AC9HH8S06 Year 8 Humanities and Social Sciences

AC9HH8S06 – Year 8 Humanities and Social Sciences: Historical perspectives and interpretations

Strand

Skills

Substrand

Historical perspectives and interpretations

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 perspectives, attitudes and values of the past in sources

Elaborations

• describing the values and attitudes revealed by a source such as an individual account, and using additional sources to show how they are broadly representative or contrast the values and attitudes of the society
• identifying the perspective in a source and discussing the values and attitudes of the society that produced it; for example, explaining why historians have different interpretations, including access to source material, personal views and other contextual factors influencing the time in which the historian was working

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.