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DARLINGTON | MRAZ | PHELAN | RICHARDSON
JACARANDA HUMANITIES ALIVE 8 VICTORIAN CURRICULUM THIRD EDITION
VICTORIAN CURRICULUM
JACARANDA HUMANITIES ALIVE 8 VICTORIAN CURRICULUM THIRD EDITION
JACARANDA HUMANITIES ALIVE 8 VICTORIAN CURRICULUM THIRD EDITION
ROBERT DARLINGTON YASMINE McCAFFERTY BENJAMIN ROOD ISABELLA WEBSTER ASHLEY WOOD SAM ISLIP ALLAN KERR JUDY MRAZ CATHY BEDSON ALEX SCOTT MATTHEW RICHARDSON SIMON PHELAN
CONTRIBUTING AUTHOR Lina Kaufmann
VICTORIAN CURRICULUM
Third edition published 2025 by John Wiley & Sons Australia, Ltd Level 4, 600 Bourke Street, Melbourne, Vic 3000
The Publishers of this series acknowledge and pay their respects to Aboriginal Peoples and Torres Strait Islander Peoples as the traditional custodians of the land on which this resource was produced. This suite of resources may include references to (including names, images, footage or voices of) people of Aboriginal and/or Torres Strait Islander heritage who are deceased. These images and references have been included to help Australian students from all cultural backgrounds develop a better understanding of Aboriginal and Torres Strait Islander Peoples’ history, culture and lived experience. It is strongly recommended that teachers examine resources on topics related to Aboriginal and/or Torres Strait Islander Cultures and Peoples to assess their suitability for their own specific class and school context. It is also recommended that teachers know and follow the guidelines laid down by the relevant educational authorities and local Elders or community advisors regarding content about all Aboriginal and Torres Strait Islander Peoples. All activities in this resource have been written with the safety of both teacher and student in mind. Some, however, involve physical activity or the use of equipment or tools. All due care should be taken when performing such activities. To the maximum extent permitted by law, the authors and publisher disclaim all responsibility and liability for any injury or loss that may be sustained when completing activities described in this resource. The publisher acknowledges ongoing discussions related to gender-based population data. At the time of publishing, there was insufficient data available to allow for the meaningful analysis of trends and patterns to broaden our discussion of demographics beyond male and female gender identification.
First edition published 2017 Second edition published 2020
Typeset in 10/13 pt HelveticaNeueLTStd © John Wiley & Sons Australia, Ltd 2025 The moral rights of the authors have been asserted. ISBN: 978-1-394-33951-8
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Contents
3.5 What were the defence features of the medieval castle? ........................................... 63 3.6 How was warfare conducted in the Middle Ages? ................................................ 66 3.7 How were people punished for committing crimes in medieval times? .......... 70 3.8 What was the power and authority of the Church in medieval times? ............................ 75 3.9 What was the power of the written word? ..... 78 3.10 Inquiry: Was King Arthur real? ....................... 82 3.11 Inquiry: The Magna Carta .............................. 83 3.12 What were the changing relations between Islam, Christianity and Judaism in the Middle Ages? ...................................... 85 3.13 What was the Black Death? .......................... 88 3.14 How did the bubonic plague spread? ........... 92 3.15 How did people respond to the Black Death? .......................................................... 99 3.16 How did the Black Death change society? ...................................................... 104 3.17 Inquiry: How does an event impact different societies? ...................................... 107 3.18 Review ........................................................ 109
Meet our author team .................................................................... x About this resource ...................................................................... xiii Acknowledgements ...................................................................... xx Understanding cognitive verbs .................................
