reporting Satisfactory completion The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through the assessment of a range of learning activities and tasks. Teachers must develop courses that provide appropriate opportunities for students to demonstrate satisfactory achievement of outcomes. The decision about satisfactory completion of a unit is distinct from the assessment of levels of achievement. Schools will report a student’s result for each unit to the VCAA as S (Satisfactory) or N (Not Satisfactory). Levels of achievement Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the VCAA. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators. Units 3 and 4 The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4. Designated assessment tasks are provided in the details for each unit in VCE study designs. The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SAC) as specified in the VCE study design, and external assessment. The VCAA will report the student’s level of achievement on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score the student must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in VCE History are as follows: Unit 3 School-assessed Coursework: 25 per cent Unit 4 School-assessed Coursework: 25 per cent End-of-year examination: 50 per cent. Details of the assessment program are described in the sections on Units 3 and 4 in this study design. Authentication Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the current VCE and VCAL Administrative Handbook for authentication procedures. Characteristics of the study Historical thinking VCE History incorporates a consistent approach to disciplinary thinking which is based on research about how students learn history. Within each unit explicit reference is made to historical thinking concepts. These concepts underpin the treatment of key knowledge and are an explicit part of the key skills in each area of study. The discipline of history consists of substantive knowledge and procedural concepts. Substantive knowledge refers to an understanding of aspects of history such as eras and periods, events, people, places and ideas in specific places and times. Procedural concepts deal with how meaning is constructed in history through historical thinking. These forms of knowledge and concepts are interdependent and promote depth of understanding. Historical thinking means that students will: Ask and use historical questions: Questions set a historical inquiry in motion. When studying history, students’ curiosity and investigation are driven by the questions they ask about the past. Students use historical questions to frame and focus their historical thinking about significant eras and periods, events, people, places and ideas. Students understand that historical questions can be descriptive, procedural, comparative and evaluative. Students develop lines of argument in response to questions about the past. Use sources as evidence: Knowledge about the past is based on evidence from sources. Historical sources include both primary and secondary sources. Primary sources come from the time being studied and include historical perspectives. They include written accounts, visual representations and objects. Secondary sources are created later and include historical interpretations. A source must be evaluated to be used as evidence: What is the source? Who made it? When? Where? Why? It is vital to explore the content and purpose of the source. It is necessary to link the source to its historical context: time, place and location. Also, students must determine the extent to which the source is reliable, and whether the source can be corroborated with other sources. Historical sources can be used to develop an appreciation of the diverse historical perspectives and historical interpretations. Only then can students evaluate their worth and usefulness as evidence in constructing a historical argument. Explore historical perspectives: Comprehending the past involves consideration of how historical actors understood their world. Historical thinking involves making judgments by analysing, within their context, the actions, beliefs, values and attitudes of people in the past. Identifying and comparing different historical perspectives develops an understanding that perspectives were different in the past and that these mindsets may differ from those of the present. Historical perspectives are often found in primary sources. In order to make use of primary sources as evidence, they must be critically evaluated. Use historical interpretations: The past is constantly being interpreted and reinterpreted by historians. Historical interpretations are often found in secondary sources and are the result of disciplined inquiry as additional evidence comes to light and new theories are constructed. Historical thinking involves understanding that historians have different interpretations of the past, and how these interpretations are similar to and different from each other. Historical interpretations are contestable. Students should be able to ask questions of historical interpretations by using the key knowledge and historical thinking concepts, for example: ‘What does the historian identify as the significant causes and/or consequences of the event?’ Students should be able to compare different historians’ interpretations of the past, for example: ‘How does the interpretation of these historians differ when assessing historical changes?’ In VCE History, students are required to evaluate these interpretations and use them as evidence in support of their own arguments about the past. Analyse cause and consequence: The exploration of causation is central to history and is multifaceted when explaining complex historical events. Historical investigation involves the identification of chains of events, ideas, people and movements that are causes and consequences. There are many different kinds of causes, such as short-term triggers and long-term causes and these can be social, political, economic, cultural, environmental and technological. Significant events and turning points can have intended and unintended consequences and the changes brought by them can also be short term or long term. Identify continuity and change: Continuity and change are multifaceted and involve the analysis and evaluation of significant changes, causes of change, type and rate of change and the consequences of change. In addition to this, students should be able to identify when change did not occur and the possible reasons for continuities. Continuity and change can coexist, they can happen simultaneously and continuity can underpin a change. Chronologically sequencing events can support the analysis of the interplay of continuity and change. Analysis of continuity and change can happen at different scales of time (for example, over a single month, a year, decade, generation or longer) and changes can take place in one aspect of the past while other conditions remain unaltered. Continuity and change can be compared between different social groups and judgments can be made about the impact the change may have had on these different social groups. Identification of turning points and analysis of progress and decline for different groups and popular movements are useful ways for historians to mark continuity and change. Establish historical significance: Historical thinking necessitates the selection of substantive knowledge. Significance is always ascribed. It is an evaluation, using criteria, that determines the importance, in the past, of an event, individual or popular movement and ideas. Criteria may be used to support this judgment such as an understanding of the way in which that aspect of the past was perceived at the time or, subsequently, the profundity of its impact, the number of people it affected, its duration, what it reveals more generally about the period, and its relevance to the present. Construct historical arguments: The capacity to use substantive knowledge, historical thinking concepts, and sources for use as evidence is important in developing a well-supported argument about the past and is central to historical thinking. Such arguments represent the outcome of a historical inquiry. VCE History: Units 3 and 4 key skills Characteristics of study Units 3 and 4 Ancient History Outcome 1 Units 3 and 4 Ancient History Outcome 2 Units 3 and 4 Australian History Outcome 1 Units 3 and 4 Australian History Outcome 2 Units 3 and 4 Revolutions Outcome 1 Units 3 and 4 Revolutions Outcome 2 Ask historical questions Ask and use a range of historical questions to explore the features of the ancient society. Ask and use a range of historical questions to explore a crisis within the ancient society. Ask and use a range of historical questions to explore the foundations for continuity and change. Ask and use a range of historical questions to explore continuity and change. Ask and use a range of historical questions to explore the causes of the revolution. Ask and use a range of historical questions to explore the consequences of the revolution. Use sources as evidence Evaluate sources for use as evidence. Evaluate sources for use as evidence. Evaluate sources for use as evidence. Evaluate sources for use as evidence. Evaluate sources for use as evidence. Evaluate sources for use as evidence. Explore historical perspectives Analyse the perspectives of people in the ancient society and how perspectives changed over time. Analyse the perspectives of people on a crisis within the ancient society and how perspectives changed over time. Analyse the perspectives of people and how perspectives changed and/or remained the same over time. Analyse the perspectives of people and how perspectives changed and/or remained the same over time. Analyse the perspectives of people during the development of the revolution and how perspectives changed and/or remained the same over time. Analyse the perspectives of people on the post-revolutionary society and how perspectives changed and/or remained the same over time. Use historical interpretations Evaluate historical interpretations about the features of the ancient society. Evaluate historical interpretations about a crisis within the ancient society. Evaluate historical interpretations about the foundations of continuity and change. Evaluate historical interpretations about continuity and change. Evaluate historical interpretations about the causes of the revolution. Evaluate historical interpretations about the consequences of the revolution. Analyse cause and consequence Analyse the causes and consequences of conflict and warfare in the ancient society. Analyse the causes and consequences of a crisis within the ancient society. Analyse the causes and consequences of continuity and change. Analyse the causes and consequences of continuity and change. Analyse the causes of the revolution. Analyse the consequences of the revolution. Identify continuity and change Evaluate the extent of continuity and change in the features of the ancient society. Evaluate the extent to which a crisis maintained continuity and/or brought about change in the ancient society. Evaluate the extent of continuity and change in Australian society. Evaluate the extent of continuity and change in Australian society. Evaluate