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Descriptors›Humanities and Social Sciences›Year 9›Knowledge and understanding›The Industrial Revolution and the movement of peoples (1750–1900)›AC9HH9K17
AC9HH9K17: Year 9 Humanities and Social Sciences Content Descriptor – The Industrial Revolution and the movement of peoples (1750–1900)
AC9HH9K17 Year 9 Humanities and Social Sciences

AC9HH9K17 – 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 ideas that emerged and influenced change in society, such as nationalism, capitalism, imperialism, socialism, egalitarianism and Chartism

Elaborations

  • • explaining why an idea emerged and the basis of that idea, such as Chartism (the movement in support of the People’s Charter of 1838 in Britain), and identifying changes that arose from that idea, such as universal male suffrage and the secret ballot
  • • examining the causes and impacts of the French Revolution on politics and citizens’ rights including in the United Kingdom and the USA
  • • examining the role of religious beliefs in the movement to end the slave trade, reforms to improve the negative effects of the Industrial Revolution, the enfranchisement of women and the rise of organised labour

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.