HISTORY
1 Historical concepts and skills 1 1.1 Overview ......................................................... 2 1.2 Historical concepts and skills ......................... 4 1.3 SkillBuilder: Historical questions . 1.4 SkillBuilder: Chronology ............... 1.5 SkillBuilder: Using historical sources .......................................... 1.6 SkillBuilder: Continuity and change ........................................... 1.7 SkillBuilder: Causes and consequences ............................... 1.8 SkillBuilder: Historical significance ................................... 1.9 SkillBuilder: Communicating ........ 1.10 Review .......................................................... 13 2 Emergence of the modern world in Europe 17 2.1 Overview ....................................................... 18 2.2 How do we know about the emergence of the modern world? ................................... 20 2.3 What caused economic and social change in the Early Modern Period? ............. 24 2.4 How did the Protestant Reformation bring about change? ..................................... 27 2.5 How did the power of rulers change in Early Modern Europe? .................................. 32 2.6 What were the achievements of the Scientific Revolution? ................................... 36 2.7 Inquiry: What are the different interpretations of issues in pre-Modern Europe? ........................................................ 40 2.8 Review .......................................................... 42 3 Medieval Europe 47 3.1 Overview ....................................................... 48 3.2 How do we know about medieval Europe? ........................................................ 50 3.3 What are the key features of the feudal system? ........................................................ 55 3.4 How was life for people in the feudal system? ........................................................ 59
4 The Ottoman Empire 4.1 Overview
4.2 Leadership and power in the Ottoman Empire 4.3 How did the Ottoman Empire expand? 4.4 What caused the fall of Constantinople? 4.5 Who was Suleiman the Magnificent? 4.6 What was life like in the Ottoman Empire? 4.7 What was the Ottoman contribution to art, architecture and literature? 4.8 Inquiry: What were the significant legacies of the Ottoman Empire? 4.9 Review
5 Renaissance Italy 5.1 Overview
5.2 How do we know about Renaissance Italy? 5.3 What were the origins of the Renaissance? 5.4 Why is Florence called the cradle of the Renaissance? 5.5 How did Venice contribute to the Renaissance?
CONTENTS v
5.6 What was it like to live during the Renaissance? 5.7 How did art, architecture and sculpture change during the Renaissance? 5.8 Who contributed to the Scientific Revolution? 5.9 How did the Renaissance spread? 5.10 What were the Reformation and Counter-Reformation? 5.11 What were the legacies of the Renaissance? 5.12 Inquiry: Who were the significant women of the Renaissance? 5.13 Review
8 Angkor and the Khmer Empire 8.1 Overview
8.2 How do we know about Angkor and the Khmer Empire? 8.3 How much did geography influence Khmer civilisation? 8.4 What was the historical setting? 8.5 How did the Khmer create an empire? 8.6 How did religions influence the Khmer Empire? 8.7 What was life like in the Khmer Empire? 8.8 Why are Angkor’s buildings famous? 8.9 Why did Angkor and the Khmer Empire decline? 8.10 What are the legacies of the Khmer Empire? 8.11 Inquiry: Contested histories 8.12 Review 9 Japan under the sh̄oguns 207 9.1 Overview ..................................................... 208 9.2 How do we know about Japan under the sh̄oguns? .................................................... 210 9.3 What was life like in early Japan? ............... 215 9.4 How did the sh̄oguns take control? ............ 220 9.5 How did Japanese society organise itself? .......................................................... 228 9.6 Who were the samurai? .............................. 233 9.7 How did people express themselves? ........ 237 9.8 How did people use the land? .................... 242 9.9 How did Japan rejoin the world? ................ 245 9.10 Inquiry: What is the significance of Shint̄o and Buddhism? ............................... 251 9.11 Review ........................................................ 253
6 The Spanish and the Americas 121 6.1 Overview ..................................................... 122 6.2 How do we know about the Spanish conquest of the Americas? ......................... 124 6.3 Who were the Aztecs? ................................ 126 6.4 How did the arrival of the conquistadors change the Americas? ................................ 132 6.5 What were the effects of conquest and colonisation? .............................................. 136 6.6 What were the long-term legacies of conquest and colonisation? ........................ 140 6.7 Inquiry: Spanish conquest exhibition .......... 145 6.8 Review ........................................................ 147 7 The Vikings 151 7.1 Overview ..................................................... 152 7.2 How do we know about the Vikings? .......... 154 7.3 How did the geography and climate of Scandinavia influence the Viking way of life? ......................................................... 157 7.4 Who were the Vikings and how did they live? .................................................... 161 7.5 What was the early Viking religion and how did it change? ..................................... 166 7.6 What was the impact of the developments in longboat technology? ...... 172 7.7 How did Viking craftwork protect the warriors in battle? ....................................... 176 7.8 Who did the Vikings attack and raid? ......... 179 7.9 Where did the Vikings begin to settle beyond their homelands? ........................... 182 7.10 Where did the Vikings develop trade routes? ....................................................... 185 7.11 What are some of the extraordinary achievements of the Vikings? ..................... 189 7.12 What are some factors that led to the decline and end of the Viking Age? ............. 194 7.13 Inquiry: How trustworthy are the sagas? ..... 198 7.14 Review ........................................................ 199
