Board Endorsed October 2015
Pre Modern History
A/T/M
Type 2
Written under the
History Course
Framework 2014
Accredited from 2016 – 2020
Board Endorsed October 2015
Student Capabilities
All courses of study for the ACT Year 12 Certificate should enable students to develop essential
capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated and
interconnected set of knowledge, skills, behaviours and dispositions that students develop and use in
their learning across the curriculum.
The capabilities include:
 Literacy
 Numeracy
 Information and communication technology (ICT) capability
 Critical and creative thinking
 Personal and social capability
 Ethical behaviour
 Intercultural understanding.
Courses of study for the ACT Year 12 Certificate should be both relevant to the lives of students and
incorporate the contemporary issues they face. Hence, courses address the following three priorities.
These priorities are:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability.
Elaboration of these student capabilities and priorities is available on the ACARA website at
www.australian curriculum.com.au.
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Board Endorsed October 2015
Course Adoption Form for Accredited Courses
College:
Course Title: Pre Modern History
Classification: A
Framework: History
Course Area:
Course Code:
Dates of Course Accreditation:
From
to
2016
2020
Identify units to be adopted by ticking the check boxes

Unit 1: Transformation
Value
(1.0/0.5)
1.0

Unit 1a: Transformation
0.5
Q


Unit 1b: Transformation
Unit 2: Golden Ages
0.5
1.0
Q
S

Unit 2a: Golden Ages
0.5
Q


Unit 2b: Golden Ages
Unit 3: Conflict
0.5
1.0
Q
S

Unit 3a: Conflict
0.5
Q


Unit 3b: Conflict
Unit 4: Power
0.5
1.0
Q
S

Unit 4a: Power
0.5
Q

Unit 4b: Power
0.5
Q
Adopt
Unit Title
Length
S
Adoption: The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
College Board Chair:
BSSS Office Use
Entered into database:
/
/20
2
/
/20
Board Endorsed October 2015
Course Adoption Form for Accredited Courses
College:
Course Title: Pre Modern History
Classification: T
Framework: History
Course Area:
Course Code:
Dates of Course Accreditation:
From
to
2016
2020
Identify units to be adopted by ticking the check boxes

Unit 1: Transformation
Value
(1.0/0.5)
1.0

Unit 1a: Transformation
0.5
Q

Unit 1b: Transformation
0.5
Q

Unit 2: Golden Ages
1.0
S

Unit 2a: Golden Ages
0.5
Q

Unit 2b: Golden Ages
0.5
Q

Unit 3: Conflict
1.0
S

Unit 3a: Conflict
0.5
Q

Unit 3b: Conflict
0.5
Q

Unit 4: Power
1.0
S

Unit 4a: Power
0.5
Q

Unit 4b: Power
0.5
Q
Adopt
Unit Title
Length
S
Adoption: The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
College Board Chair:
BSSS Office Use
Entered into database:
/
/20
3
/
/20
Board Endorsed October 2015
Course Adoption Form for Accredited Courses
College:
Course Title: Pre Modern History
Classification: M
Framework: History
Course Area:
Course Code:
Dates of Course Accreditation:
From
to
2016
2020
Identify units to be adopted by ticking the check boxes

