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Descriptors›Humanities and Social Sciences›Year 9›Knowledge and understanding›Asia and the World (1750–1914)›AC9HH9K19
AC9HH9K19: Year 9 Humanities and Social Sciences Content Descriptor – Asia and the World (1750–1914)
AC9HH9K19 Year 9 Humanities and Social Sciences

AC9HH9K19 – Year 9 Humanities and Social Sciences: Asia and the World (1750–1914)

Strand
Knowledge and understanding
Substrand
Asia and the World (1750–1914)

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 key social, cultural, economic and political features of an Asian society during the 18th and early 19th Century

Elaborations

  • • investigating the significant economic and political features of the Qing dynasty in China, including the role and influence of the Emperor and the role of cultural features such as art, literature and architecture
  • • investigating the territorial extent of the Mughal Empire in India, the role and influence of the Mughal emperor, and the art and architecture of Mughal India, such as the Taj Mahal
  • • examining the influence of the Tokugawa Shogunate on Japan’s political, economic and social development

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.