10 Mongol expansion 10.1 Overview
10.2 How do we know about the Mongol expansion? 10.3 What was China like before Mongol conquest? 10.4 Who were the Mongols? 10.5 How did Temujin come to power? 10.6 How did the Mongols conquer the world? 10.7 What was China like under Mongol rule? 10.8 What was the Yuan court like? 10.9 Was there peace under Mongol rule? 10.10 How did the empire end? 10.11 Inquiry: How did the Mongolian armies conquer and control societies? 10.12 Review
vi CONTENTS
12.18 SkillBuilder: Creating and reading pictographs ................................... 12.19 SkillBuilder: Describing photographs .................................. 12.20 SkillBuilder: Constructing a basic sketchmap .................................... 12.21 Review ........................................................ 278 13 Landforms and landscapes – diversity, significance and management 281 13.1 Overview ..................................................... 282 13.2 Why do landscapes vary? ........................... 284 13.3 How are landscapes created? .................... 287 13.4 Coastal landscapes: the role of erosion and deposition ............................................ 293 13.5 How do rivers shape landscapes? .............. 299 13.6 Australian landforms ................................... 304 13.7 Rainforests and grasslands ......................... 311 13.8 Deserts in Australia and China .................... 320 13.9 What are underground landscapes? ........... 327 13.10 The cultural and spiritual significance of landscapes ............................................. 331 13.11 How can we manage and preserve landscapes? ............................................... 336 13.12 Investigating topographic maps .................. 346 13.13 Inquiry: Coastal environment case study .... 349 13.14 Review ........................................................ 350 14 Geomorphological processes and hazards 357 14.1 Overview ..................................................... 358 14.2 What are plate tectonics? ........................... 360 14.3 How do mountains form? ........................... 364 14.4 Where are the world’s mountain ranges? .... 370 14.5 How do people connect with mountains? ... 375 14.6 What are earthquakes? ............................... 380 14.7 What is a tsunami? ..................................... 386 14.8 What are the impacts of earthquakes and tsunamis? ............................................ 390 14.9 What are volcanoes and how are they formed? ...................................................... 394 14.10 Investigating topographic maps – Mount Taranaki, New Zealand ............................... 399 14.11 What are the types of volcanoes and how do they erupt? ..................................... 403 14.12 How do volcanic eruptions affect people? ...................................................... 407 14.13 Inquiry: Supervolcano report ....................... 412 14.14 Review ........................................................ 414
11 Polynesian expansion across the Pacific 11.1 Overview
11.2 How do we know about the Polynesian expansion across the Pacific? 11.3 Exploring the Polynesian Triangle 11.4 What happened on Rapa Nui? 11.5 What was life like in Hawai’i? 11.6 Who were the people of Aotearoa? 11.7 Were customs and culture the same everywhere? 11.8 What happened when Polynesians settled and stayed? 11.9 Inquiry: Religion in Polynesia 11.10 Review
GEOGRAPHY
12 Geographical concepts and skills 263 12.1 Overview ..................................................... 264 12.2 Geographical concepts and skills ............... 266 12.3 SkillBuilder: Geographical inquiry 12.4 SkillBuilder: Concluding and decision-making ...........................
12.5 SkillBuilder: Communicating ........ 12.6 SkillBuilder: Reading contour lines onamap ........................................ 12.7 SkillBuilder: Recognising land features ......................................... 12.8 SkillBuilder: Using latitude and longitude ....................................... 12.9 SkillBuilder: Calculating distance using scale .................................... 12.10 SkillBuilder: Drawing simple cross-sections .............................. 12.11 SkillBuilder: Interpreting an aerial photo ................................... 12.12 SkillBuilder: Understanding thematic maps .............................. 12.13 SkillBuilder: Drawing a line graph using Excel .................................... 12.14 SkillBuilder: Using positional language ........................................ 12.15 SkillBuilder: Constructing a field sketch ............................................ 12.16 SkillBuilder: Creating and describing complex overlay maps .................. 12.17 SkillBuilder: Drawing a précis map ................................................
