AC9HH8S03 Year 8 Humanities and Social Sciences

AC9HH8S03 – Year 8 Humanities and Social Sciences: Using historical sources

Strand

Skills

Substrand

Using historical sources

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

identify the origin, content, context and purpose of primary and secondary sources

Elaborations

• responding to questions such as “Who wrote/produced this?”, “When?”, “Why?” and “What does it show about the past?” about photographs, artefacts, stories, buildings and other sources to explain the past
• explaining how clues within a source can be used to identify where it was made or who it was made by; for example, the place where it was found, the materials used, the condition of the object, decorative features
• discussing the difficulty of identifying the origin and purpose of some sources, and how this can impact on the source’s usefulness

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.