History and the Humanities Curriculum for the Adolescent Aged Twelve to Fifteen Years
Jump to section:
4.HH.010 Skills as applied to 4.HH.020 and 4.HH.030
4.HH.020 The Study of the History of Humanity
4.HH.030 The Study of the History of Humanity: Cultures from Ancient to Modern
4.HH.040 Skills as applied to 4.HH.050 and 4.HH.060
4.HH.050 The Study of Human Progress and the Building up of Civilization- Connection to Place
4.HH.060 The Study of Human Progress and the Building up of Civilization - Change and Development
4.HH.070 Skills as applied to 4.HH.080
4.HH.080 The Study of the Present Time and the Nation
History and Humanities across the curriculum
Introduction
Throughout the Montessori curriculum for students from the age of six, history is taught systematically and sequentially. In the Montessori adolescent curriculum, the study of history is embedded in the wider contexts of the humanities, incorporating geography, anthropology, politics and economics. Like the science curriculum, the pedagogy used to teach history and the humanities in the Montessori adolescent community is project-based. Students are engaged in projects related to two areas of historical study:
The study of the history of humanity
The study of the building of human civilisation
Humanities projects are studies of human groups in different places and times from ancient to modern. These projects inevitably include studies in geography, anthropology, politics and economics. These wide-ranging studies introduce students to a variety of human experiences, enabling them to see the world through the eyes of others, and enriching their appreciation of the nature of change. Strong emphasis is placed on the way human civilisations emerge and evolve over time and in different parts of the world. The projects might cover, for example:
early humans, ancient civilisations and traditional culture, and early agriculture, including traditional pre-settlement Australian Indigenous and other First Nation cultures, the Incas, Aztecs and Mayans, the ancient peoples of the Indus Valley
classical civilisations, including Ancient Greece and Rome, classical China and other ancient civilisations of Asia, Alexandria
societies in transition, including feudal Europe, Renaissance and the Enlightenment in Europe, the colonial and Federation periods in Australia
age of ideas and science, including the scientific and industrial revolutions, global exploration, transport and mass migration including migration to Australia, and space exploration
The aim of this area of study is to provide adolescents with a historical framework through which to study the story of humanity over time so they can understand our time, place and culture as part of the continuing story of humanity and its endeavours. In this way, adolescents can understand where and how their own ‘here and now’ fits into the continuing story. The study of history, therefore, contributes to adolescents understanding themselves and the social context in which they find themselves, as described by Ewert-Krocker (2001: 411) in the following way:
Our job as educators, if we are to adopt a Montessori perspective is not to teach history….our job is to help the adolescent see her role in history, to see that she has a role in history…
As students approach the final years of adolescence, they may embark on a path of study that takes them toward the role they will finally play in society. To this end students may choose to specialise within a study area of the humanities, exploring the world through a particular lens as they devise what their contribution to society will be as an adult. In either specialisation, students are encouraged to continue to call upon skills and knowledge acquired through their studies across curriculum areas and take an integrated approach to their inquiries and explorations through hands-on experience in the real world together with academic study.
Students are invited to contribute to the real work of society by engaging in occupations alongside professionals in the specialist field. This will help to provide a context for their academic studies. Within the humanities in the Australian curriculum students have a range of choices including Ancient History, Geography, and Modern History. Individual State/Territory curriculum offer a further range of subject choices from which students may choose.
The pedagogy used to deliver the program encourages students to investigate the art of discussion over time and across cultures, and in this way to build their own discussion and debating skills. Students also use visual arts, drama, and written expression to represent and display the knowledge they have gained and the philosophical values they have explored through the study of history. Timelines are used and created to establish chronologies. Each project follows the same pattern of delivery:
First, students are presented with key lessons and key concepts.
Second, students engage in individual and group research lessons, aligned with the literacy lessons needed to carry out the research effectively.
Finally, students present the information they have gathered and organised during their research by means of written text, artistic expression, spoken presentation and/or dramatic performance.