CONTENTS vii
15 Changing nations –
18.4 How do courts make laws? ........................ 534 18.5 What is the relationship between parliament and courts in lawmaking? ......... 539 18.6 What is the difference between civil and criminal law? ............................................... 543 18.7 What is customary law in Aboriginal and Torres Strait Islander Peoples’ communities? ............................................. 547 18.8 Inquiry: Does Australia need a bill of rights? ........................................................ 555 18.9 Review ........................................................ 557 19 Citizenship, diversity and identity 561 19.1 Overview ..................................................... 562 19.2 What does national identity mean in a globalised world? ....................................... 564 19.3 How has Australia’s identity been shaped? ...................................................... 570 19.4 What are the different perspectives on national identity in Australia? ...................... 575 19.5 Inquiry: What is the future of Australia Day? ........................................................... 578 19.6 Review ........................................................ 580
urbanisation and migration 419 15.1 Overview ..................................................... 420 15.2 What is migration? ...................................... 422 15.3 Where are people moving to and from? ...... 426 15.4 Why do people migrate within countries? ... 434 15.5 Inquiry: A migration story ............................ 441 15.6 Urbanisation and urban growth .................. 443 15.7 Urbanisation in Australia ............................. 449 15.8 Urbanisation in Indonesia ........................... 454 15.9 What are the advantages and disadvantages of urbanisation? .................. 459 15.10 What are megacities? ................................. 464 15.11 What are sustainable cities? ....................... 469 15.12 Inquiry: Planning Australia’s newest sustainable city ........................................... 475 15.13 Investigating topographic maps – Jakarta ........................................................ 477 15.14 Review ........................................................ 480
CIVICS AND CITIZENSHIP
16 Civics and Citizenship concepts and skills 485 16.1 Overview ..................................................... 486 16.2 Civics and Citizenship concepts and skills ........................................................... 488 16.3 SkillBuilder: Investigating contemporary civics and citizenship issues ............................................ 16.4 SkillBuilder: Evaluating democratic institutions and systems .............. 16.5 SkillBuilder: Participating in civic processes ...................................... 16.6 SkillBuilder: Communicating ........ 16.7 Review ........................................................ 493 17 Australia’s government and democracy 497 17.1 Overview ..................................................... 498 17.2 How do Australians participate in our democracy? ................................................ 500 17.3 How do we form a government? ................. 504 17.4 What makes our government system fair? ................................................ 510 17.5 How is opinion on government shaped? ..... 514 17.6 Inquiry: What is the role of digital media in Australian politics? .................................. 518 17.7 Review ........................................................ 520 18 Laws and citizens 523 18.1 Overview ..................................................... 524 18.2 Why do we need laws? ............................... 526 18.3 How do parliaments make laws? ................ 530
ECONOMICS AND BUSINESS
20 Economics and Business concepts and skills 583 20.1 Overview ..................................................... 584 20.2 Economics and Business concepts and skills ..................................................... 586 20.3 SkillBuilder: Investigating ............. 20.4 SkillBuilder: Interpreting and analysing data and information .................... 20.5 SkillBuilder: Evaluating, concluding and decision-making .................... 20.6 SkillBuilder: Communicating ........ 20.7 Review ........................................................ 593 21 Understanding tax and consumer literacy 597 21.1 Overview ..................................................... 598 21.2 Our role in the economy ............................. 600 21.3 The role of the government in the economy ..................................................... 604 21.4 The Australian taxation system ................... 610 21.5 Inquiry: How would you tax the Australian public? ....................................... 615 21.6 Consumer and financial literacy .................. 616 21.7 Review ........................................................ 621
viii CONTENTS
22 Financial goals and decision-making
22.6 What factors influence business
625 22.1 Overview ..................................................... 626 22.2 What are short-term personal financial goals? ......................................................... 628 22.3 What are long-term personal financial goals? ......................................................... 632 22.4 What is business finance? .......................... 637 22.5 Aboriginal and Torres Strait Islander communities in the market .......................... 643
opportunities? ............................................ 647
22.7 Inquiry: Financial and business
decision-making ......................................... 654 22.8 Review ....................................................... 656
Glossary ................................................................................ 661 Index ...................................................................................... 673
CONTENTS ix
Meet our author team
Robert Darlington Robert specialises in History and Economic History, serving at several schools as a teacher and Head Teacher of History. Robert is now a highly respected full-time author who has written History resources for multiple publishers and several key Jacaranda Wiley titles. Yasmine McCafferty Yasmine McCafferty is a History and English teacher at Carey Baptist Grammar School in Melbourne. She has been in educational leadership for many years and is a passionate advocate for igniting student curiosity. Benjamin Rood Benjamin Rood has been teaching in the Humanities area for 18 years. Specialising in Geography, History and Civics and Citizenship, Benjamin currently teaches at McKinnon Secondary College. Isabella Webster Isabella is Head of Humanities at Loreto Mandeville Hall Toorak. A valued member of the Jacaranda Humanities Alive authoring team, Isabella specialises in History and is renowned for her exceptional teaching skills. Ashley Wood Ashley is a History teacher with over twenty years of experience in secondary education. He has taught at St Leonard’s College since 2012 and served as Head of Humanities for ten years. Ash has contributed to numerous History texts for Jacaranda Wiley. SamIslip Sam is an experienced educator specialising in English and Humanities. With teaching experience in both the UK and Australian education systems, Sam brings a global perspective and deep subject knowledge to curriculum development and classroom teaching. Currently based at St Leonard’s College, Sam serves as Head of IT and Deputy Head of Humanities, leading innovation in digital learning and cross-disciplinary collaboration. AllanKerr Allan Kerr is currently the Head of Humanities at Our Lady of Sion College in Box Hill, Victoria. Allan brings a wealth of experience, having previously held the same role at Carey Baptist Grammar School, Ruyton Girls’ School and Bacchus Marsh Grammar. JudyMraz Judy Mraz is a respected Australian Geography educator and author, known for her significant contributions to advancing Geography education. Her work, including authoring for the Jacaranda Humanities Alive series, has had a lasting impact on Geography teaching across Australia.