Unit 1: Transformation
Value
(1.0/0.5)
1.0

Unit 1a: Transformation
0.5
Q

0.5
Q

Unit 1b: Transformation
Unit 2: Golden Ages
1.0
S

Unit 2a: Golden Ages
0.5
Q

0.5
Q

Unit 2b: Golden Ages
Unit 3: Conflict
1.0
S

Unit 3a: Conflict
0.5
Q

0.5
Q

Unit 3b: Conflict
Unit 4: Power
1.0
S

Unit 4a: Power
0.5
Q
Adopt
Unit Title
Length
S
0.5
Q

Unit 4b: Power
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
College Board Chair:
BSSS Office Use
Entered into database:
/
/20
4
/
/20
Board Endorsed October 2015
Table of Contents
Course Name
.....................................................................................6
Course Classification
.....................................................................................6
Course Framework
.....................................................................................6
Evaluation of Previous Course
.....................................................................................6
Course Length and Composition
.....................................................................................7
Implementation Guidelines
.....................................................................................7
Duplication of Content Rules
.....................................................................................8
Subject Rationale
.....................................................................................8
Goals
.....................................................................................9
Content
.....................................................................................9
Teaching and Learning Strategies
...................................................................................11
Assessment
...................................................................................12
Guide to Assessment Tasks
...................................................................................13
Achievement Standards
...................................................................................16
Student Capabilities
...................................................................................20
Moderation
...................................................................................22
Resources
...................................................................................23
Proposed Evaluation Procedures
...................................................................................48
Unit 1: Transformation
Value 1.0....................................................................49
Unit 2: Golden Ages
Value 1.0....................................................................55
Unit 3: Conflict
Value 1.0....................................................................65
Unit 4: Power
Value 1.0....................................................................72
Appendix A – Common Curriculum Elements
...................................................................................83
Appendix B – Australian Curriculum Achievement Standards ..............................................................87
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Board Endorsed October 2015
Course Name
Pre Modern History
Course Classification
A/T/M
Course Framework
History
Course Developers
Name
Nanette Bragg
Murray Chisholm
Dr. Christopher Kenna
Sarah Langford
Michael Lemmey
Bridget Martin
Lee Morthorpe
Elise Quodling
Qualifications
B.Ed
B.A. (Hons), Grad. Dip. Ed, M.A.
Grad. Cert. TESOL
B.A. (Hons), Grad. Dip. Ed, PhD
B.A. (Hons), Grad. Dip. Ed, Grad.
Cert. Information Studies
B.Ed. Grad Cert. Special
Education
B.A. Postgrad. Dip. Teach
B.A. Grad. Dip. Ed, M.A.
B.A. Grad Dip Ed.
College
Burgmann Anglican School
the Canberra College
Hawker College
Orana Steiner School
Gungahlin College
Erindale College
Canberra College
Gungahlin College
Evaluation of Previous Course
This is written according to the senior secondary course design specifications.
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Board Endorsed October 2015
Course Length and Composition
The following standard units will be the usual mode of delivery. Half standard units 0.5 (‘a’ and ‘b’)
are for students who leave early or start late in a unit.
Unit Titles
Unit Value
Unit 1: Transformation
1.0
Unit 2: Golden Ages
1.0
Unit 3: Conflict
1.0
Unit 4: Power
1.0
Available course pattern
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To be
awarded a course, students must complete at least the minimum number of hours and units over
the whole minor or major – both requirements must be met. The number of units may vary
according to the school timetable.
Course
Minor
Major
Major Minor
Double Major
Number of standard units to meet course requirements
Minimum of 2 units
Minimum of 3.5 units
Minimum of 5.5 units
Minimum of 7 units
Implementation Guidelines
Suggested Implementation Patterns
Implementation Pattern
Semester 1, Year 11
Semester 2 , Year 11
Semester 1, Year 12
Semester 2, Year 12
Units
Unit 1: Transformation
Unit 2: Golden Ages
Unit 3: Conflict
Unit 4: Power
It is recommended that Units 1-4 are studied sequentially. However, units may be studied in any
sequence.
Prerequisites for the course or units within the course
Nil
Compulsory units
Nil
Arrangements for students continuing study in this course
Students studying units in this course must study units that do not cover content previously studied
as part of a History course in Years 11 and 12. Please refer to Duplication of Content rules below.
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Board Endorsed October 2015
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Students will only be given credit for covering the content once.
Relationship to other courses
Nil
Units from other courses
Refer to the Integrated History course.
Duplication of units
Nil
Subject Rationale
The Pre Modern History curriculum enables students to study life in the pre modern period based on
the analysis and interpretation of physical and written remains. The pre modern period, as defined in
this curriculum, is global in scope and covers the period c. 400-1750 CE.
Pre modern history stimulates students’ curiosity and imagination and enriches their appreciation of
