YEAR 6 HISTORY



f1dccca1472e35f66ba0b7dafaa2_grande.jpgAustralia as a Nation


Key inquiry questions

Why and how did Australia become a nation?
How did Australian society change throughout the twentieth century?
Who were the people who came to Australia? Why did they come?
What contribution have significant individuals and groups made to the development of Australian society?

SUB-STRAND
ELEMENT
ELABORATION
GENERAL CAPABILITIES
CROSS-CURRICULA PRIORITIES
ELEMENT CODE
Knowledge and Understanding
Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. (ACHHK113)
•studying Australia’s path to Federation through an examination of key people (for example Henry Parkes, Edmund Barton, George Reid, John Quick) and events (for example the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900)
•comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
•identifying key elements of Australia’s system of law and government and their origins (for example the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers - legislature, executive, judiciary; the houses of parliament; how laws are made)
Critical and creative thinking

(ACHHK113)
Knowledge and Understanding
Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114)
•investigating the experiences of democracy and citizenship of Aboriginal and Torres Strait Islander people (for example policies and laws such as protection, the removal of children from families, pay and working conditions)
Critical and creative thinking , Intercultural understanding. , Personal and social competence
Aboriginal Torres Straight Is history and culture
(ACHHK114)
Knowledge and Understanding
Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)
•comparing push and pull factors that have contributed to people migrating to Australia (for example economic migrants and political refugees)
•exploring individual narratives using primary sources (for example letters, documents and historical objects); interviewing and recording an oral history; dramatising the journey and circumstances of arrival based on the sources
•describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
•connecting stories of migration to students’ own family histories (where appropriate)
Critical and creative thinking , Intercultural understanding. , Literacy , Personal and social competence
Asia and Australia’s engagement with Asia
(ACHHK115)
Knowledge and Understanding
The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)
•examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today, and using digital technologies to process and record this data
•investigating the role of specific cultural groups in Australia’s economic and social development (for example the cattle industry, the Snowy Mountains Scheme, the pearling industry)
•considering notable individuals in Australian public life across a range of fields (for example the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the Australian Living Treasures list or from the Australian Dictionary of Biography)
Critical and creative thinking , Intercultural understanding. , Literacy , Personal and social competence
Sustainability
(ACHHK116)
Chronology, terms and concepts
Sequence historical people and events. (ACHHS117)
•placing key events, ideas, movements and people of the twentieth century in chronological sequence
•using timelines to describe past events and changes
•identifying and developing a timeline of world unrest that contributed to migration in the 1900s (for example the World Wars, the Vietnam War, the war in the former Yugoslavia, the Tiananmen Square massacre, the war in Sudan)
ICT, Intercultural understanding. , Numeracy , Personal and social competence
Aboriginal Torres Straight Is history and culture
(ACHHS117)
Chronology, terms and concepts
Use historical terms and concepts (ACHHS118)
•using historical terms and concepts related to the content such as ‘democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘heritage’, ‘diversity’, ‘enfranchisement’, ‘suffrage’
Numeracy
Asia and Australia’s engagement with Asia
(ACHHS118)
Historical questions and research
Identify questions to inform an historical inquiry (ACHHS119)
•developing key questions about the birth of Australian democracy and the experiences of citizenship for women, migrants and Aboriginal and Torres Strait Islander people
•developing key questions about immigration such as: ‘What were the main reasons people migrated to Australia?’ ‘Who migrated?’ ‘Where did they come from?’ ‘What impact have they had on the character of Australian society?’
Critical and creative thinking , Intercultural understanding. , Literacy , Personal and social competence
Aboriginal Torres Straight Is history and culture
(ACHHS119)
Historical questions and research
Identify and locate a range of relevant sources (ACHHS120)
•using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry
•identifying community or family members who migrated to Australia and conducting an interview to learn about their experiences; understanding that different questions elicit different kinds of answers (for example the difference between a closed and open question – ‘Did you like Australia when you first arrived?’ compared with ‘How did you feel about Australia when you first arrived?’)
•retrieving census data to construct arguments for and against migration
Critical and creative thinking , Literacy

(ACHHS120)
The analysis and use of sources
Locate information related to inquiry questions in a range of sources. (ACHHS121)
•finding relevant historical information in primary and secondary sources (for example related to the rights and status of women as well as Aboriginal and Torres Strait Islander peoples and the experiences of migrants)
•using pro formas and datasheets to develop questions and record information and sources about the movement of people to Australia in the twentieth century and the increasing cultural diversity of present day Australia
Literacy , Numeracy , Personal and social competence
Aboriginal Torres Straight Is history and culture
(ACHHS121)
The analysis and use of sources
Compare information from a range of sources. (ACHHS122)
•examining a range of sources of evidence to identify similarities and/or differences and describing what they reveal about the past (for example comparing information in sources to determine views on the effects of migration on the development of Australian society)
•checking publication dates to put in historical context the information contained in the text (for example comparing a 1965 Australian history book and a 2010 refugee website to identify different perspectives)
Critical and creative thinking , Literacy

(ACHHS122)
Perspectives and interpretations
Identify points of view in the past and present (ACHHS123)
•analysing the language used in sources to identify values and attitudes (for example ‘new Australians’, ‘boat people’)
•analysing sources to identify persuasive techniques such as modality (for example ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice to cover a lack of sources (for example ‘it is claimed that’ rather than the active voice ‘Tim Flannery claims that...’)
ICT, Intercultural understanding. , Literacy , Personal and social competence

(ACHHS123)
Explanation and communication
Develop historical texts, particularly narratives and descriptions, which incorporate source material (ACHHS124)
•developing narratives based on information identified from a range of sources (using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story)
•combining literary and informational language (for example ‘Standing on a cold windy pier in Kythera, Dimitri waved goodbye to his crying mother.’); evocative language and complex narrative structures and factual vocabulary and simple and compound sentence structures (for example ‘It was 1956 and Greece was recovering from a long civil war.’)
•composing historical texts (for example information reports, expository texts, persuasive texts, recounts, biographies)
Literacy

ACHHS124)
Explanation and communication
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)
•developing charts, graphs, tables, digital presentations, written and oral presentations to explain the past using ICTs.
•creating a digital story, using text, images and audio/visual material, to record migrant experiences
ICT, Literacy , Numeracy , Personal and social competence

(ACHHS125)