x MEET OUR AUTHOR TEAM
Cathy Bedson With over 35 years of teaching experience in Humanities and Civics curriculum development, Cathy has also tutored, mentored, assessed, prepared exams, and delivered professional learning for teachers. She has worked with Jacaranda for over 20 years, authoring and contributing to resources in Civics, Geography, and Legal Studies. AlexScott Head of Politics at Penleigh and Essendon Grammar School, Alex has taught Geography and Politics for over 25 years. He has also appeared on ‘Gardening Australia’ to discuss rare plant conservation. Matthew Richardson Matt Richardson is a Humanities and Commerce teacher at Ballarat High School with over 25 years of experience. Matt is the co-author of several Jacaranda textbooks in the areas of Business Management, Legal Studies, Economics and Business, and Civics and Citizenship. Simon Phelan Simon Phelan has taught at government and independent schools over the past 39 years. He is currently a Senior Commerce teacher and Year 11 Coordinator at Penola Catholic College, and Accounting Coordinator in the Faculty of Education Master of Teaching program at Melbourne University. Simon is also an experienced VCAA examination assessor.
MEET OUR AUTHOR TEAM xi
About this resource
VICTORIAN CURRICULUM v2.0
Developed by teachers for students Every lesson in the new Jacaranda Humanities Alive series has been carefully designed to support teachers and to help students by sparking curiosity and engagement through discussion and Humanities skills activities JACARANDA HUMANITIES ALIVE8 VICTORIAN CURRICULUM THIRD EDITION
Because both what and how students learn matter
Learning is personal
Learning is effortful
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Students: Access lessons tailored to your needs, with interactive content and support to help you progress confidently. Teachers: Deliver engaging, differentiated lessons with built-in scaffolding and tools to support every learner.
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Students: See your progress in real time, recognise your strengths, and focus on where to improve. Teachers: Use rich analytics to track growth and target support exactly where and when it’s needed.
ABOUT THIS RESOURCE xiii
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xiv ABOUT THIS RESOURCE
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ABOUT THIS RESOURCE xv
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xvi ABOUT THIS RESOURCE
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ABOUT THIS RESOURCE xvii
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xviii ABOUT THIS RESOURCE
A wealth of teacher resources
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xix
ABOUT THIS RESOURCE
Acknowledgements Every effort has been made to trace the ownership of copyright material. Information that will enable the publisher to rectify any error or omission in subsequent reprints will be welcome. In such cases, please contact the Permissions Section of John Wiley & Sons Australia, Ltd. The full list of acknowledgements can be found here: www.jacaranda.com.au/acknowledgements/#2025
xx ACKNOWLEDGEMENTS
1 Historical concepts and skills LESSON SEQUENCE
1.1 Overview ....................................................................................................................................................................... 2 1.2 Historical concepts and skills .................................................................................................................................... 4 1.3 SkillBuilder: Historical questions ........................................................................................................... 1.4 SkillBuilder: Chronology ......................................................................................................................... 1.5 SkillBuilder: Using historical sources ................................................................................................... 1.6 SkillBuilder: Continuity and change ...................................................................................................... 1.7 SkillBuilder: Causes and consequences .............................................................................................. 1.8 SkillBuilder: Historical significance ....................................................................................................... 1.9 SkillBuilder: Communicating .................................................................................................................. 1.10 Review ......................................................................................................................................................................... 13
LESSON 1.1 Overview
INQUIRY QUESTION Why are Europe, the Mediterranean world, the Americas, Asia and the Pacific region important to study, and what skills do I need to understand this history? The period from 600 to 1750 CE shaped modern society. It witnessed the rise and fall of empires, the spread of religions and cultural evolution. The Vikings emerged as influential seafarers and warriors, impacting Europe and the Mediterranean through raids and interactions. Education spread through monasteries and universities. The Age of Exploration brought advancements in art, science and technology and led to the discovery of new lands and trade routes.
eWorkbook Customisable worksheets for this topic
Digital document Key terms glossary Video eLesson History concepts and skills
Key dates and brief descriptions of events are given.