humanity and the value of the past. It shows how the world and its people have changed, as well as
the significant legacies that exist into the present. The study of pre modern history illustrates the
development of some of the distinctive features of contemporary societies for example social
organisation, culture, systems of law, governance and religion. Pre modern history is also concerned
with the possible motivations, and actions of individuals and groups, and how they shaped the
political, social and cultural landscapes of the pre modern world.
The Pre Modern History curriculum continues to develop the historical skills and understandings
taught in the Foundation to Year 10 History curriculum. Students develop transferable skills
associated with the process of historical inquiry. These include critical literacy skills for example
interpreting, analysing and weighing evidence; the ability to synthesise evidence from a variety of
sources; and developing reasoned and evidence-based arguments that challenge accepted theories.
The Pre Modern History curriculum caters for the interests of students and teachers by providing
choice as well as opportunity for breadth and depth of study across the four units. It provides ample
opportunities for the study of indigenous societies, the importance of Asia and the challenges of
sustainability.
Students are introduced to the complexities of reconstructing the past using often fragmentary
evidence from a range of literary, documentary, architectural and archaeological sources, and the
skills associated with the analysis and evaluation of historical sources. Students develop increasingly
sophisticated historiographical skills and historical understanding, from their analysis of
interpretations and representations of the pre modern world to their close study of features and
structures of pre modern societies.
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Goals
Pre Modern History aims to develop students’:
 Knowledge and understanding of the pre modern period, including key individuals, institutions,
structures and features of pre modern societies
 The capacity to undertake historical inquiry, including skills in research, interpretation, using
sources, evidence-based arguments and communication
 Analytical and critical thinking using key historical concepts, including evidence, continuity and
change, cause and effect, significance, empathy, perspectives, interpretations, representations
and contestability
 Appreciation of the origins, impact and legacy of ideas, beliefs and values
Student Group
The Pre Modern History curriculum continues to develop student learning in history through the
same strands used in the Foundation to Year 10 history curriculum, although the historical
knowledge and understanding strand includes a wider range of concepts and contexts for historical
study.
The Pre Modern History curriculum continues to provide opportunities to study world history in the
period in more depth. This includes contexts related to societies across the world.
The Pre Modern History curriculum continues to develop the skills of historical inquiry, with a greater
focus on skills associated with critical thinking, the analysis of sources, historical interpretation and
contestability.
Content
In Pre Modern History, students study the key institutions, structures and features of societies and
develop a broader and deeper comprehension of the origins, impact and legacy of ideas, beliefs and
values of the pre modern world. The Pre Modern History curriculum consists of four units. For each
unit there are a range of topic electives that focus on a particular event, society, historical period,
site, source or issue. Each unit includes a focus on key concepts that define the discipline of history,
such as cause and effect, significance, and contestability.
The four units include:
Unit 1: Transformation
The unit provides an introduction to the pre modern world. It looks at the factors that transformed
societies in this period. It also explores the problematic and contestable nature of the evidence, both
written and archaeological, that has survived. The fragmented nature of the evidence requires
students to develop techniques for analysing historical silences. In addition, students will investigate
the contested nature of interpretations and representations of this evidence. This unit focuses on
issues relevant to the investigation of the pre modern world and builds on the historical skills
developed in the Foundation to Year 10 curriculum to develop an introduction to historiography.
Unit 2: Golden Ages
This unit examines the role of individuals and personalities in historical causation and compares this
to social structural theories. Students will undertake two case studies in which they explore the role
of a great person within the ‘golden age’ in which they lived.
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Board Endorsed October 2015
Students will examine the notion of a Golden Age, and the role of a great people within that age,
with particular reference to political, economic, social, artistic and cultural developments. They will
ask questions such as:
 For whom this was a Golden Age?
 To what degree Golden Age is a suitable term to describe the lives of ordinary people?
 To what extent can a ‘great person’ claim the creation of a Golden Age?
 To what extent is our perception of a Golden Age shaped by the surviving sources?
Unit 3: Conflict
This unit examines the interaction of societies in the pre modern period and the impact that they
have on one another. The approach taken by this unit is comparative in that it explores different
perspectives on the same events. This will include interrogating different perspectives through
source material and examining its origins, purposes, values and limitations.
Students will also investigate archaeological sources and develop techniques for interpreting and
understanding historical material other than the written word. Further, the fragmented nature of the
evidence requires students to develop techniques for analysing historical silences and the way that
