Australian Curriculum for The Globalising World: Changing policies and Australian identity
Content and duration
Strand: Historical Knowledge and Understanding / Overview of the Modern World and Australia
The content in this unit relates to the part or historical period of the Australian Curriculum: History for Year 10 that provides an Overview of the Modern World and Australia, which was written for 5% of teaching time, about 50 hours. For this historical period there are three depth studies, each of which constitute about 30%, or about 15 hours of the teaching time for the school year.
The depth study option Migrant experiences (1945–Present) has four sub-topics to cover approximately 15 hours, but which are not meant to necessarily have equal teaching time. Materials in the unit The Globalising World: Changing policies and Australian identity support programming for approximately 11 hours of teaching and learning for this depth study.
| Content descriptions
|
Elaborations and approximate teaching hours for this unit of work |
|---|---|
| ACDSEH144 — The waves of post-World War II migration to Australia, including the influence of significant world events | investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia (for example Jack Patten or the Aborigines Progressive Association) Approximately 1 hour |
| ACSDEH145 — The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ | describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans explaining the reasons for changes in government policy, for example the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901; the Displaced Persons Scheme in the aftermath of World War II Approximately 7 hours |
| ACDSEH146 — The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and Indochinese refugees | describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia Approximately 2 hours |
| ACDSEH147 — The contribution of migration to Australia’s changing identity as a nation and to its international relationships | investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation Approximately 1 hour |
Cross-curriculum priority
The cross-curriculum priority emphasised in this unit is Asia and Australia’s engagement with Asia.
Achievement standards
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Source for content descriptions and achievement standards above: Australian Curriculum, Assessment and Reporting Authority (ACARA)
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