AC9HH9K18 Year 9 Humanities and Social Sciences

AC9HH9K18 – 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 role of a significant individual or group such as agricultural and factory workers, inventors and entrepreneurs, landowners, politicians and religious groups in promoting and enacting some of the ideas that emerged during the Industrial Revolution

Elaborations

•
explaining responses to particular ideas; for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism
• investigating the role played by an individual or group in promoting a key idea; for example, the role of Adam Smith and entrepreneurs in promoting capitalism, Florence Nightingale in promoting reform to health care and the rights of women, Pope Leo XIII in promoting the rights of workers in capitalist economies, Chartist William Cuffay in Tasmania or British Chartists on the goldfields in Victoria and New South Wales

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.