these have shaped the cultural narrative.
This unit will explore the complexities of contact between groups of people and the adaptations,
confrontations, benefits, relationships, or violence that might result.
Unit 4: Power
This unit examines the nature and exercise of power and authority in pre modern societies, with
reference to formative ideologies. Students will analyse structures, loci and relations of power to
understand their varied and complex nature. This type of analysis requires students to engage with
scholarly and historiographical debate.
Students will employ theoretical frameworks for analysis of Historical phenomena. These theories
may include: Gender Theory, Marxism, Modernism/ Positivism, Post-modernism, Post-colonialism,
Subaltern Studies, Orientalism, etc.
Teachers should identify the topics to be covered in each unit at the beginning of the course to
ensure there is no duplication in topics studied.
Organisation of content
The Pre Modern History curriculum continues to develop student learning in history through the two
strands of historical knowledge and understanding, and historical skills. This strand organisation
provides an opportunity to integrate content in flexible and meaningful ways.
Historical knowledge and understanding
This strand focuses on knowledge and understanding of key institutions, structures and features of
societies through the study of significant periods, events, developments, and individuals. Historical
understanding is developed through concepts that define history as a discipline, including evidence,
continuity and change, cause and effect, significance, empathy, perspectives and contestability.
Historical skills
This strand presents skills that are used in historical inquiry. There are five key skill areas that build
on those learned in the Foundation to Year 10 curriculum and which continue to be developed in the
Pre Modern History curriculum. These include chronology, terms and concepts; historical questions
and research; analysis and use of sources; perspectives and interpretations; and explanation and
communication. There is an emphasis through this strand on the development of informed and
defensible responses to inquiry questions through a critical use of sources.
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Board Endorsed October 2015
Relationships between the strands
The two strands are interrelated and the content has been written to enable integration of the
strands in the development of a teaching and learning program. The historical knowledge and
understanding strand provides the contexts through which particular skills are to be developed. The
same set of historical skills has been included in each of the four units to provide a common focus for
the teaching and learning of content in the historical knowledge and understanding strand.
Teaching and Learning Strategies
Course developers are encouraged to outline teaching strategies that are grounded in the Learning
Principles and encompass quality teaching. Pedagogical techniques and assessment tasks should
promote intellectual quality, establish a rich learning environment and generate relevant
connections between learning and life experiences.
Teaching strategies that are particularly relevant and effective in History include, but are not limited
to the following techniques.
Review prior learning
 brainstorming
 individual, pair and group work
 student reflection about relevant concepts and skills
Introduce new material
 exposure to quality visual imagery/materials through a variety of media
 read relevant texts
Provide demonstration, guided practice and application
 teacher demonstration, modelling and peer tutoring
 teacher scaffolding to facilitate analysis of visual material and texts
 engagement with relevant professionals
 simulation activities
 teacher modelling of critical use of online resources
 visits to museums and cultural institutions
 demonstration of empathetic understanding
Promote independent practice and application
 research strategies and time management
 problem solving strategies
 practice and reinforcement of learning by way of revision, worksheets, tests and
demonstrations
 regular and meaningful feedback
 discussions, debates and student presentations
Link to next task or skill area
 reinforcing connections with other skill and learning areas
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Board Endorsed October 2015
Assessment
The identification of assessment criteria and assessment tasks types and weightings provides a
common and agreed basis for the collection of evidence of student achievement.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers must use all of these criteria to assess student
performance, but are not required to use all criteria on each task. Assessment criteria are to be used
holistically on a given task and in determining the unit grade.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the
goals of a unit based on the assessment criteria. The Common Curriculum Elements (CCE) is a guide
to developing assessment tasks that promote a range of thinking skills (see Appendix A). It is highly
desirable that assessment tasks engage students in demonstrating higher order thinking.
Rubrics use the assessment criteria relevant for a particular task and can be used to assess a
continuum that indicates levels of student performance against each criterion.
Board requirements
Students are expected to study the semester 1.0 units as accredited unless enrolled in a 0.5 unit due
to late entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units the same percentage weighting for
task types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
General Assessment Criteria
Students will be assessed on the degree to which they demonstrate:
Investigation
 accurate, detailed comprehension evidenced by locating, selecting, recording and
acknowledging sources
 accurate, detailed comprehension in the classification, analysis and evaluation of information.
Interpretation
 accurate, detailed understanding of perspective and drawing conclusions about historical
significance from sources
 imagination and independence in hypothesising, synthesising, constructing arguments and
