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Overview
Title of Unit: Overview
Grade Level: Year 9
Curriculum Area: History
Time Frame: 2 weeks

Units:
1. Introducing the birth of a modern world
2. The nature and extent of the movement of peoples
3. The Industrial Age
4. European imperialism
5. Emergence of economic, social and political ideas
6. Source study: The changing range of useful sources

In A Nutshell:

Major changes took place in European society in the eighteenth century. The beliefs and the social organisation that
characterised the Middle Ages broke down under the influence of new ideas, technological change and the
movements of people around the globe.
One effect of the Industrial Revolution was that European populations moved from living in the country in
overwhelmingly agricultural occupations to living in towns and cities and working in urban occupations, particularly
in factories.
European countries established colonies overseas, competing with one another for raw materials and slave labour.
As part of this expansion, the British Empire established its colony in Australia.

Cross-Curriculum Priorities:
- Aboriginal and Torres Strait Islander histories and culture
- Asia and Australias engagement with Asia

General Capabilities:
- Literacy
- Numeracy
- ICT competence
- Critical and creative thinking skills
- Ethical behaviour
- Personal and social competence
- Intercultural understanding







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Historical Knowledge and Understanding:
- The emergence and nature of significant economic, social and political ideas in the period, including
nationalism
- The nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
- The nature and significance of the Industrial Revolution and how it affected living and working conditions,
including in Australia
- The extent of European imperial expansion and different responses, including in the Asian region
- The emergence and nature of significant economic, social and political ideas in the period, including
nationalism

Historical Skills:
- Use historical terms and concepts
- Sequence events chronologically to demonstrate the relationship between events
- Identify and select different kinds of questions about the past to inform historical inquiry
- Evaluate and enhance these questions
- Identify and locate relevant sources using ICT and other methods
- Identify the origin, purpose and context of primary and secondary sources
- Evaluate the reliability and usefulness of primary and secondary sources
- Identify and analyse the interpretations of people from the past
- Identify and analyse different historical interpretations (including their own)
- Select and use a range of communication forms (oral, graphic, written) and digital technologies
- Develop texts, particularly descriptions and discussion that use evidence from a range of sources that are
referenced


Essential Questions:
- What were the changing features of the movements of people from 1750 to 1918?
- How did new ideas and technological developments contribute to change in this period?
- What was the origin, development, significance and long-term impact of imperialism in this period?
- What was the significance of World War I?



Assessment Evidence

Use a selection of formative tasks as outlined below. Choose at least one activity per unit for students to complete.











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WEEK ONE

Suggestions for Introducing the Birth of a Modern World (Unit 1):

Pearson pgs. 3-7

Key Concepts:
- The ideas of the Enlightenment made a big impact on the society of the time.
- Peoples ideas were no longer based on superstition and the rigid hierarchies of the Middle Ages, but the
notions of freedom and rationality that characterised the modern era.

Pearson pg. 3 review of the Middle Ages and pairs research on future units

Pearson pg. 4-5 Source Questions relating to Rousseau quote and Delacroix artwork

Pearson pg. 5 primary source research on Liberty Leading the People

Pearson pg. 6 extension activity small group true or false quiz read pages 4-7 first

Pearson pg. 6 learning activities


Suggestions for The Nature and Extent of the Movement of Peoples (Unit 2):

Pearson pgs. 8-12

Key Concepts:
- European settlement of the New World began in the early 1600s.
- Privately organised British colonies were categorised by voluntary migration.
- Involuntary migration occurred with many colonists to the first Australian colony in 1788, and with the slave
trade from West Africa to the Americas.

Pearson pg. 8-9 timeline activity main dates from the text in relation to Australia and America

Pearson pg. 9 analysis of The First Thanksgiving artwork

Pearson pg. 10 write a letter to a newspaper protesting about the slave trade

Pearson pg. 10 source questions related to the triangular trade, slave ships and blackbirding

Pearson pg. 12 learning activities


Suggestions for The Industrial Age (Unit 3):

Pearson pgs. 13-18

Key Concepts:
- Major changes took place in technology in Europe after about 1750.
- Great Britains society changed from being based on agriculture to being dominated by the manufacture of
goods.

Pearson pg. 14 analysis of factory artwork

Pearson pg. 14 inquiry activity based on steam engines explain what it was used for/explain how it works
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Pearson pg. 15 inquiry activity based on industrial cities of the UK, presenting findings to the class

Pearson pg. 16 read diary entry, and students then write their own, share in small groups before choosing the best
to read to the whole class

Pearson pg. 16-18 source questions

Pearson pg. 18 learning activities



WEEK TWO

Suggestions for European Imperialism (Unit 4):

Pearson pgs. 19-24

Key Concepts:
- The European powers extended their areas of influence to East and South-East Asia, creating empires.
- India, Vietnam and the Dutch East Indies were conquered by different European powers.
- Japan and China both initially responded to European imperialism by restricting foreign contact, trying to
avoid this fate.

Pearson pg. 20 inquiry activity in relation to views on opium smoking in China, finding information about the trade
and its effects on the Chinese people

Pearson pg. 20 timelines for events in Indonesia, China, Japan, India and Vietnam

Pearson pg. 20 PMI tables after reading Tea from China (pgs. 19-20) and Opium from India (pg. 20), compare in
groups

Pearson pg. 21-23 source questions

Pearson pg. 24 learning activities


Suggestions for Emergence of Economic, Social and Political Ideas (Unit 5):

Pearson pgs. 25-30

Key Concepts:
- The American and French revolutions spread new ideas about the equality of people and the importance of
people having a say in how they are governed.
- The struggle for democracy in England through the Chartist movement influenced events in Australia and led
to universal suffrage by 1902.

Pearson pg. 26 source analysis of The Taking of the Bastille painting

Pearson pg. 25, 27 extension activity summarising the American Revolution

Pearson pg. 27 timeline activity about democracy in USA, France, Britain, and Australia

Pearson pg. 28 class debate Which revolution made the most impact on the world?

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Pearson pg. 28 empathy task in response to female suffrage

Pearson pg. 30 learning activities


Suggestions for Source Study (Unit 6):

Pearson pgs. 31-35

Key Concepts:
- Social historians use a range of written and non-written sources to find out how people lived in the past.
- Historical sources often need to be interpreted. The ADAMANT acronym is a useful way to remember the
relevant questions to ask.

Pearson pg. 32 art depicting Heidelberg School

Pearson pg. 32 extension activity to remember ADAMANT using flashcards

Pearson pg. 32 extension activity considering advantages and disadvantages of using written and non-written
sources

Pearson pg. 32 compare advertisement (Source 1.6.2) with an advertisement today, discussing differences in
advertising and societal values from then and now

Pearson pg. 34 source questions

Pearson pg. 35 primary source study (opening of the first Parliament of the Commonwealth)