the extent of continuity and change in ideas, individuals and popular movements in the development of the revolution. Evaluate the extent of continuity and change in the post-revolutionary society. Establish historical significance Evaluate the historical significance of the features of the ancient society. Evaluate the historical significance of a crisis within the ancient society. Evaluate the historical significance of ideas and events that led to changes to, and continuities in, Australian society. Evaluate the historical significance of changes to, and continuities in, Australian society. Evaluate the historical significance of events, ideas, individuals and popular movements that contributed to the outbreak of the revolution. Evaluate the historical significance of the consequences of the revolution. Construct historical arguments Construct arguments about the features of the ancient society using sources as evidence. Construct arguments about a crisis in the ancient society using sources as evidence. Construct arguments about continuity and change in Australian history using sources as evidence. Construct arguments about continuity and change in Australian history using sources as evidence. Construct arguments about the causes of the revolution using sources as evidence. Construct arguments about the consequences of the revolution using sources as evidence. Units 1 and 2: Empires Units 1 and 2: Empires In Units 1 and 2 Empires, students investigate the foundations and features of empires and the significant global changes they brought to the wider world in the early modern period. Empires at their core were expansionist, dominating trade and political influence in their regional or global contexts. A range of key factors arising from the social, political, economic, cultural, religious, environmental and technological features of Empires played a role in the ambition and quest for power, prestige and influence over rival and competing states. By the 15th century, international trade was dominated by the Republic of Venice, the Ming Dynasty in China and the Byzantine Empire. Between them they controlled key trading hubs along the Silk Road and Mediterranean Sea, in cities such as Constantinople, Venice and Beijing. Other empires were regional rather than global in reach: Mughals in India, Ming and Qing in China and the Tsars of Russia. By the 16th century the Ottoman Empire conquered Constantinople and controlled key trading routes. Emerging European powers Portugal, Spain, France, Britain and the Netherlands circumvented the power of these established empires, gaining access to goods through alternative routes. By harnessing new knowledge and technologies, their voyages of exploration into the Asia-Pacific, the Americas and Africa challenged the hegemony of power of existing empires beyond the Mediterranean world. Mindsets also changed. Emergent new ideas of the Renaissance brought forth innovative theories of the Scientific Revolution, the reforms of Protestant Reformation and the Counter-Reformation and, later, the Enlightenment. New economic structures of capitalism and mercantilism and the political ideas of absolute authority enabled Western European empires to entrench and impose their power on their colonial subjects. Consequently, new trade networks such as the ‘Columbian Exchange’ increased the prevalence and reliance on the slave trade and the demand for resources. Europe and Asia profited in their monopolies at the expense of indigenous cultures and environmental sustainability. Imperial exploitation of colonial outposts and occupied territories drastically affected the indigenous peoples and the colonial societies. The local and international rivalries that ensued had an impact on the management and defence of empires. Wars and conflicts escalated as the quest for territorial power and resources intensified, culminating in the Seven Year’s War, which later influenced the revolutions within America, France and Haiti. In developing a course, teachers select two empires to be studied, one empire for Unit 1 and one empire for Unit 2. The empire selected for Area of Study 1, Unit 1 must be selected for Area of Study 2, Unit 1. The empire selected for Area of Study 1, Unit 2 must be selected for Area of Study 2, Unit 2. Select two empires from the following eleven options: Ottoman Empire (1299–1699) Venetian Empire (1300–1797) Ming Dynasty (1368–1644) Portuguese Empire (1415–1822) Spanish Empire (1492–1713) Mughal Empire (1526–1758) Russian Empire (1552–1894) Dutch Empire (1543–1795) British Empire (1583–1788) French Empire (1605–1774) Qing Dynasty (1644–1911) Area of Study 1 The rise of empires What were the foundations and features of the empire? What were the significant events and motivating forces that led to the rise of the empire? How did individuals, ideas and technologies contribute to the rise and expansion of the empire? How did the empire use and express its wealth and power? In this area of study students focus on the features of empires and what contributed to their rise. They analyse how the social, political, economic, cultural, religious, environmental and technological features and conditions shaped an empire’s quest for expansion. Rulers sought economic and political advantage, spreading their power and influence into newly explored parts of the world. They gained footholds into Africa, the Americas and Asia, establishing colonial outposts to realise their quest for empire. The vision to expand an empire was enabled by strong political leadership. Monarchs, rulers and religious leaders pursued imperial power in response to events and geopolitical