assessing the available evidence
 consideration of alternative approaches and understanding of historiography (T only)
 empathetic understanding of values and cultures
Communication
 fluency and clarity using historical conventions
 the use of diverse methods of presentation
 the exchange of ideas in examining historical issues
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Guide to Assessment Tasks
Guide to Assessment Tasks A
Task Type
Examples
Historical
Investigation/Depth
Study
Written
Document
Study/Source
Analysis
Empathetic and/or
Critical Response
Written
Written or
Oral
Research Essay/Depth Study
800 - 1000 words
(at home)
Essay
600 - 1000 words
(in class)
In-class task
(600-800 words)
In-class response
Empathetic writing
Diaries
Journalism
Keepsake box (with contextual
reflection)
Role play
Book and film review
Oral performance/presentation/
seminar
Podcast/vodcast
Field reports
Debates
Interviews
Artefact(s) and their significance
Models (supported by research
and reflection)
1.0 units
(3-5 tasks)
20-60%
0.5 units
(2-3 tasks)
0-60%
20-40%
0-40%
20-40%
0-40%
Additional Assessment Advice for A Courses
 For a 1.0 unit:
o a minimum of three and a maximum of five assessment items is recommended
o at least one assessment item from each task type.
 Where only one 0.5 unit is studied in a year:
o a minimum of two and a maximum of three items is recommended.
 Empathetic/Critical Response items require students to make discriminating use of primary
and/or secondary sources to develop an effective, situated point of view. Alternatively, they
may develop an analysis of a point of view. All responses must have an historical perspective
that is informed by investigation and interpretation.
 All empathetic items must include a written rationale, to a maximum of 500 words, and must
include a bibliography.
 Recommendation for orals is 8 – 10 minutes Year 11 and 10-12 minutes for Year 12.
 A minimum of 40% of the assessment for 1.0 and 0.5 units must be completed in class.
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Board Endorsed October 2015
Guide to Assessment Tasks T
Task Type
Historical
Investigation/D
epth Study
Document
Study/Source
Analysis
Empathetic
and/or Critical
Response
Examples
Written
Written
Written or Oral
Research Essay/
Depth Study
1000 - 1500 words
(at home)
Essay
800 - 1000 words
(in class)
In-class response
Empathetic writing
Diaries
Journalism
Oral
performance/presentation/
seminar
Podcast/vodcast
Field reports
Debates
Interviews
Artefact(s) and their
significance
Models (supported by
research and reflection)
1.0 unit
(3-5 tasks)
30-60%
0.5 unit
(2-3 tasks)
0-60%
20- 40%
0-40%
20 – 40%
0-40%
Additional Assessment Advice for T Units
 For a 1.0 unit:
o a minimum of three and a maximum of five assessment items is recommended
o at least one assessment item from each task type.
 Where only one 0.5 unit is studied in a year:
o a minimum of two and a maximum of three items is recommended.
 Empathetic/Critical Response items require students to make discriminating use of primary
and/or secondary sources to develop an effective, situated point of view. Alternatively, they
may develop an analysis of a point of view. All responses must have an historical perspective
that is informed by investigation and interpretation.
 All empathetic items must include a written rationale, to a maximum of 500 words, and a
bibliography.
 Recommendation for orals is 10 – 12 minutes year 11 and 12-15 minutes for year 12.
 A minimum of 40% of the assessment for 1.0 and 0.5 units must be completed in class.
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Board Endorsed October 2015
Guide to Assessment M Tasks
Task Type
Historical
Investigation/Depth
Study
Document
Study/Source
Analysis
Empathetic and/or
Critical Response
Examples
1.0 units
(3-5 tasks)
10 - 80%
0.5 units
(2-3 tasks)
0 - 80%
Written
Short answer responses
Narrative tasks
Written
In-class response
10 - 80 %
0 - 80%
Written or
Oral
Empathetic writing
Diaries
Journalism
Oral
performance/presentation/
seminar
Podcast/vodcast
Field reports
Interviews
Artefact(s)
Models
10 - 80%
0 - 80%
Additional Assessment Advice for M units
 For a 1.0 unit:
o a minimum of three and a maximum of five assessment items is recommended
o at least one assessment item from each task type.
 Where only one 0.5 unit is studied in a year:
o a minimum of two and a maximum of three items is recommended.
 Empathetic/Critical Response items require students to use sources and develop a point of
view.
Achievement Standards
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A - E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers will
consider, when allocating grades, the degree to which students demonstrate their ability to complete
and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors that describe generic
standards of student achievement across all courses.
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Board Endorsed October 2015
Achievement Standards
Achievement standards in the form of unit grades provide a guide for teacher judgement of students’
achievement, based on the assessment criteria, over a unit of work. Grades are organised on an A-E
basis. During 2014 – 15 the BSSS grade descriptors will be used in determination of grades.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
Grades are awarded on the proviso that the assessment requirements have been met. When
allocating grades, teachers will consider the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
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Board Endorsed October 2015
Interpretation
Investigation
Unit Grade Descriptors for A courses
A student who achieves an A
grade typically
 makes apt and thoughtful
application of information
from sources.
A student who achieves a B
grade typically
 accesses relevant
information from obvious
sources.
A student who achieves a C
grade typically
 reflects some use of
relevant materials
A student who achieves a D
grade typically
 relies heavily on few
sources.
A student who achieves an
E grade typically
 accesses relevant
sources when assisted and
repeats supplied
information

