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DescriptorsHumanities and Social SciencesYear 10Knowledge and understandingSecond World WarAC9HH10K04
AC9HH10K04: Year 10 Humanities and Social Sciences Content Descriptor – Second World War
AC9HH10K04 Year 10 Humanities and Social Sciences

AC9HH10K04 – Year 10 Humanities and Social Sciences: Second World War

Strand
Knowledge and understanding
Substrand
Second World War

This Content Descriptor from Year 10 Humanities and Social Sciences provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

the effects of the Second World War, with a particular emphasis on the continuities and changes on the Australian home front, such as the changing roles of women and First Nations Australians, and the use of wartime government controls

Elaborations

  • discussing the introduction of conscription into Australia through the Citizen Military Forces as a change from the policies of World War I
  • investigating the effects of the Second World War on the changing roles of women in Australia during the war (for example, women in the military [WAAAF, AWAS, WRANS], the Women’s Land Army, factory work) contrasted with the continuities of their roles before and after the war
  • investigating the impact of World War II at a local and national level, such as the bombing of Darwin, the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast, the “Battle of Brisbane”, the Cowra breakout and the Brisbane Line
  • describing the effects of changes to individual rights and freedoms because of the National Security Act 1939, such as censorship of the media; detention of Japanese, German and Italian residents; banning groups opposed to the war on either political or religious grounds; and controls over the workforce (“manpower controls”)
  • identifying the barriers that affected First Nations Australians’ enlistment in the Second World War, such as the lack of trust in their loyalty by the Australian Government, denial of their Aboriginal or Torres Strait Islander status and the notion that there would be disharmony between First Nations Australians and non-Indigenous Australian men
  • examining the reasons for the Australian Government changing its views on including First Nations Australians in the defence forces, such as the critical shortage of soldiers, Torres Strait Light Infantry Battalion established in 1941 and specialised work undertaken by First Nations Australians; for example, the Nackeroos and the Northern Territory Special Reconnaissance Unit
  • examining the changing roles of First Nations Australian men and women working as civilians for the army during the Second World War, such as increased employment opportunities in domestic work in hospitals, ammunition stacking, timber cutting and cement works, maintaining gardens, slaughtering cattle, and assembling and clearing gearboxes

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 10 ASHAHISY10
Year 10 Humanities and Social Sciences Achievement Standard
By the end of Year 10, students explain the historical significance of the period between 1918 and the early 21st century. They explain the causes and effects of events, developments, turning points or movements in 20th century Australia and internationally, leading up to and through the Second World War, and the post-war world. They describe social, cultural, economic and/or political aspects, including international developments, related to the changes and continuities in Australian society over this historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on Australian and global history. Students develop and modify a range of questions about the past to inform historical inquiry. They locate, select and compare a range of primary and secondary sources and synthesise the information in sources to use as evidence in historical inquiry. They analyse the origin, content, context and purpose of primary and secondary sources. Students evaluate the accuracy, usefulness and reliability of sources as evidence. They sequence events and developments to analyse cause and effect, and patterns of continuity and change, connected to a period, event or movement. They evaluate perspectives of significant events and developments, and explain the important factors that influence these perspectives. They compare and evaluate different and contested historical interpretations. Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that synthesise evidence from sources.