contexts. The quest for power and the acquisition of new territories challenged traditional beliefs and views of the world. Explorers contested territorial boundaries and indigenous people were subjected to the authority of the new empire and its needs. Imperial, city and regional identities emerged as empires were built, shaping the intellectual and intercultural concepts of empire. Economic structures were transformed as wealth and resources were pursued. Banking and finance, tributes and new commercial arrangements were organised between the growing empire and its newly acquired trade networks. Innovations in technology, navigation and military equipment were developed to enable successful acquisition of new territories and trading hubs. Ideas of the ‘known world’ were challenged by individuals who saw the predominant religious views of the world as irrational and unfounded. They advocated for ‘reason’, empirical observation and exploration of the world. However, God and religious thought remained a dominant feature of empires and imperial expansion. Outcome 1 On completion of this unit the student should be able to explain the significant features of an empire and analyse its rise and expansion. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge the physical environment and how it contributed to the development of the empire, such as the geographic location, geo-strategic location of imperial territories, topography and climate, natural resources and environmental changes the causes of the rise, expansion and consolidation of the empire, such as rivalry and decline of existing powers, wars, conflicts, economic needs and competition, methods of territorial expansion and military conquest, religious and cultural shifts, voyages of exploration and significant discoveries the social structure, demographics and identity of the empire, such as ethnicity, cultural and religious diversity, and the extent of individual and group participation in the empire the economic features and conditions that contributed to the expansion of the empire, such as changes in trade routes and hubs, mercantilism, banking and finance significant individuals who influenced, contributed to and/or undermined the empire, such as monarchs, military leaders, explorers, religious leaders, philosophers and scientists how political power was organised and expressed by the empire, such as significant leaders, oligarchs, monarchs, social hierarchies, officials, cities and centres of power, forms of military and legal power, piracy, and foundational stories and myths the ideas that influenced change and/or disrupted traditional beliefs and institutions, such as emerging national identities, imperialism, religion, militarism, absolutism, theocracy, autocracy, scientific thinking, ideas associated with the Renaissance, Reformation and Enlightenment the technological and scientific innovations that enabled expansion of the empire, such as the printing press, and advances in navigation and ship-building, medicine and the military, developments and applications in mathematics, and cross-cultural knowledge cultural expressions that reinforced imperial power and expansion, such as religious expression, language, art, architecture, literature, music, philosophy, festivals, textiles, fashion and food. Key skills ask and use a range of historical questions to explore the features of an empire analyse sources for use as evidence identify the perspectives of people in an empire and how they changed over time identify different historical interpretations about the features of an empire and reasons for its rise and expansion analyse the causes and consequences of the rise and expansion of an empire explain how the features of an empire changed and/or stayed the same evaluate the significance of events, ideas, individuals and movements construct arguments about the rise and expansion of an empire using sources as evidence. Area of Study 2 Encounters, challenge and change How did the empire manage and consolidate its power and influence? How did daily life change through exchanges between empire and its colonies? What were the consequences of encounters between empire and indigenous peoples? To what extent did the empire decline and/or collapse? What were the significant legacies of the empire? In this area of study students focus on the challenges and changes facing the empire in the age of imperialism. Students explain how and why new colonies and new markets were established, and describe the empire’s global power and why their influence prospered. They analyse the empire’s social, political, economic and cultural structures of power and how it was used to maintain control. Students evaluate the consequences of empire expansion, especially for indigenous peoples. New systems of trade emerged between the empire and its colonies such as the ‘Columbian Exchange’ and mercantilism. Technological advancements, and improvements in transportation and manufacturing industries accelerated economic growth and imperial expansion. Empires sought to extract the most value from their territories through the lucrative transatlantic exchange markets, regardless of the human and environmental cost. The empire’s contact and interactions with indigenous peoples or other subject peoples varied from mutual trade to conflict. As imperial authorities established colonies and settlements, it often resulted in conflict, genocide and oppression of indigenous peoples, environmental damage and dispossession of native land. Such colonisation caused extensive social, cultural and environmental damage to indigenous life, culture and land. Imperial powers