appreciates differences in
perspective, argues a case or
is imaginative where
appropriate

recognises differences in
perspective and comprehends
key issues

demonstrates an
empathetic awareness of
values and cultures

has awareness of
differences in values and
cultures

has limited recognition
of differences in values and
cultures


demonstrates some
understanding of alternative
approaches and
historiography

shows simple
comprehension of the key
issues



considers alternative
approaches demonstrating an
understanding of
historiography
shows limited
comprehension with
variable accuracy
shows little
comprehension of
information
Communication
 demonstrates an
empathetic understanding of
values and cultures

communicates in a
coherent and articulate
manner

participates in exchanges
of ideas in examining
historical issues
uses a range of methods of  communicates with
presentation
adequate fluency and
structure
communicates with
basic fluency and structure;
reliant on guidance
 uses a range of effective
methods of presentation
 communicates in a
coherent manner
 participates in some
exchanges of ideas in
examining historical issues
 communicates with
little fluency
17
 uses simple methods of
presentation

Board Endorsed October 2015
Communication
Interpretation
Investigation
Unit Grade Descriptors for T courses
A student who achieves an A
grade typically
 displays confidence,
flexibility and initiative in
locating, selecting, analysing,
recording and acknowledging
sources
A student who achieves a B
grade typically
 is accurate, analytical ,and
attentive to detail in locating,
selecting, recording and
acknowledging sources
A student who achieves a C
grade typically
 uses appropriate and
obvious information when
locating, selecting recording
and acknowledging sources
A student who achieves a D A student who achieves an
grade typically
E grade typically
 locates and records
 relies on assistance to
obvious information and
locate and record obvious
has limited
information and lacks
acknowledgment of sources acknowledgement of
sources
 shows insight and a critical
awareness of alternative
perspectives in resolving
complex issues
 shows some insight and
critical awareness of
perspectives in resolving
issues
 shows awareness of
perspectives in resolving
issues
 shows awareness of
perspectives
 assesses evidence to
construct independent
hypotheses and arguments
 assesses evidence to
attempt hypotheses and
construct arguments
 constructs arguments
based on the evidence
 produces responses
which are descriptive based
on research
 has a sophisticated
empathetic understanding of
values and cultures
 has an empathetic
understanding of values and
cultures
 understands differences in
values and cultures
 has limited recognition
of values and cultures
 communicates findings
with clarity, vitality and
imagination, using diverse and
effective methods of
presentation
 communicates in an
articulate and thoughtful
manner using diverse
methods of presentation
 communicates coherently
and competently, sometimes
varying the methods of
presentation
 communicates with
basic fluency, structure and
methods of presentation
 engages in dynamic
exchanges of ideas in
examining historical issues
 engages in exchange of
ideas in examining historical
issues
 participates in exchanges
of ideas in examining
historical issues
 participates in some
exchanges of ideas in
examining historical issues
18
 produces responses
which are descriptive
 communicates with
limited fluency and
structure
Board Endorsed October 2015
Unit Grade Descriptors for M courses
A student who achieves an A
grade typically,
independently
 locates answers in
appropriate sources
A student who achieves a C
grade typically, with
occasional assistance
 locates answers in
sources
A student who achieves a D
grade typically, with
continuous guidance
 locates answers in
sources
A student who achieves an E
grade typically, with direct
instruction
 locates answers in
sources
 summarises key features
and structures of societies
 describes key features
and structures of societies
 identifies features and
structures of societies
 identifies some features
of societies
 identifies minimal
features of societies
 develops historical
accounts using evidence
from sources
 develops historical
accounts using some
evidence from sources
 develops historical
accounts from sources
 develops historical
accounts from sources
 develops historical
accounts from sources
 summarises simple
causes of change and
continuity in particular
contexts
 describes simple causes
of change and continuity in
particular contexts
 identifies some causes of
change and continuity in
particular contexts
 identifies basic causes of
change and continuity in
particular contexts
 identifies basic causes of
change and continuity in
particular contexts
 summarises change over
time in different places
 describes change over
time in different places
 recounts change over
time in different places
 identifies change over
time
 identifies change over
time