The Aims of the Montessori History and Humanities Curriculum for Adolescents from Twelve to Eighteen Years
The aims of the Montessori History and Humanities curriculum for adolescents aged from twelve to eighteen years include the following:
to compare the development of cultures in the ways they have met their fundamental needs
to group events by defined historical eras and timelines
to consider cause and effect as well as multi-cultural perspectives, when studying human groups in different historical eras
to investigate patterns of migration and settlement of peoples and their diversity
to review geographic and climatic data for world regions in order to consider the impact of the environment on the cultures being studied
to examine issues of war and peace in relation to the diffusion of people, ideas and products
to compare and contrast Australian government and culture with other governments, including the following perspectives:
development of Australian government, the nature of Australian democracy and how it works in the context of social change
impact of large-scale change on different groups of people in Australian society, including, for example, settlement, immigration, gold rush, exploration, industrialisation, the world wars, economic cycles
to explain processes for developing public policy in Australia
to identify and compare differing points of view and to recognise bias
to understand how knowledge of history contributes to the present and anchors the future
to read primary sources in philosophy and literature from a culture being studied in order to gain insight into the mind and spirit of ahuman society at points in time
to write and present research papers drawing on multiple sources
to apply knowledge and skills in creative expression (e.g. drama, art, music) to personalise studies in history and communicate them with others
to link the needs and interdependencies of human communities across time with the daily life and challenges faced by the adolescents themselves and their community
to investigate patterns of global economics (e.g. resource and food distribution) and their effects on contemporary societies
to understand there are a variety of sources of information and appreciate the need to analyse the reliability of information when using it to draw conclusions about the characteristics of societies and events through time.
4.HH.010 Skills (as applied to 4.HH.020 and 4.HH.030)
.01 Conduct individual or small group research:
Alongside, as well as in addition to, their general guided learning, each student, as an individual or in groups, is involved in conducting research which may involve the following:
a) Develop and increasingly improve questions to guide and plan their research
b) Acquire and organise primary and secondary sources of information
c) Consider the value of and source material from a range of sources including lectures, presentations, images, interviews, artefacts etc in a range of forms
d) Evaluate the usefulness of sources to their study with increasing complexity and consideration of viewpoints and perspective, origin, purpose & historical context
e) Develop spoken and written summaries, explanations of key ideas
f) Curate, consider and incorporate evidence to support arguments
g) Apply subject-specific criteria to their evaluations
h) Apply skills of observing, questioning, concluding, communicating, reflecting & responding
i) Plan and organise learning opportunities, including visiting experts, excursions, and field trips to relevant places of relevant significance
j) Effectively use appropriate digital technologies in their research
.02 Socratic seminars and discussion
Use the techniques of Socratic seminar to:
a) Consider a diverse range of sources of information about particular societies
b) Apply subject-specific criteria to evaluate factors relevant to their inquiry
c) Interpret, discuss and analyse source documents
d) Analyse issues related to evidence including the authentication, preservation, ownership and/or display of material from the past.
e) Consider information and evidence for reliability and usefulness, significance, perspectives, and interpretations
f) Reflect upon and refine their argument in engaging with others through questioning, discussion & debate
.03 Presentation of research
a) Students present their research appropriate to specific audiences.
b) Presentations take a range of forms (written, digital, spoken etc), using subject-specific conventions, terminology & concepts.
c) Presentations may incorporate a combination of techniques to convey information and arguments, including ICT, artworks, music, dance, dramatizations, debates, charts, models, and 3D reconstructions.
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The Study of the History of Humanity 4.HH.020
Knowledge, skills and understanding
Typically, individuals will:
01. Recognise the emergence, evolution of humans and the early settlements
02. Review the study of the movement of humans across the globe over time and the impact of migration on human history (3.HS.050.01 & 3.HS.050.02)
.03 Consider theories and interpretations of causes and routes of migration
.04 Investigate scientific techniques and processes for understanding history
＋ Materials and Activity
Activities:
- Revisit timelines
- Revisit terminology related to time (e.g. BCE. CE, chronology, periods etc)
- Revisit timelines and migration charts
- Consider the significance of landforms and landscapes (geomorphology) on human settlement and migration
- Identify the sources of evidence
- Read and understand various sources
- Socratic seminar discussion and analysis of theories from various sources
- Replicate or visit an archaeological dig
- Identify and explore various forms of evidence (primary and secondary sources, artefacts) and dating techniques (dendrochronology, DNA evidence, relative dating, carbon dating, etc) and oral accounts
- Consider methods of preserving and conserving archaeological evidence and historical material
Resources: • Timelines of the earth • Timeline of man • Fundamental needs of Humans Charts 1 and 2 • Timeline of millennia • Reference and research materials (paper-based, digital, web-based, multimedia) • Migration charts • Field studies • Art, oral tradition, tools, sites etc • Reference and research materials (paper-based, digital, web-based, multimedia).