faced mounting difficulties in maintaining control over their colonies and territories. Mercantile and colonial societies were also challenged by the new environments in which they settled. At times, imperial laws, structures and institutions negatively affected the daily life and livelihoods of colonisers, causing dissent and mistrust. Colonisers and settlers clashed with imperial authorities, who quashed dissent and enforced obedience and compliance. Sometimes indigenous and settler rebellions gave rise to revolutionary situations such as the rebellion in the American colonies. These challenges determined the success and/or failure of the empire. Political and economic competition between empires caused global tensions and the first global war: The Seven Years’ War. Some empires struggled to maintain and supply their colonial outposts with provisions and military protection. In some circumstances, the impact of heavy taxation on settlers caused rebellion and the quest for an independent nation, as occurred in 1775 with the American War of Independence. Despite this challenge, the British Empire continued its imperial conquests in the Caribbean, Africa, the Great Southern Land and Asia, fuelling its industrial revolution in the 19th century. Outcome 2 On completion of this unit the student should be able to analyse the challenges and changes faced by the empire and evaluate the consequences of its imperial encounters in new territories and colonies, and on Indigenous peoples. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge the challenges of consolidating and expanding the power of the empire, such as indigenous encounters, revolts, frontier conflict and resistance, external invasion, rivalries with other empires, logistics in maintaining food supplies, diseases and plagues, environmental disasters, and internal rivalries the political, legal, social and economic structures and management of new territories, such as colonies, governance, trading hubs, settlements, military and frontier outposts, systems of law and order, and methods of suppressing dissent the competing motivations of individuals and groups in establishing and exploiting colonies, such as political leaders, explorers, missionaries and religious groups, traders and merchants the economic exchanges between the empire and its new territories and colonies, such as new resources and goods, systems of trade, markets, mercantilism, corruption, slave trade, plantations and systems of agriculture, industrial change, foods and medicines differing perspectives and experiences of people in the empire, such the ruling elites, colonisers, religious authorities, urban and rural people, indigenous peoples, slaves, slave owners, women and men, families, military personnel, traders and merchants the rise of colonial identities and cultures and their contribution to imperial identity the intended and unintended consequences of interactions between colonisers, subjects and Indigenous peoples, such as invasion and conflict, violence and resistance, disease, cultural differences, methods of imperial control, indigenous cultural practices, social hierarchies, resistance by subject and/or indigenous peoples and the consequences of such resistance the consequences of colonisation on the environment and society, such as threat to native plants and animals, land degradation, persecuted minorities, the lack of sustainability of traditional ways of life of indigenous peoples and/or of other subject peoples of the empire the extent to which the power and authority of the empire changed or remained the same, such as the social, political and economic features, conditions and influences the social, political, economic and cultural legacies and heritages of the empire, such as geopolitical spheres of influence, language, artistic influences, foods, travel and tourism, systems of government, cultural exchange, horticulture, fashion and medicine. Key skills ask and use a range of historical questions to explore challenges and changes to an empire analyse sources for use as evidence identify the perspectives of people in the empire and how perspectives changed over time identify different historical interpretations about the changes and challenges to an empire explain the consequences of challenges and changes to an empire explain how an empire changed and/or stayed the same evaluate the significance of events, ideas, individuals and movements construct arguments about the challenges and changes of an empire using sources as evidence. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for course design and the development of learning activities and assessment tasks. Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited timeframe. All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For Unit 1 students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. For Unit 2 students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in these units may be selected from the following: a historical inquiry an essay evaluation of historical sources short-answer questions extended responses a multimedia presentation. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Units 1 and 2: Modern History Unit 1: Change and conflict In this unit students investigate the nature of social, political, economic and cultural change in the later part of the 19th century and the first half of the 20th century. Modern History provides students with an opportunity to explore the significant events, ideas, individuals and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world. The late 19th century marked a challenge to existing empires, alongside growing militarism and imperialism. Empires continued to exert their powers as they competed for new territories, resources and labour across Asia-Pacific, Africa and the Americas, contributing to tremendous change. This increasingly brought these world powers into contact and conflict. Italian unification and German unification changed the balance of power in Europe, the USA emerged from a bitter civil war and the Meiji Restoration brought political revolution to Japan. Meanwhile, China under the Qing struggled to survive due to foreign imperialism. Modernisation and industrialisation also challenged and changed the existing political, social and economic authority of empires and states. During this time the everyday lives of people significantly changed. World War One was a significant turning point in modern history. It represented a complete departure from the past and heralded changes that were to have significant consequences for the rest of the twentieth century. The post-war treaties ushered in a period where the world was, to a large degree, reshaped with new borders, movements, ideologies and power structures and led to the creation of many new nation states. These changes had many unintended consequences that would lay the foundations for future conflict and instability in Europe, the Americas, Asia, Africa and the Middle East. Economic instability caused by the Great Depression contributed to great social hardship as well as to the development of new political movements. The period after World War One, in the contrasting decades of the 1920s and 1930s, was characterised by significant social, political, economic, cultural and technological change. In 1920 the League of Nations was established, but despite its ideals about future peace, subsequent events and competing ideologies would contribute to the world being overtaken by war in 1939. New fascist governments used the military, education and propaganda to impose controls on the way people lived, to exclude particular groups of people and to silence criticism. In Germany, the persecution of the Jewish people and other minorities intensified, resulting, during World War Two, in the Holocaust. In the Union of Soviet Socialist Republics (USSR), millions of people were forced to work in state-owned factories and farms and had limited personal freedom. Japan became increasingly militarised and anti-Western. Turkey emerged out of the ruins of the Ottoman Empire and embarked on reforms to establish a secular democracy. In the United States of America (USA), foreign policy was shaped by isolationism, and the consumerism and material progress of the Roaring Twenties was tempered by the Great Depression in 1929. Writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes. Area of Study 1 Ideology and conflict How did significant events and ideas contribute to conflict and change? How did individuals and movements challenge existing political and economic conditions? What were the consequences of World War One? How did ideology influence the emergence of new nation states? To what extent did the events, ideologies, individuals, movements and new nations contribute to the causes of World War Two? In this area of study students focus on the events, ideologies, individuals and movements of the period that led to the end of empires and the emergence of new nation states before and after World War One; the consequences of World War One; the emergence of conflict; and the causes of World War Two. They investigate the impact of the treaties which ended the Great War and which redrew the maps of Europe and its colonies, breaking up the former empires of the defeated nations, such as the partitioning of the German, Austro-Hungarian and Ottoman Empires. They consider the aims, achievements and limitations of the League of Nations. While democratic governments initially replaced the monarchies and authoritarian forms of government in European countries at the end of the war, new ideologies of socialism, communism and fascism gained popular support. Communism emerged in Russia/USSR after the 1917 Bolshevik Revolution. Fascism first emerged in Italy when the Italian Fascist Party gained power in 1922, and before the end of the decade fascist parties existed in various countries around the world. In 1933, Adolf Hitler’s National Socialist German Workers’ Party (Nazi) gained power in Germany. In Japan, the government was increasingly influenced by the military and by anti-Western attitudes, shaping much of its political and social action, alongside growing imperial ambitions in Manchuria. In the wake of World War One, the USA pursued an isolationist policy. While the Roaring Twenties was a decade of economic growth, the 1930s saw considerable suffering as a result of the Great Depression, a global economic event that challenged and changed societies such as Germany and Australia. As a result of the post-World War One treaties and despite the establishment of the League of Nations, the world became increasingly hostile and unstable. Widespread economic instability, failure of diplomacy, growing militarism and territorial aggression in Europe, Africa and Asia, along with totalitarianism, combined in 1939 to draw the world into a second major conflict. In this area of study students may focus on one or more of the following contexts: Australia, China, France, Germany, Italy, Japan, Russia/USSR, the Ottoman Empire/Turkey, the British Empire/United Kingdom and/or the USA. Outcome 1 On completion of this unit the student should be able to explain how significant events, ideologies and individuals contributed to political and economic changes in the first half of the 20th century, and analyse how these contributed to the causes of World War Two. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge an overview of the significant events of the late 19th century and the first half of the 20th century that caused the end of empires and influenced the emergence of nation states, such as Imperial India, the Meiji Restoration, post-Civil War USA, the unification of Italy, the unification of Germany, Russification and the end of serfdom in Russia, Australian Federation, the fall of the Qing in China, and the causes of World War One the consequences of World War One, such as the influence of Woodrow Wilson’s 14 Points, demands for self-determination, creation of new nation states, successes and failures of the League of Nations, changes brought by post-World War One peace treaties, the end of the Ottoman Empire, the rise of the Fascists in Italy, and Nazism in Germany the significant ideologies that strengthened, challenged and/or weakened empires and/or nation states, such as self-determination, liberal democracy, nationalism, imperialism, socialism and communism, militarism, Marxism-Leninism in the USSR, fascism in Italy, fascism and militarism in Japan, Nazism in Germany, totalitarianism, isolationism and capitalism in the USA, liberal democracy in Britain, Immigration Restriction Policy in Australia, and the emergence of secularism in Turkey continuity and changes to political structures and systems of nation states, such as the Weimar Republic and the Third Reich in Germany, the end of the Taisho period in Japan, the French Third Republic, secular reforms of the Republic of Turkey, and the New Deal in the USA significant individuals who contributed to political change, such as Queen Victoria, Empress Dowager Cixi, Kaiser Wilhelm II, Emmeline Pankhurst, Woodrow Wilson, Georges Clemenceau, Rosa Luxemburg, Mustafa Kemal Ataturk, Emperor Hirohito, Josef Stalin, Benito Mussolini, Adolf Hitler, Winston Churchill and Mahatma Gandhi the significant causes of World War Two in 1939, such as the peace treaties, the actions and failure of the League of Nations, the rise of fascist and militarist regimes, the Great Depression, failure of diplomacy and territorial aggression. Key skills ask and use a range of historical questions to explore political and economic change prior to World War Two analyse sources for use as evidence identify the perspectives of people and how perspectives changed over time identify different historical interpretations about political and economic change analyse the consequences of World War One and the causes of World War Two explain how political and economic conditions changed and/or stayed the same evaluate the historical significance of events, ideas, individuals and movements construct arguments about political and economic change using sources as evidence. Area of Study 2 Social and cultural change How did society and culture change? How did cultural life both reflect and challenge the prevailing political, economic and social conditions? How did ideologies contribute to continuities and changes in society and culture? What role did individuals, groups and movements play in social and cultural continuity and/or change? In this area of study students focus on the social life and cultural expression in the late nineteenth century and the first half of the twentieth century, and their relation to the technological, political and economic changes of the period. Students explore particular forms of cultural expression from the period. The period between the wars was characterised by significant social and cultural change. While the 1920s, a time in Western society known as the Roaring Twenties, was largely marked by optimism and material prosperity in the West and Japan, by contrast the thirties was a period of severe economic hardship for many, dominated by the impact of the Great Depression. At the end of World War One, new governments in Italy, Germany and Japan led to the emergence of societies driven by new ideologies and, in some countries, the oppression and persecution of certain groups, most especially the Jewish community in Nazi Germany. In the USSR, the establishment of a communist regime in 1917 was initially greeted with support by a large proportion of the people, but under Stalin millions of people were forced to work in state-owned factories and farms and dissenters were sent to labour camps. In the USA, during the decades between the wars, controls such as prohibition and race segregation affected the lives of many people, as did the presence of groups such as the Ku Klux Klan. While the 1920s was characterised by material progress, new technologies, increased personal freedoms and unprecedented economic growth, the Great Depression brought hardship to many nations. The creative arts both reflected and challenged social and political life and change in this period. Mass entertainment and information by means of radio and film became widespread. In this area of study students may focus on one or more of the following contexts: Australia, China, France, Germany, Italy, Japan, Russia/USSR, the Ottoman Empire/Turkey, the British Empire/United Kingdom and/or the USA. Outcome 2 On completion of this unit the student should be able to explain patterns of social and cultural change in everyday life in the first half of the twentieth century, and analyse the conditions which influenced these changes. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge the significant changes in how society was organised and the ways this influenced how people lived their lives, such as working conditions, workers’ rights, the positions and roles of men, women and children, law and order, social control and personal freedoms and/or the influence of other social, political, economic, cultural, religious and technological changes continuity and change to the social life and experiences of people, such as race, gender, sexuality, ethnicity, class, political and religious affiliation the methods and consequences of inclusion and/or exclusion of certain groups from participating in the society, such as the Nuremburg laws in Germany and the Holocaust, the Great Purge in Stalinist Russia, the Immigration Restriction Act in Australia, the emergence of universal suffrage, racial segregation in the USA, and the Peace Preservation Law in Japan the ways in which particular forms of cultural expression such as art, literature, architecture, film and music both influenced and reflected social, economic and political change the reasons for government, group and individual attempts to control, influence or resist cultural expression and use propaganda to challenge, influence and/or change political and social agendas the perspectives and experiences of those affected by social and cultural change, such as the Jewish community, Sinti and Roma people, indigenous peoples, the Modern Girls of Japan’s Taisho Period and African Americans the significance of individuals and/or movements that contributed to social and/or political change through cultural expression, such as artists, film makers, photographers, writers and modernist movements (Expressionism, Cubism, Futurism, the Bauhaus movement, Surrealism and Art Deco). Key skills ask and use a range of historical questions to explore how everyday life changed prior to World War Two analyse sources for use as evidence identify the perspectives of people and how perspectives changed over time identify different historical interpretations about continuities in and changes to everyday life analyse the causes and consequences of changes to everyday life explain how social and cultural conditions changed and/or stayed the same evaluate the significance of events, ideas, individuals and movements that influenced and resisted change construct arguments about social and cultural continuity and change using sources as evidence. Assessment The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the outcomes. The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for course design and the development of learning activities and assessment tasks. Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited timeframe. All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit may be selected from the following: a historical inquiry an essay evaluation of historical sources short-answer questions extended responses a multimedia presentation. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Unit 2: The changing world order In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty-first century. The establishment of the United Nations (UN) in 1945 was intended to take an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety. The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights. However, despite internationalist moves, the second half of the twentieth century was dominated by the Cold War, competing ideologies of democracy and communism and proxy wars. By 1989 the USSR began to collapse. Beginning with Poland, Eastern European communist dictatorships fell one by one. The fall of the Berlin Wall was a significant turning point in modern history. The period also saw continuities in and challenges and changes to the established social, political and economic order in many countries. The continuation of moves towards decolonisation led to independence movements in former colonies in Africa, the Middle East, Asia and the Pacific. New countries were created and independence was achieved through both military and diplomatic means. Ethnic and sectarian conflicts also continued and terrorism became increasingly global. The second half of the twentieth century also saw the rise of social movements that challenged existing values and traditions, such as the civil rights movement, feminism and environmental movements, as well as new political partnerships, such as the UN, European Union, APEC, OPEC, ASEAN and the British Commonwealth of Nations. The beginning of the twenty-first century heralded both a changing world order and further advancements in technology and social mobility on a global scale. However, terrorism remained a major threat, influencing politics, social dynamics and the migration of people across the world. The attack on the World Trade Centre on 11 September, 2001 was a significant turning point for what became known as the war on global terror and shaped the first decade of the twenty-first century, including the wars in Afghanistan and Iraq. The Global Financial Crisis challenged and contributed to some change in the social, political and economic features and structures; however, many continuities remained. Technology also played a key role in shaping social and political change in different contexts. The internet significantly changed everyday life and revolutionised communication and the sharing of information and ideas, some of which challenged authority, most notably the Arab Spring. Area of Study 1 Causes, course and consequences of the Cold War What were the causes of the Cold War? How did Cold War ideology contribute to increased tensions and conflict? What were the consequences of the Cold War on nations and peoples? What caused the end of the Cold War? How did the social, political, economic and cultural conditions influence and change the post-Cold War world? In th