Communication
Interpretation
Investigation
A student who achieves a B
grade typically, with some
assistance
 locates answers in
sources
communicates simple
ideas and arguments with
referencing
communicates simple
ideas and arguments with
referencing
communicates simple
ideas with referencing
19
communicates basic
ideas with some referencing
communicates basic
ideas with minimal
referencing
Board Endorsed October 2015
Student Capabilities
Literacy is of fundamental importance in the study of Pre Modern History. Students access historical
content through a variety of print, oral, visual, spatial and electronic forms, including inscriptions,
reliefs, accounts of the past by Pre Modern History writers, photographs, films, artefacts, sites and
archived material. They learn to interpret and extrapolate meaning from a variety of sources to
identify evidence. They analyse and evaluate texts for authority, reliability, relevance and accuracy.
Students have opportunities to create a wide range of texts to communicate, explore, discuss,
explain and argue a point of view, selecting and employing text structure and language knowledge to
express their thoughts and ideas logically and fluently, supported by evidence. They learn to monitor
their own language use for accuracy in the use of historical terms, clarity of ideas and explanations,
conciseness of expression and use language effectively to articulate a position.
Numeracy is useful in the historical inquiry process, which requires students to recognise patterns
and relationships chronologically and spatially through the use of scaled timelines and maps.
Students have opportunities to support their views with data, some of which is numerical in nature.
They develop numeracy capability when they analyse, interpret and draw conclusions from statistical
information, for example in relation to change over time.
Information and Communication Technology (ICT) capability is important in the inquiry process,
particularly in relation to investigation, analysis and communication. Students use digital tools and
strategies to locate, access, process and analyse information. They use ICT skills and understandings
to investigate and identify the provenance and credibility of evidence and to communicate historical
information. Students have opportunities to scrutinise websites and the interpretations and
representations of the past they convey, including how and why such sites are constructed, the
audiences they serve and their goals in, for example, preservation, education, scholarship. They
develop an understanding of the issues involved in the use of ICT when practising ethical scholarship
as part of the historical inquiry process.
Critical and creative thinking is integral to the historical inquiry process. There are opportunities for
students to delve deeply and broadly into the implications of any missing or questionable
information in their investigation of historical topics. The demands of historical inquiry include the
ability to pose intelligent questions, interrogate, select and cross-reference sources, and develop
interpretations based on an assessment of the evidence and reasoning. Students identify possible
weaknesses in their own positions, and analyse, evaluate and synthesise alternative interpretations
and representations of the past.
Personal and social capability skills are developed and practised in Pre Modern History by students
enhancing their communication skills and participating in teamwork. Students have opportunities to
work both collaboratively in teams and also independently as part of their learning and research in
Ancient History. Students develop advanced research, and presentation skills to express and justify
their views effectively to others. Through the study of individuals and groups in the past and their
source work in particular, students develop their ability to appreciate the perspectives and
experiences of others through the practise of empathy. Students develop increasing social awareness
through the study of relationships between individuals and diverse social groups in the pre modern
past.
Ethical understanding provides opportunities for students to explore and understand the diverse
perspectives and circumstances that shaped the actions and possible motivations of people in the
past compared with those of today. Students have opportunities both independently and
collaboratively to explore the values, beliefs and principles that were the basis for the judgments and
actions of people in the past.
Intercultural understanding is a vital part of historical learning in Pre Modern History. Students
acquire knowledge of culturally diverse perspectives and roles and learn how these can change over
20
Board Endorsed October 2015
time. Students develop an understanding of the diverse societies and cultures of the pre modern
world and that different ways of life provide a frame of reference for recognising and appreciating
intercultural diversity in the contemporary world. They also explore different perspectives, the
historical contexts for those perspectives and the legacies of pre modern societies in relation to the
contemporary world.
Representation of Cross-Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures are addressed through the investigation
of Aboriginal and Torres Strait Islander societies using historical methodologies.
Asia and Australia’s engagement with Asia are addressed through a global historical perspective in
which the study of Asia and Asian societies is integral.
Sustainability is addressed through the study of the interaction between human societies and their
environments.
21
Board Endorsed October 2015
Moderation
Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment
 form the basis for valid and reliable assessment in senior secondary schools
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership
 maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
In the review process, Unit Grades awarded by teachers on the basis of school assessment are
moderated by peer review against system wide assessment criteria and achievement standards. This
is done by matching student performance as demonstrated in portfolios of assessment tasks against
the criteria and standards. Advice is then given to colleges to assist teachers with, and/or reassure
them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers taking a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers taking a Year 12 class should retain originals or copies
of student work completed in Semester 1. Assessment and other documentation required by the
Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2
of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, M and T course/units offered by the school,
and is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in the
student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
22
Board Endorsed October 2015
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to practical performances (A/T/M) be
supported by visual evidence (still photos or video).
The photographic evidence submitted must be drawn from practical skills performed as part of the
assessment process.
Teachers should consult the BSSS guidelines at
http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing
photographic evidence.
Resources
General
Fordham Historical Source - http://www.fordham.edu/Halsall/sbook.asp
BBC, Horrible Histories - http://horrible-histories.co.uk/
John Green, Crash Course World History https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