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AC9HH7K01 AC9HH7K02 AC9HH7K08
The study of the History of Humanity: Cultures ancient to modern 4.HH.030
Knowledge, skills and understanding
Typically, individuals will:
.01 Consider theories and interpretations of migration across the Australian continent
.02 Conduct a detailed study of the Australian First Nations people:
how their fundamental needs were met
origin stories and knowledge systems
relationship to Country, Land and management of resources and the differing Aboriginal and non-Aboriginal worldviews
developing technologies over time and place
economics & business practices (past and current)
political and legal systems, including cultural obligations and social organisation
history of the arrivals of people from other cultures
colonisation- continuity and change
contact and differing experiences and impacts of colonisation
contacts between cultures and their results
present day issues
.03 Recognise and appreciate the First Nations Australians as the world’s oldest continuing culture
.04 Conduct an additional detailed study of an ancient society considering:
natural environment: geography, climate, flora, fauna
fundamental human needs: cultural (artistic expression, religion/ belief system, adornment) and physical (clothing, food, shelter, transport, defence)
wellbeing: how this is protected and maintained, addressed, monitored, and evaluated
urbanisation & internal migration
trade routes, international migration, and settlement (cause and effect)
government: including roles, function, and responsibilities
significant features, experiences and impacts of key groups, individuals, beliefs, daily practices and customs
.05 Conduct a detailed study of the transition from the ancient to the modern world (c.590-1650) including:
A. Medieval Europe, the Renaissance or the Asia-Pacific world, incorporating:
· The causes and impacts of the decline of the Roman empire
· The importance of the rise and spread of religions
· The study of transitions from tribe to village to city, including cause and effects
· Key people and groups
· Trade and exploration and the beginnings of imperialism
· Contacts and conflicts:
- key details
- differing viewpoints and experiences
· the emergence of ideas
· scientific advancements
· Impacts and legacy
B. Case study:
a. Empires and Expansion (between the years c. 790-1683), and may include: Mongol empire, Ottoman empire, Vikings or The Spanish conquest of the Americas
or
b. The Asia-Pacific World (c.802-1756) and may include: Angkor/Khmer Empire (c.802–c.1431)
Japan under the Shoguns (c.794–1867) or the Polynesian expansion across the Pacific (c.700–1756)
.06 Conduct a detailed study of a historical figure or of the great historical conversations (for example, between Socrates and Plato, Confucius and his disciples)
＋ Materials and Activity
Activities:
- Identify, explore and discuss a range of evidence regarding theories of migration
- Draw links to the study of the Earth and living things (geology, geography, cosmology, astronomy)
- Possible comparative studies of First Nations peoples from other parts of the world
- Explore primary and secondary sources and contextual local sources and studies and artefacts
- Discuss cultural protocols in relation to Indigenous cultural property, ethics of research and respectful terminology
- Consider reasons for and impact of removal of cultural artefacts
- Case studies of key sites e.g. Mithaka, Myall creek, local area
- Comparative study/ies of indigenous peoples form across the world (e.g. North America, Pacific, China, Africa, S-E Asia and Asia)
- Research projects and key lessons: - Role of significant individual or group - Key event/s: Myall Creek, frontier wars (local links where possible)
- Source analysis
- Explore a range of evidence for the continuity of First Nations Australian culture, including accounts of contestability
- Explore at least one of the following: Greece, Rome, Egypt, India, China
- Links to “Odyssey”
- Occupations of the adolescent community, including work on the land, to provide parallel experiences of ancient to modern societies
- Possible comparative study of civilizations with consideration of cross-cultural options
- The study of a city
- Create timelines of key events
- Imaginative or other responses to origin myths and legends
- Dramatis personae of a chosen significant individual
