Year 9
Humanities and Social Sciences
ASHAHISY9
Year 9 History Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 9 Humanities and Social Sciences by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.
What Students Should Know
By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918. They explain the causes and effects of events, developments, turning points or movements globally, in Australia, and in relation to the First World War or in an Asian context. They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events.
Students develop and modify questions about the past to inform historical inquiry. They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry. They explain the origin, content, context and purpose of primary and secondary sources. Students compare sources to determine the accuracy, usefulness and reliability of sources as evidence. They explain causes and effects, and patterns of continuity and change connected to a period, event or movement. Students compare perspectives of significant events and developments, and explain the factors that influence these perspectives. They analyse different and contested historical interpretations. Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that acknowledge evidence from sources.
Content Descriptors by Strand
This standard is supported by 32 Content Descriptors:
Knowledge and understanding
Making and transforming the Australian nation (1750–1914)
AC9HH9K01 the causes and effects of European imperial expansion and the movement of peoples in the late 18th and early 19th centuries, and the different responses to colonisation and migration AC9HH9K02 the key social, cultural, economic and political changes and their significance in the development of Australian society during the period AC9HH9K03 the causes and effects of European contact and extension of settlement, including their impact on the First Nations Peoples of Australia AC9HH9K04 significant events, ideas, people, groups and movements in the development of Australian society AC9HH9K05 continuities and changes and their effects on ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the 20th century in Australian society AC9HH9K06 different experiences and perspectives of colonisers, settlers and First Nations Australians and the impact of these experiences on changes to Australian society's ideas, beliefs and values AC9HH9K07 the development of Australian society in relation to other nations in the world by 1914, including the effects of ideas and movements of peopleThe Industrial Revolution and the movement of peoples (1750–1900)
AC9HH9K014 the changing population movements and settlement patterns during the period 1750 to 1900 AC9HH9K13 the social, economic, political, technological and/or environmental causes and effects of the Industrial Revolution on Europe in the late 18th and 19th century AC9HH9K15 the short-, medium- and long-term effects of population movements and changing settlement patterns during this period, such as global demographic changes, transport, new ideas, and political and social reforms AC9HH9K16 the different perspectives and experiences of men, women and children during the Industrial Revolution, and their changing way of life AC9HH9K17 the ideas that emerged and influenced change in society, such as nationalism, capitalism, imperialism, socialism, egalitarianism and Chartism AC9HH9K18 the role of a significant individual or group such as agricultural and factory workers, inventors and entrepreneurs, landowners, politicians and religious groups in promoting and enacting some of the ideas that emerged during the Industrial RevolutionFirst World War (1914–1918)
AC9HH9K08 the causes of the First World War and the reasons why Australians enlisted to fight in the war AC9HH9K09 the places of significance where Australians fought, their perspectives and experiences, including the Gallipoli campaign, the Western Front and the Middle East AC9HH9K10 significant events and turning points of the war and the nature of warfare, including the Western Front Battle of the Somme and the Armistice AC9HH9K11 the effects of the First World War on Australian society, such as the role of women, political debates about conscription, relationships with the British Empire, and the experiences of returned soldiers AC9HH9K12 the commemoration of the First World War, including different historical interpretations and debates about the nature and significance of the Anzac legend and the warAsia and the World (1750–1914)
AC9HH9K19 the key social, cultural, economic and political features of an Asian society during the 18th and early 19th Century AC9HH9K20 the causes and effects of European contact, including colonialisation, on an Asian society AC9HH9K21 significant events, ideas, people, groups and/or movements in the development of an Asian society AC9HH9K22 continuities and changes and their effects on the ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the 20th century in an Asian society AC9HH9K23 different experiences and perspectives of colonisers and Asian peoples from the time and the impact of changes to society, including events, ideas, beliefs and values AC9HH9K24 the development of an Asian society in relation to other nations in the world by 1914, including the effects of ideas such as nationalism and self-determinationSkills
Questioning and researching
AC9HH9S01 develop and modify a range of historical questions about the past to inform historical inquiry AC9HH9S02 locate, identify and compare primary and secondary sources to use in historical inquiryUsing historical sources
AC9HH9S03 identify the origin and content of sources, and explain the purpose and context of primary and secondary sources AC9HH9S04 explain the usefulness of primary and secondary sources, and the reliability of the information as evidenceHistorical perspectives and interpretations
AC9HH9S05 analyse cause and effect, and evaluate patterns of continuity and change AC9HH9S06 compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values AC9HH9S07 analyse different and contested historical interpretationsCommunicating
AC9HH9S08 create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sourcesAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | Making and transforming the Australian nation (1750–1914) | 7 | 28 |
| Knowledge and understanding | The Industrial Revolution and the movement of peoples (1750–1900) | 6 | 15 |
| Knowledge and understanding | First World War (1914–1918) | 5 | 20 |
| Knowledge and understanding | Asia and the World (1750–1914) | 6 | 19 |
| Skills | Questioning and researching | 2 | 6 |
| Skills | Using historical sources | 2 | 6 |
| Skills | Historical perspectives and interpretations | 3 | 9 |
| Skills | Communicating | 1 | 4 |
| Total | 32 | 107 | |
Frequently Asked Questions
What should students know by the end of Year 9 History?
By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918. They explain the causes and effects of events, developments, turning points or movements globally, in Australia, and in relation to the First World War or in an Asian context. They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events. Students develop and modify questions about the past to inform historical inquiry. They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry. They explain the origin, content, context and purpose of primary and secondary sources. Students compare sources to determine the accuracy, usefulness and reliability of sources as evidence. They explain causes and effects, and patterns of continuity and change connected to a period, event or movement. Students compare perspectives of significant events and developments, and explain the factors that influence these perspectives. They analyse different and contested historical interpretations. Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that acknowledge evidence from sources.
How many Content Descriptors support this standard?
32 Content Descriptors support this Achievement Standard (Knowledge and understanding: 7, Knowledge and understanding: 6, Knowledge and understanding: 5, Knowledge and understanding: 6, Skills: 2, Skills: 2, Skills: 3, Skills: 1).
How does this compare to Year 8?
The Year 8 History standard (ASHAHISY8) covers the preceding year level. Standards build progressively, with Year 9 expectations extending what was introduced in Year 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.