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Descriptors›Humanities and Social Sciences›Year 9›Knowledge and understanding›The Industrial Revolution and the movement of peoples (1750–1900)›AC9HH9K16
AC9HH9K16: Year 9 Humanities and Social Sciences Content Descriptor – The Industrial Revolution and the movement of peoples (1750–1900)
AC9HH9K16 Year 9 Humanities and Social Sciences

AC9HH9K16 – Year 9 Humanities and Social Sciences: The Industrial Revolution and the movement of peoples (1750–1900)

Strand
Knowledge and understanding
Substrand
The Industrial Revolution and the movement of peoples (1750–1900)

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 different perspectives and experiences of men, women and children during the Industrial Revolution, and their changing way of life

Elaborations

  • • comparing and contrasting the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution; for example, differences in living conditions for rich and poor, improvements in living standards, and changes in working conditions for agricultural workers
  • • investigating the changes in working conditions, such as longer working hours for low pay and the use of children as a cheap source of labour
  • • identifying the growth of trade unions as a response to the impacts of the Industrial Revolution on the working class

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.