Australian Curriculum - Year 8
Knowledge and UnderstandingOverview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:
Depth Study 1 - Western Islamic World
Medieval Europe c. 590-1500 The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society. Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music. Comtinuity and change in society in ONE of the following areas: crome and punishment, military and defence systems; towns, cities and commerce. The dominance of the Catholic Church and the role of significant individuals such as Charlemagne. Depth Study 2 - The Asian-Pacific World
Polynesian Expansion c.700 - 1756
Depth Study 3 - Expanding Contacts
Black Death in Asia, Africa and Europe c.1400 Living conditions and reliegious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God. The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease. The causes and symptoms of the Black Death and the responses o different groups in society to the spread of the disease, such as the flagellants and monasteries. The effexts of the Black Death on Asian, European and African populations and conflicting theories about the impact of the plague. Other immediate and long term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of the feudal structures, and increased social mobility. |
Historical SkillsChronology, terms and concepts
· Use historical terms and periods. Historical question and research · A range of questions about the past to inform a historical inquiry. · Identify and locate relevant sources, using ICT and other methods. Analysis and use of sources · Identify the origin and purpose of primary and secondary sources. · Locate, select and use information from a range of sources as evidence · Draw conclusions about the usefulness of sources. Explanation and communication · Use a range of communication forms (oral, graphic, written) and digital technologies. Perspectives and interpretations · Identify and describe points of view, attitudes and values in primary and secondary sources. |
Assessment standards
By the end of year 8 students need to be able to answer the following:
Inquiry QuestionsHow did societies change from the end of the ancient period to the beginning of the modern age?
What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? Which significant people, groups and ideas from this period have influenced the world today? |
Kowledge and Understanding Recognise and explain patterns of change and continuity over time.
Explain the causes and effects of events and developments. Identify the motives and actions of people at the time. Explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. Describe different interpretations of the past. |
Historical SkillsStudents sequence events and developments within a chronological framework with reference to periods of time.
When researching, students develop questions to frame an historical inquiry. Analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Identify and explain different points of view in sources. Interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information. |