- Explore and describe important conflicts considering causes and effects
- Interact with a range of historical evidence
- Read and discuss key points in the Doctrine of Discovery (1493)
- Interact with a range of historical evidence
- Possible comparative study of other civilizations and cultures eg The Asia-Pacific world
- Personal projects with regards to the case study: -create timelines or charts of: • Key events • The spread of religions during this period • The crusades • Trade routes and the spread of cultures • Significant technological achievements and scientific developments • The rise of ideas and movements • Impacts and legacy
- Dramatis personae or other imaginative reconstruction: perspectives and viewpoints
Resources:
- research and reference materials (paper-based, digital, web-based, multimedia): • The Whole of History chart • Chart of Fundamental Human needs • Timeline of civilizations • Timeline of First Peoples of Australia • Trade and Migration charts • Artefacts • AITSIS map • Maps • Local elders and cultural knowledge holders • Indigenous Cultural and Intellectual Property Rights (ICIP): https://smartcopying.edu.au/guidelines/copyright-basics/indigenous-cultural-and-intellectual-property-rights/ • Access to local museums, art galleries, libraries, archaeological sites, natural lands, farmland, and significant places • Art and literature of the time and period • ACARA: Yrs7-9 History and Geography • Key websites which may include: -1. Aboriginal economies | NSW Government
- 8 Ways https://australianstogether.org.au/ https://www.commonground.org.au/ • A range of literary texts to support including (but not limited to): -Danalis, J. Riding the Black Cockatoo Gammage, B. (2012) The Biggest Estate on Earth -Pascoe, B.(2018) Dark Emu: Aboriginal Australia and the Birth of Agriculture • -Pascoe, B. (2020) The Young Dark Emu • -Yunkaporta T. (2023)Sand Talk: How Indigenous thinking can Save the world • Gambay: Australian First Languages Map — First Languages Australia • Art studio • Music studio
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AC9HH9K03 AC9HG7K07 (Optionalcase studies): AC9HH8K12 AC9HH8K13 AC9HH8K14 AC9HH8K15 AC9HH8K16
4.HH.040: Skills as applied to 4.HH.050 and 4.HH.060
Knowledge, skills and understanding
Typically, individuals will:
01. Conduct individual or small group research:
Alongside, as well as in addition to, their general guided learning, each student, as an individual or in groups, is involved in conducting research which may involve the following:
a) Develop and increasingly improve questions to guide and plan their research
b) Acquire and organise primary and secondary sources of information
c) Consider the value of and source material from a range of sources including lectures, presentations, images, interviews, artefacts etc in a range of forms
d) Evaluate the usefulness of sources to their study with increasing complexity and consideration of viewpoints and perspective, origin, purpose & historical context
e) Develop spoken and written summaries, explanations of key ideas
f) Curate, consider and incorporate evidence to support arguments
g) Apply subject-specific criteria to their evaluations
h) Apply skills of observing, questioning, concluding, communicating, reflecting & responding
i) Plan and organise learning opportunities, including visiting experts, excursions, and field trips to relevant places of relevant significance
j) Effectively use appropriate digital technologies in their research
02. Socratic seminars and discussion:
Use the techniques of Socratic seminar to:
a) Consider a diverse range of sources of information about particular societies
b) Apply subject-specific criteria to evaluate factors relevant to their inquiry
c) Interpret, discuss and analyse source documents
d) Analyse issues related to evidence including the authentication, preservation, ownership and/or display of material from the past.
e) Consider information and evidence for reliability and usefulness, significance, perspectives, and interpretations
f) Reflect upon and refine their argument in engaging with others through questioning, discussion and debate
03. Presentation of research
a) Students present their research appropriate to specific audiences.
b) Presentations take a range of forms (written, digital, spoken etc), using subject-specific conventions, terminology & concepts.