This timeline is divided into 1000-year sections.
753 BCE Rome founded
3200 BCE Earliest known writing recorded in Mesopotamia
c. 2550 BCE Great Pyramid built at Giza in Egypt
2000 BCE Knossos palace built on Crete
1279 BCE Rameses the Great becomes pharaoh of Egypt
3000
2500
2000
1500
1000
BCE
776 BCE First known Olympic Games
1100 BCE Decline of Mycenaean civilisation on Greek mainland
2 Jacaranda Humanities Alive 8 Victorian Curriculum Third Edition
SkillBuilder
Use the SkillBuilder activities to develop these Historical concepts and skills: • HISTORICAL QUESTIONS • CHRONOLOGY
• USING HISTORICAL SOURCES • CONTINUITY AND CHANGE • CAUSES AND CONSEQUENCES • HISTORICAL SIGNIFICANCE • COMMUNICATING
The timeline is broken to show a break in the time scale.
Where appropriate, a timeline is divided into eras.
392 CE Christianity becomes official religion of Roman Empire
1340 CE Black Death reaches Europe
1789 CE French Revolution
221 BCE First Qin emperor unifies China
BCE
476
1000
1500
2000
CE
CE
356 BCE Alexander the Great is born
146 BCE Rome conquers Greece
632 CE Death of Mohammed
900 CE Most Mayan cities in decline (South America)
1500 CE World sea exploration begins
TOPIC1 Historical concepts and skills 3
LESSON 1.2 Historical concepts and skills
LEARNING INTENTION By the end of this lesson, you should be able to: • identify the historical concepts and skills • explain why they are important.
1.2.1 Introduction From 600 to 1750 CE, Europe and the Mediterranean world, the Americas, Asia and the Pacific region experienced transformative events shaping modern society. This period saw empires rise and fall, the spread of religions and major cultural advancements. The medieval era brought the feudal system, Church dominance and the growth of monarchies. The Renaissance and Reformation revolutionised art, science and technology, leading to the occupation of previously unknown lands and discovery of new trade routes. The Ottoman Empire and the Spanish conquest of the Americas significantly altered global dynamics. In this topic, you will expand your historical knowledge and develop further the key historical concepts and skills introduced in Year 7, enhancing your understanding of this influential era. 1.2.2 Historical concepts and skills As we know, historians study past civilisations, cultures and societies to understand how people lived, their ideas, customs, rulers and livelihoods. They examine sources to explain how lives were shaped by other people and events. This topic covers concepts and skills related to discovering a period of history between 600 and 1750 CE in Europe and the Mediterranean world, the Americas, Asia and the Pacific region.
TABLE1 The concepts and skills that you will use in History Concepts and skills
Description
Asking historical questions
Our understanding of the past is shaped by the questions we ask and the responses we receive.
Sequencing chronology
Historical events are arranged in order of time.
Using historical sources as evidence
Sources are any written or non-written materials that can be used to investigate and give us information about the past; evidence is the information we get from sources that is useful to our investigations. Consideration is given to parts of life or society that have stayed the same and those that have changed over a period of time. The relationship between historical events or actions is analysed — for example, when one event or action happens because of another. Consideration is paid to the importance given to events of thepast. Ability to express our interpretations of the past is shown by constructing a historical argument using knowledge and evidence.
Identifying continuity and change
Analysing cause and consequence
Determining historical significance
Communicating
4 Jacaranda Humanities Alive 8 Victorian Curriculum Third Edition
SOURCE1 We can also view the concepts and skills diagrammatically.
Historical questions
Communicating
Chronology
Historical concepts and skills
Using historical sources
Historical significance
Causes and consequences
Continuity and change
The concepts and skills you will learn while studying History are also important in many careers. These skills will help you to: • carry out research • draw conclusions and make decisions based on evidence • recognise the difference between fact and opinion • understand that more than one way of thinking about any problem is usually possible • think critically • communicate effectively. Knowledge of history is important in our everyday lives too. And history gives many people great personal pleasure. How much more enjoyment do people derive from travel, books and movies when they know about the history that shaped the places they visit, or the stories they read or watch on a screen? 1.2.3 Historical questions In the study of History, our examination of the past is directed and influenced by the questions we ask. A broad spectrum of questions can be used to obtain specific information sought, and mastering the art of formulating these questions will enhance our historical research. Questions may be crafted using the historical concepts and skills detailed in this topic. Such as cause and consequence, continuity and change, significance and evidence . Outlined below is a table of questions frequently asked within the History classroom.
