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Descriptors›Humanities and Social Sciences›Year 9›Knowledge and understanding›First World War (1914–1918)›AC9HH9K09
AC9HH9K09: Year 9 Humanities and Social Sciences Content Descriptor – First World War (1914–1918)
AC9HH9K09 Year 9 Humanities and Social Sciences

AC9HH9K09 – Year 9 Humanities and Social Sciences: First World War (1914–1918)

Strand
Knowledge and understanding
Substrand
First World War (1914–1918)

This Content Descriptor from Year 9 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 places of significance where Australians fought, their perspectives and experiences, including the Gallipoli campaign, the Western Front and the Middle East

Elaborations

  • • identifying the places where Australians fought, such as Gallipoli, Fromelles, the Somme, Pozières, Passchendaele, Bullecourt, Villers-Bretonneux, Sinai Peninsula, Gaza and Beersheba
  • • investigating the difficulties of trench warfare, the development of military technology such as the use of tanks, aeroplanes and chemical weapons (gas)
  • • comparing and contrasting the different experiences of war, such as those of foot soldiers on the Western Front compared with those of the Light Horse in Palestine

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASHAHISY9
Year 9 Humanities and Social Sciences Achievement Standard
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.