c) Presentations may incorporate a combination of techniques to convey information and arguments, including ICT, artworks, music, dance, dramatizations, debates, charts, models, and 3D reconstructions
+ ACv9
Skills: History AC9HH7K13 AC9HH7S01 AC9HH7S02 AC9HH7S03 AC9HH7S04 AC9HH7S05 AC9HH7S06 AC9HH7S07 AC9HH7S08 AC9HH8K03 AC9HH8K04 AC9HH8K07 AC9HH8K08 AC9HH8K11 AC9HH8K13 AC9HH8K14 AC9HH8K15 AC9HH8K16 AC9HH8S06 AC9HH8S07 AC9HH8S08 AC9HH9S01 AC9HH9S02 AC9HH9S03 AC9HH9S04 AC9HH9S05 AC9HH9S06 AC9HH9S07 AC9HH9S08
Skills: Geography AC9HG7S01 AC9HG7S02 AC9HG7S03 AC9HG7S04 AC9HG7S05 AC9HG7S06 AC9HG8S01 AC9HG8S02 AC9HG8S03 AC9HG8S04 AC9HG8S05 AC9HG8S06 AC9HG9S01 AC9HG9S02 AC9HG9S03 AC9HG9S04 AC9HG9S05 AC9HG9S06
4.HH.050: The Study of Human Progress and the Building up of Cvilization - Connection to Place
Knowledge, skills and understanding
Typically, individuals will:
.01 Conduct a detailed study of a local place over time:
· Identifying factors that influence the liveability of a place
· The economic, environmental and social significance of water in the world
· Determinants for settling in a place & its liveability
· Identify changes over time, including those resulting from migration and urbanisation (infrastructure, services etc)
· Identify types and impacts of connection with places: tourism, manufacture, trade, defence
· Significant events, individuals or groups
.02 Consider and explore through research and data:
A. Geographies of inter-connections:
- How people are connected to place by their choices & actions and how these connections help to create and change places & their environments
Resource management: Investigate:
- Human impacts on the Australian environment
- The growth of the environmental movement
- Environmental issues in Australia and globally
- Resource management: land, water, biomes
- Biomes, food/fibre production and food security
Environmental hazards: Consider:
- Causes
- Prevention, mitigation and management by:
o People
o Groups
o Government/s
- Impacts: social, environmental and economic
＋ Materials and Activity
Activities: • Review the geological processes that create landforms • Conduct site study: school, home or local (or broader) area study research projects to incorporate identification and study of: o Water, soil, air o Landforms o Flora o Fauna o Cultural and spiritual connections o Services and infrastructure • Mapping activities • Explore the global liveability indexes • Research projects • Research liveability factors of a local council and implications for strategic planning • Mapping activities- reading and creating • Research projects • Consider Australian context and relationship to other countries • Comparative study between Australia and another nation
Resources:
- research and reference materials (paper-based, digital, web-based, multimedia)
- Census data: https://www.abs.gov.au/
- Local studies resources (library)
- Historical museums
- Maps, primary and secondary sources
- Liveability indices
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4.HH.050: The Study of Human Progress and the Building up of Cvilization - Change and Development
Knowledge, skills and understanding
Typically, individuals will:
.01 Conduct a detailed study of the immediate and enduring change and developments between 1750-1914
Key lessons encourage students to:
· Consider, explore and explain:
o Industrial revolution 1750-1914, incorporating:
- Causes: Britain’s need for resources; Living and working conditions
- Contact and conflicts
- Implications: immediate and enduring
o Population movements (1750-1901):
-Push and pull factors
o Imperialism 1750-1914
- Causes, developments and impacts outside of Europe (1750-1901) in Australia and Asia
o Key places, people and events and their significance
o Explore immediate and enduring impacts of colonisation on Australia’s First Nations people
o Explore the social and political impacts on Australian society
.02 Conduct a detailed study of:
a philosophy, concept, movement, phenomena, reform, or idea from any period in history, and any part of the world, considering related factors and consequences
a scientific and/or technological innovation from any period of history and any part of the world
the impact of specific technology/ies on one or more human societies
＋ Materials and Activity
Activities:
• Adolescents consider closely the impact and role of innovation in their own lives, particularly technology
• Explore primary and secondary sources and contextual local sources and studies and artefacts
• Consider sources to explore perspectives of contact and conflict
• Depth study possible research projects:
-living conditions
-workers’ rights and key legislation e.g Harvester Judgement
-migration and the rise of nation states
-migration and travel: experiences
-social policies and social change e.g. Immigration Restriction Act 1901, government support etc
-Technological innovations and reasons
-Ideas and movements 1750-1914 (key individual, group or event)
-Explore primary and secondary sources
-Explore alternative perspectives and contestability
-Develop a lexicon of words & concepts related to understanding the literature about the research topic
-Excursions & fieldtrips
-Deliver presentations, exhibitions or showcases
-Occupations of the adolescent community
Resources:
• Maps • Research and reference materials (paper-based, digital, web-based, multimedia) • Primary and secondary sources • Australian Curriculum: History • Research and reference materials (paper-based, digital, web-based, multimedia)
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4.HH.070: Skills as applied to 4.HH.080
Knowledge, skills and understanding
Typically, individuals will:
01. Conduct individual or small group research:
Alongside, as well as in addition to, their general guided learning, each student, as an individual or in groups, is involved in conducting research which may involve the following:
a) Develop and increasingly improve questions to guide and plan their research
b) Acquire and organise primary and secondary sources of information
c) Consider the value of and source material from a range of sources including lectures, presentations, images, interviews, artefacts etc in a range of forms
d) Evaluate the usefulness of sources to their study with increasing complexity and consideration of viewpoints and perspective, origin, purpose & historical context
e) Develop spoken and written summaries, explanations of key ideas
f) Curate, consider and incorporate evidence to support arguments
g) Apply subject-specific criteria to their evaluations
h) Apply skills of observing, questioning, concluding, communicating, reflecting & responding
i) Plan and organise learning opportunities, including visiting experts, excursions, and field trips to relevant places of relevant significance
j) Effectively use appropriate digital technologies in their research
02. Socratic seminars and discussion:
Use the techniques of Socratic seminar to:
a) Consider a diverse range of sources of information about particular societies
b) Apply subject-specific criteria to evaluate factors relevant to their inquiry
c) Interpret, discuss and analyse source documents
d) Analyse issues related to evidence including the authentication, preservation, ownership and/or display of material from the past.