TOPIC1 Historical concepts and skills 5
TABLE2 Examples of questions you might ask in History Historical thinking concepts and skills
Example of questions
Sequencing chronology
When does my timeline of events begin and when does it end? What event appears before … and what happened after? What event caused … to occur? Who wrote this source? Why did they write this source? What does this source tell me about the historical period I am studying, and what does it not tell me? At the beginning of the historical period I am studying, what was life like in regard to … (power structures / economy / people / ideas / technology)? By the end of the historical period I am studying, what changed in regard to … (power structures / economy / people / ideas / technology)? What / who caused these changes to occur? How quickly did these changes occur? What remained the same by the end of the historical period I am studying? What / who stopped these things from changing? What were the short-term causes of …? What were the long-term causes of …? What were the political / economic / environmental causes of …? What were the immediate consequences of …? What were the long-term consequences of …? What were the political / economic / environmental consequences of…? Why is this person / event / idea / movement important? How important was this person / event / idea / movement to those living during the historical period? How many people were affected by this person / event / idea / movement? How is this person / event / idea / movement remembered today?
Using historical sources as evidence
Continuity and change
Causes and consequences
Significance
1.2.4 Chronology Chronology involves recording and sequencing significant events, individuals, ideas and developments in the order they occurred. This systematic approach helps historians and researchers to track the progression of these elements over time, providing a clear understanding of how they interrelate. By arranging events chronologically, we can explain the continuity and change that occurred throughout a given period, identifying what aspects of society, politics, economy and culture remained constant and what underwent transformation. Additionally, this chronological sequencing helps in establishing the causes and consequences of events, shedding light on the short-term and long-term impacts they had on various facets of life.
SOURCE2 A simple timeline representing the sequence of events during a typical morning
Wake up in the morning
Eat breakfast
Travel to school
7:15AM
7:30AM
7:45AM
8:00AM
8:15AM
8:30AM
Attend first class
Get dressed
Brush teeth
6 Jacaranda Humanities Alive 8 Victorian Curriculum Third Edition
1.2.5 Using historical sources Evidence consists of factual information that verifies or disproves an event. It can come from various sources and is crucial for verifying or refuting historical events. Sources Sources are any written or non-written materials that can be used to investigate and provide information about the past. It is important to make use of sources from the time we are studying, and after the time, to explore the different points of view, or perspectives, of people from the past.
Primary and secondary sources Historians can use two types of sources to investigate events from the past.
• Primary sources were created or written in the period that the historian is investigating. • Secondary sources are written or created by people living after the period that the historian is studying. Primary sources might include bones, stone tools, art, photographs or many other traces. Written primary sources can include such things as poems, songs, letters, newspapers, speeches, myths and legends. Secondary sources can include books, articles, websites, models, timelines, computer software and documentary films. To create secondary sources, historians often: • locate information in primary sources • interpret that information • use it to explain what happened.
SOURCE3 The many different types of primary source
Translations of works of ancient writers
Remains of buildings
Remains of shipwrecks
Maps and diagrams
Statues
Paintings and carvings in tombs and caves
Preserved body or skeleton
Photographs and reconstructions
Weapons
History sources
Ancient inscriptions
Mosaics
Graffiti
Coins
What other people have written
Pots and cups
Tools
Figurines
Tombs
TOPIC1 Historical concepts and skills 7
Analysing evidence When using historical sources as evidence, historians need to ask questions about each source, such as where the source comes from (origin) and why it was created (purpose). A source may be fact or someone’s opinion — that is, it could be biased . One way to test sources for reliability is to compare them to other sources. If this evidence leads to the same conclusion, we call it supporting evidence. If it leads to different conclusions, we have contradictory evidence. When we use sources to try to find out about the past, we must ask some questions. For example, we might ask: • What type of source is this? • Who is the author or creator of this source, and when was it written or created? • What was the purpose of writing or creating this source? • What evidence does the source present? • What were the historical or contextual circumstances at the time of the source’s creation? • Is the source reliable and trustworthy? 1.2.6 Continuity and change When studying different societies, historians can see that some aspects of life have remained the same over time, while other aspects of life have changed dramatically. This concept is known as ‘identifying continuity and change’. Change refers to something that is different from what has occurred in the past. This may occur over a long period of time or may occur dramatically and suddenly. Continuity refers to the things that endure, relatively unchanged, over time. You will find that many things remain the same across long periods in history. Sometimes these continuities have lasted into modern times.
