This unit covers the majority of the Year 9 curriculum for History. It looks at Australia’s history from 1750-1918 and allows students to learn about World War 1, The Industrial Revolution and Making our Nation through In-Depth Study mini-units.
Australian Curriculum Links:
Key inquiry questions
- What were the changing features of the movements of people from 1750-1918?
- How did new ideas and technological developments contribute to change in this period?
- What was the origin, development, significance and long term impact of imperialism in this period?
- What was the significance of WWI?
Overview content for the making of the modern world includes the following:
- The nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia
- The nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
- The extent of European imperial expansion and different responses, including in the Asian region
- The emergence and nature of significant economic, social and political ideas in the period, including nationalism.
- Making a Better World – The Industrial Revolution (6 weeks)
- Australia and Asia – Making a nation (6 weeks)
- World War I (6 weeks)
Please note that this entire unit is available for download in PDF by clicking here below
Depth Study 1 – The Industrial Revolution (6 Weeks)
|Overview statements||Content focus||Resources||Assessment task|
|The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system, and expanding empire) and of Australia.||BBC British History – VictoriansOxford Big IdeasTony Robinsons Worst Jobs|
BBC cotton millionaire game
|Short informative report (could be a blog, wiki, website, poster, power point) on a job during the Industrial Revolution, focusing on working conditions and how improvements in technology changed this job, for better or worse.|
|The population movements and changing settlement patterns during this period.||London Olympics opening ceremony||Map analysis – students study the movement of people to one locations during the Industrial Revolution. Construct a visual representation of that movement that explains where people left from, why they left, where they went and why? Annotate the map.OR – present a map explaining where Britain expanded its empire and why they went where they did.|
|The experiences of men, women and children during the Industrial Revolution, and their changing way of life.||Research a convict.Use the facts as well as knowledge of conditions in jails, on the hulks and on convict transports to construct a picture story of their possible experiences.|
|The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication.|
Depth Study 2 – Making a Nation (6 Weeks)
|Duration||Overview Statements||Content Focus||Learning Intention/s||Resources/How it will be learnt||Assessment Task|
|Week 1||The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples.Aboriginal historyCultural interactionInvasionColonies||The way in which European settlement took place across Australia.Dates of settlement/basic facts.The effects of contact:– The massacres of Aboriginal and Torres Strait Islander people- Aboriginals killing of Europeans sheep|
– The spread of European diseases.
Are these effects intended or unintended?
|Understand the landscape in terms of the aboriginal population in Australia before 1788.Look at the aboriginal languages map.|
|The intention of this lesson is to understand how massacres and conflicts affected the indigenous populations of Australia.|
|Week 2||Resistance and response||Investigate the story of Jandamarra in the Kimberly’s and his reactions to white exploration/ settelment Investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century:– The motivations for the removal of children|
– The practices and laws that were in place
– The experiences of those who were separated.
|The intention of this lesson is to examine an experience of resistance by Aboriginal people to the expansion of Europeans in Australia|
|The learning intention of this lesson is for students to understand the background and practices of forcibly removing aboriginal children from their families.|
|Week 3||The experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans).DiscriminationRacismRacial attitudesMigrant labour||The migration of Chinese to the goldfields in Australia in the nineteenth century:– What were the attitudes towards the Chinese, as revealed in cartoons (for example the Mongolian Octopus)?- Events that took place between European and non-European immigrants during this time.- Living conditions for non-European’s in Australia during the 19th century.||The learning intention of this lesson is to understand the experiences of non-Europeans in Australia prior to the 1900s|
|To understand the motivations behind the white Australia policy at the turn of the 20th century.|
|Week 4||Living and working conditions in Australia around the turn of the twentieth century (that is 1900).Working conditionsSocial historyLiving standardsLifestyles|
|What was Australia like in at 1900?Identify the main features of:– Housing- Sanitation- Transport|
How did these influence living and working conditions in Australia at this time?
Describe the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’.
|To understand the Living and working conditions in Australia around the turn of the twentieth century.|
|Week 5||Key events and ideas in the development of Australian self-government and democracy, including women’s voting rights.Voting rightsSelf-determinationDemocracy;Federation||Explain the factors that contributed to federation and the development of democracy in Australia including:– Eureka Stockade/miners rights- Defence concerns- The 1890s depression- The Westminster system|
– Nationalist ideals
– Labor movement – QLD
– Women’s voting
– Squatters Vs Selectors
– Fathers of Federation
|Week 6||Legislation 1901-1914, including the Harvester Judgment, pensions, and the Immigration Restriction Act.Acts of ParliamentLegislationPensionsWage determination||Investigate how the major social legislation of the new Federal Government affected living and working conditions in Australia, for example:– Invalid and old-age pensions- The maternity allowance schemeImmigration Restriction Act|
Chronology, terms and concepts
- Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
- Use historical terms and concepts
Historical questions and research
- Identify and select different kinds of questions about the past to inform historical inquiry
- Evaluate and enhance these questions
- Identify and locate relevant sources, using ICT and other methods
Analysis and use of sources
- Identify the origin, purpose and context of primary and secondary sources
- Process and synthesise information from a range of sources for use as evidence in an historical argument
- Evaluate the reliability and usefulness of primary and secondary sources
Perspectives and interpretations
- Identify and analyse the perspectives of people from the past
- Identify and analyse different historical interpretations (including their own)
Explanation and communication
- Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced
- Select and use a range of communication forms (oral, graphic, written) and digital technologies
Depth Study 3 – World War 1
|Week||Overview Statements||Content Focus||Learning Intentions||Resources||Assessment Task|
|1||An overview of the causes of World War I and the reasons why men enlisted to fight in the war||http://www.youtube.com/watch?v=PrjHdl-IYPw Blackadder “start of world war 1”||Activity 5.1 of Oxford workbook “The causes of WWI”|
|2||The places where Australians fought and the nature of warfare during World War I, focusing on the Gallipoli campaign |
|3/4||Gallipoli research report||Ergo.slv.vic.gov.au to discuss how to compile historical report.|
|5/6||The Western Front and outcomes of WWI||Activity 5.4 in Oxford workbook “Trench Warfare”|
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