e) Consider information and evidence for reliability and usefulness, significance, perspectives, and interpretations
f) Reflect upon and refine their argument in engaging with others through questioning, discussion and debate
03. Presentation of research
a) Students present their research appropriate to specific audiences.
b) Presentations take a range of forms (written, digital, spoken etc), using subject-specific conventions, terminology & concepts.
c) Presentations may incorporate a combination of techniques to convey information and arguments, including ICT, artworks, music, dance, dramatizations, debates, charts, models, and 3D reconstructions
+ ACv9
Skills:Geography AC9HG9S01 AC9HG9S02 AC9HG9S03 AC9HG9S04 AC9HG9S05 AC9HG9S06
Skills:Civics & citizenship AC9HC7S01 AC9HC7S02 AC9HC7S03 AC9HC7S05 AC9HC8S01 AC9HC8S02 AC9HC8S03 AC9HC8S05 AC9HC9S01 AC9HC9S02 AC9HC9S03 AC9HC9S04 AC9HC9S05
Skills:Economics & business AC9HE7S01 AC9HE7S02 AC9HE7S03 AC9HE7S04 AC9HE7S05 AC9HE8S01 AC9HE8S02 AC9HE8S03 AC9HE8S04 AC9HE8S05 AC9HE9S01 AC9HE9S02 AC9HE9S03 AC9HE9S05
4.HH.080: The Study of the Present Time and the Nation
Knowledge, skills and understanding
Typically, individuals will:
.01 Conduct a detailed study of the present time and the nation with consideration to Places & Environments, Economics and Business, Civics & Citizenship (government, the law, moral characteristics)
a) Places & Environments
Distribution and management of biomes
Biomes and production of food, fibres, and industrial materials
Environmental issues in Australia and around the world
Overcoming issues related to sustaining the national and global population
Perceptions and connections to a place
Connections across places, including transport, ICT, trade
Impact of production and exchange on Australia and to our neighbours in the world
Impact of human activities on places including tourism
b) Economics and Business:
Sources of income
Types of work and the changing nature of work
Characteristics and features of finance and the Australian financial system
Characteristics of business practice within the nation:
- consumer rights and responsibilities
- risk and opportunities
- tax
- business plans and budgets
- marketing
- opportunities for enterprise
Interactions with the global economy
c) The Australian Government:
The constitution including formulation & process for change, separation of powers (Executive/parliament/judiciary)
Division of powers (Federal/State)
Australian democracy - democratic participation, the electoral system, challenges in Australian democracy, influence of media
Politics including formation of political parties and governments
Formation of government policies
d) The Australian law
Statutory and common law
Types of law
The court system
The justice system
International law
Aboriginal and Torres Strait Islander customary law
e) Moral characteristics of Australian citizenship
Explore the notion that Australia is a secular nation and multi-faith society with a Christian heritage
Explore the origin & types of values promoted including, freedom, respect, inclusion, civility, responsibility, compassion, and equality
Explore perceptions of identity as influenced by religious and cultural group practices as expressions of identity
Explore the values and beliefs of religions practised in Australia
Explore Aboriginal and Torres Strait Islander perspectives of identity
Identify and reflect upon Australian diversity & identity, including how individuals and groups contribute to civic life, non-government organisations, religious groups, philanthropists.