SOURCE4 a. Medieval doctors check for problems by using visual examinations. b. In contrast, a modern 3D dental scanner creates a detailed image of the jaw.
a.
b.
8 Jacaranda Humanities Alive 8 Victorian Curriculum Third Edition
SkillBuilder discussion Continuity and change 1. Consider the area of medicine. Look at the images in SOURCE4 . What are the main changes in medicine? 2. What, despite the passage of time, remains the same?
1.2.7 Causes and consequences Once historical events have been placed into chronological order, investigating how one event has caused another event and how events are connected becomes easier. We can also look at the developments that have happened in both the short term and over a longer period of time. In history, events do not simply occur without reason. Every event will have a cause and is likely to result in several effects or consequences. Being able to identify patterns of cause and effect is an essential skill for historians that allows them to explain how and why things happened in the past. Causes may include people, societies, politics, beliefs, economics or any other historical factor. Likewise, effects can include impacts on people, societies, politics, beliefs, economics or any other historical factor. It is important to understand that not all causes leading to a specific event are equally significant — some causes may have more influence than others. Some causes occur immediately before an event begins, while others may have existed for several years, decades or centuries before the event. Some effects occur immediately after an event or action, while others may occur years, decades or centuries following the event or action. 1.2.8 Historical significance Historical significance relates to the importance of particular aspects of the past such as events, individuals or groups, developments, ideas or movements and historical sites. We need to make judgements about what is important and what is less important. When we try to establish the significance of an aspect of the past, we must consider a number of questions. For example: • To what extent was it relevant to individuals living during that period? • What was the number of people impacted by it? • In what ways did it alter individuals’ lives? SkillBuilder discussion Historical significance 1. List some of the things happening in the world today. These might be political, economic or geographical events. 2. Do you think that the things on your list will be significant 10, 20, 30 or 50 years from now? Communicating As a result of our investigations, we should be able to apply our newly learnt knowledge of a historical period and communicate this, using facts and evidence. We can present our interpretations of the past in a variety of ways, including written and multimodal presentations, oral presentations and other methods. It is important to use an appropriate and clear format to communicate our historical findings, including the use of subheadings, guiding questions and formal language. 1.2.9 • For what duration of time were individuals’ lives affected? • How significant and enduring were the consequences? • How relevant is it to the contemporary world?
TOPIC1 Historical concepts and skills 9
Furthermore, as historians, we must acknowledge the sources we use and the interpretations of other historians in our work — this is called referencing, and there are several guidelines to follow when referencing. Often, your school or teacher will have you follow a particular reference guide, which informs you how to create a reference list.
1.2 SkillBuilder Activity SEQUENCING CHRONOLOGY 1. Construct a timeline of Europe and the Mediterranean world between 476 and 1683 CE.
a. Use a vertical timeline. b. Divide it into centuries. c. Decide what scale you will use. Add these key events to your timeline:
1066 CE William of Normandy wins the Battle of Hastings and becomes King of England. 476 CE Western Roman Empire ends. 1096 CE The Crusades start. 711 CE Islamic forces conquer Spain.
1215 CE King John of England is forced to sign the Magna Carta. 787 CE The first recorded Viking raid on England takes place. 1298 CE Osman I founds the Ottoman Empire. 1347 CE The Black Death breaks out in Europe. 1429 CE Joan of Arc drives the English out of Orleans.
1453 CE Crusades end as the Ottomans take Constantinople. 1529 CE Advancing Ottoman forces are defeated at Vienna. 1683 CE Ottoman forces are again defeated in Vienna. Many see this as the beginning of the decline of the Ottoman Empire. 2. Answer the following questions based on the timeline you have drawn. a. What time span does your timeline cover (i.e. how many years in total are covered by your timeline)? b. Which event on your timeline was the earliest? c. How many years elapsed between the start and the end of the Crusades? d. How many years elapsed between the start of the Ottoman Empire and the beginning of its decline? e. What event of significance took place in the fifth century?
1.2
Exercise
Learning pathways LEVEL1 1, 3, 4, 8
LEVEL2
LEVEL3
2, 5, 6
7, 9
REMEMBER AND UNDERSTAND 1. Which of the following lists best represents the seven historical concepts and skills? A. Innovation, Migration, Invasion, Democracy, Trade, Economy, Culture B. Historical questions, Chronology, Using historical sources, Continuity and change, causes and consequences, historical significance, communicating C. Agriculture, Industry, Urbanisation, Exploration, Colonisation, Conflict, Trade D. Chronology, perspectives, empathy, bias, using historical sources, primary and secondary sources, communicating
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