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Descriptors›Humanities and Social Sciences›Year 8›Knowledge and understanding›Empires and expansions›AC9HH8K10
AC9HH8K10: Year 8 Humanities and Social Sciences Content Descriptor – Empires and expansions
AC9HH8K10 Year 8 Humanities and Social Sciences

AC9HH8K10 – Year 8 Humanities and Social Sciences: Empires and expansions

Strand
Knowledge and understanding
Substrand
Empires and expansions

This Content Descriptor from Year 8 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 role and achievements of a significant individual and/or group connected to the empire and/or expansion

Elaborations

  • • identifying the similarities in leadership styles and successes of Genghis Khan and Kublai Khan
  • • comparing historians’ interpretations of the achievements of individuals such as Selim I in establishing the empire and capturing Jerusalem, or Suleiman the Magnificent in expanding the empire to Belgrade in Europe
  • • outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
  • • comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had journeyed to North America 500 years before Christopher Columbus
  • • explaining the significance of key chronological events in the lives of individuals such as Columbus, Balboa, Cortés, Montezuma II and/or Pizarro

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 8 ASHAHISY8
Year 8 Humanities and Social Sciences Achievement Standard
By the end of Year 8, students describe the historical significance of the periods between the ancient and modern past. They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to the empires or expansions, or the societies of the Asia-Pacific world during these periods. They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period. Students describe the role of significant individuals, groups and institutions connected to the societies of these periods and their influences on historical events. Students develop questions about the past to inform historical inquiry. They locate and identify a range of primary and secondary sources as evidence in historical inquiry. They describe the origin, content and context of sources and explain the purpose of primary and secondary sources. Students compare sources to explain the accuracy, usefulness and reliability of sources as evidence. They sequence events and developments to explain causes and effects, and patterns of continuity and change across societies and time periods. They describe perspectives, attitudes and values of the past, and suggest reasons for different points of view. They explain historical interpretations about significant events and people. Students use historical knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and historical arguments.