Consider and analyse the role of the media including television, radio, print, internet and social media and global connections & mobility influence identity and attitudes to diversity
＋ Materials and Activity
Activities: • Research Projects, with suggested topics including an aspect of:- o An element of environmental management o An element of the finance system o An element of the Australian political system o An element of thhe Australian legal system o An element of Australian citizenship • Comparison of an element with developments in the rest of the world • Develop a lexicon of words & concepts related to understanding the literature about the environment, finance, politics, law and citizenship • Excursions & fieldtrips • “Odyssey” • Presentations • Occupations of the adolescent community, including production & exchange, maintenance of community facilities and community governance activities require practical engagement with environmental management, government, legal, economic & business processes, as well as civics & citizenship issues. • Mock elections • Explore the preferential voting system • Socratic seminar • Role-taking experiences • Case studies: businesses, start-ups and entrepreneurs; links to production and exchange. • Consider primary and secondary sources of information • Adolescent personal reflections on own belonging to family, groups and community. Consider expressions of belonging, symbols and celebration
Resources: • Chart of Fundamental Human Needs • maps • research and reference materials (paper-based, digital, web-based, multimedia):- o Moneysmart.gov.au Secondary (yr 7-12) resources, https://moneysmart.gov.au/teaching/teaching-resources o Research resources: https://www.worldbank.org/en/publication/gfdr/gfdr-2016/background/financial-development https://universalteacher.com/1/components-of-financial-system/ https://www.rba.gov.au/publications/fsr/2021/apr/australian-financial-system.html o Australian digital financial games ESSI Money https://financialbasics.org.au/essi Sharemarket Game https://www2.asx.com.au/investors/investment-tools-and-resources/sharemarket-game o Online Financial products RAIZ Kids www.raizinvest.com.au • network of experts • access to natural & developed land spaces, art galleries, archaeological sites, places of government and judicial significance • shop • hostel/ learning space • guesthouse/place of hospitality • Australian Curriculum: Yr9 Geography, Civics & Citizenship, Economics & Business • Australian Electoral Commission • Australian Bureau of Statistics • Human Occupation Cards- Montessori Australia • Fair trading laws | business.gov.au • NSW Fair Trading | NSW Fair Trading
+ ACv9
a)Places & environments AC9HG9K01 AC9HG9K02 AC9HG9K03 AC9HG9K04 AC9HG9K05 AC9HG9K06 AC9HG9K07 AC9HG9K08
b) Economics & business AC9HE7K01 AC9HE7K02 AC9HE7K03 AC9HE7K04 AC9HE7K05 AC9HE8K01 AC9HE8K02 AC9HE8K03 AC9HE8K04 AC9HE8K05 AC9HE9K01 AC9HE9K02 AC9HE9K03 AC9HE9K04 AC9HE9K05
c,d.e) Australian Government, law and moral characteristics of citizenship AC9HC7K01 AC9HC7K02 AC9HC7K03 AC9HC7K04 AC9HC7K05 AC9HC8K01 AC9HC8K02 AC9HC8K03 AC9HC8K04 AC9HC8K05 AC9HC8K06 AC9HC9K01 AC9HC9K02 AC9HC9K03 AC9HC9K04 AC9HC9K05 AC9HC9K06
History and the Humanities Across the Curriculum
In order to undertake projects within the discipline of history effectively, students must apply literacy skills to a high standard. Necessary literacy skills include the ability to read primary and secondary sources to understand the essential meaning as well as to locate specific information. To present their knowledge and understanding of history, students need to write a variety of texts, including analytical and persuasive texts. Student presentations might also draw on skills developed in the creative expression area of the curriculum as well as skills in information and communications technology (ICT).
When students work with timelines, time zones and maps in the study of history, they apply numeracy skills. The study of geography is also embedded in history when students investigate how geographical location, climate and the environment affect human societies. In addition, the study of history focuses attention on citizenship, civics and ethics when students investigate how the nature of governments and civil society influence the capacity of a civilisation to flourish or decline. This knowledge equips students to make informed and ethical decisions in their own contribution to human society.
When students study the origins of any of the other disciplines that are part of the adolescent curriculum, they employ the techniques they have used in the study of history.