Columbia University, Asia for Educators - http://afe.easia.columbia.edu/
Metropolitan Museum of Art - http://www.metmuseum.org/
The Bodleian Library, Oxford University, UK - http://www.bodleian.ox.ac.uk/bodley
The British Museum - http://www.britishmuseum.org/
Yale Online Courses - http://oyc.yale.edu/
The Smithsonian Museum, USA - http://www.si.edu/
Podcasts- Hard Core History - http://www.dancarlin.com/disp.php/hh
British History Podcast - http://thebritishhistorypodcast.com/
National Public Radio, USA - http://www.npr.org/
Indian Jones- Myth, Reality and Twenty First Century Archaeologyhttp://www.voiceamerica.com/show/1975/indiana-jones-myth-reality-and-21st-century-archaeology
National Geographic, USA - http://www.nationalgeographic.com/
National Library of Australia – www.nla.gov.au
Docuwatch,( A documentary database with access to hundreds of documentaries),
http://www.docuwat.ch/watch-documentaries/
23
Board Endorsed October 2015
Resources by Area of Study
Indigenous Australia
Books
Arthur, W., & Morphy, F.,. Macquarie atlas of Indigenous Australia : culture and society through
space and time, North Ryde, N.S.W. Macquarie Library, 2005
Flood, J Archaeology Of The Dreamtime : The Story Of Prehistoric Australia And Its People, Marleston,
South Australia, J.B. Publishing, 2004.
Flood, J. The riches of ancient Australia : a journey into prehistory, St. Lucia, Qld, University of
Queensland Press, 1990.
Gilligan, I 'Reports: Clothing and Climate in Aboriginal Australia', Current Anthropology, 49, 3, 2008,
pp. 487-495.
Hiscock, P., Archaeology of ancient Australia, Routledge, 2008.
Kinsela, A., ‘Movements in the Ancient World: Australia from Past to Present’. Agora, 49(1), 2014, pp.
47-49.
Mulvaney, D. J., & Kamminga, J. Prehistory of Australia, St Leonards, N.S.W., Allen & Unwin, 1999.
Ross, J 'A continent of Nations: The emergence of new regionally distinct rock art styles across
Australia', Quaternary International, 285, 2013, pp. 161-171.
Russell-Smith, J., Diane, L., Minnie, G., Billy, G., Nipper, K., George, N., Kate, L., Pina, G., & George, C.,
'Aboriginal Resource Utilization and Fire Management Practice in Western Arnhem Land, Monsoonal
Northern Australia: Notes for Prehistory, Lessons for the Future', Human Ecology, 2, 1997, p. 159.
Websites
Australian Museum,‘Indigenous Australians Overview’, accessed 20th August 2014 from:
<http://australianmuseum.net.au/Indigenous-Australia/>.
Cameron, P.,‘Aboriginal Life Pre-Invasion’, accessed 21st August 2014 from:
<http://www.utas.edu.au/library/companion_to_tasmanian_history/A/Aboriginal%20life%20preinvasion.htm>.
Creative Spirits, ‘History’ (see also: ‘Aboriginal History Timeline (1400-1769)’), accessed 20th August
2014 from: <http://www.creativespirits.info/aboriginalculture/history/>.
Anasazi
Childs, Craig House of Rain: Tracking a Vanished Civilization Across the American Southwest. Little,
Brown and Company, February 22, 2007.
Cordell, Linda S. Ancient Pueblo Peoples. St. Remy Press and Smithsonian Institution, 1994.
Fagan, Brian M. "Ancient North America: The Archaeology of a Continent (part five)." Thames and
Hudson, Inc., New York, New York, 1991.
Fagan, B. Chaco Canyon: Archaeologists Explore the Lives of an Ancient Society, Oxford University
Press, 2005.
Fagan, B., From Black Land to Fifth Sun: The Science of Sacred Sites, Basic Books, 1998.
Jennings, Jesse D. Glen Canyon: An Archaeological Summary. University of Utah Press, Salt Lake City,
Utah, 1966, republished 1998.
LeBlanc, Steven A. Prehistoric Warfare in the American Southwest, University of Utah Press, Salt Lake
City, Utah, 1999.
Plog, Stephen, Ancient Peoples of the American Southwest, Thames and Hudson, London, England,
1997.
24
Board Endorsed October 2015
Roberts, David D. In Search of the Old Ones: Exploring the Anasazi World of the Southwest, Simon &
Schuster Adult Publishing Group, 1996.
Sofaer, Anna, The Primary Architecture of the Chacoan Culture: A Cosmological Expression, University
of New Mexico Press, 1997.
Journals
American Antiquity
Audio-Visual
Sofaer, Anna (1999), The Mystery of Chaco Canyon, South Carolina Educational Television
History Channel, Digging for the Truth: Mystery of the Anasazi, 2005
Websites
“The Anasazi or "Ancient Pueblo" in Grahame, John D. and Sisk, Thomas D., (eds.) 2002. Canyons,
cultures and environmental change: An introduction to the land-use history of the Colorado Plateau.
Northern Arizona University, [Accessed 05/08/14] http://www.cpluhna.nau.edu/People/anasazi.htm
Hewit Institute and University of Northern Colorado, The Ancestral Puebloans, Hewit Institute and
University of Northern Colorado, Accessed 5/8/14,
http://hewit.unco.edu/DOHIST/puebloan/begin.htm
Sofaer, Anna, (ed.)“The Mystery of Chaco Canyon”, The Solstice Project,
http://www.solsticeproject.org/
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
Aztec
Berdan, Frances, The Aztecs of Central Mexico: An Imperial Society. Case Studies in Cultural
Anthropology. New York, Holt, Rinehart & Winston,1982.
Boone, Elizabeth Hill, Stories in Red and Black: Pictorial Histories of the Aztec and Mixtec, Austin,
University of Texas Press, 2000.
Carrasco, David, Quetzalcoatl and the Irony of Empire: Myths and Prophecies in the Aztec Tradition,
Chicago, IL, University of Chicago Press,1982.
Clendinnen, Inga, Aztecs: An Interpretation, Cambridge and New York, Cambridge University Press,
1991.
Davies, Nigel, The Aztecs: A History, London, Macmillan, 1973.
Gruzinski, Serge (). The Aztecs: The Rise and Fall of an Empire. New York: Harry N. Abrams, 1992.
Hassig, R., “Aztec Flower Wars” The Quarterly Journal of Military History 9(1), 1996
http://www.public.asu.edu/~mesmith9/MES-05-SciAm-.pdf
León-Portilla, Miguel (Ed.) “The Broken Spears: The Aztec Account of the Conquest of Mexico”. Ángel
María Garibay K. (Nahuatl-Spanish trans.), Lysander Kemp (Spanish-English trans.), Alberto Beltran
(illus.) (Expanded and updated edition ed.). Boston, Beacon Press, 1992/1959.
25
Board Endorsed October 2015
Journals
American Antiquity, http://www.saa.org/AbouttheSociety/Publications/AmericanAntiquity.aspx
(Available through the National Library of Australia)
Primary Sources in Translation
Codex Mendoza: Aztec manuscript/ Commentaries by Kurt Ross, Fribourg, Productions Liber SA, 1984.
Find gloss in The Essential Codex Mendoza,
http://www.csus.edu/indiv/o/obriene/art111/readings/The%20Essential%20Codex%20Mendoza.pdf
Audio-Visual
In Search of History: The Aztec Empire (The History Channel)
In Our Time (BBC Radio 4) http://www.bbc.co.uk/programmes/p00548v0
Websites
Diedrich, Cajus, et.al. (eds.)“Pre-Columbian Aztecs,” World Museum of Man and Prehistory- The
History of Man though the Study of Tools and Weapons,
http://www.worldmuseumofman.org/aztec.php
Michael E. Smith, “Aztec Culture: An Overview”, Arizona State University,
http://www.public.asu.edu/~mesmith9/1-CompleteSet/Smith-AztecCulture-WWW.pdf
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
China
Chʾen, Kenneth K.S. Buddhism in China: A Historical Survey. Princeton: Princeton University Press,
1964.
De Bary, Wm. Theodore, ed. Sources of Chinese Tradition. New York: Columbia University Press,
1960.
Eberhard, Wolfram. A History of China. E.W. Dickes, trans. 4th edn. London: Routledge & Kegan
Paul, 1977.
Ebrey, Patricia Buckley. The Cambridge Illustrated History of China. 2nd edn. Cambridge: Cambridge
University Press, 2010.
Fairbank, John K. and Edwin O. Reischauer. China, Tradition & Transformation. Rev. edn. Sydney:
Allen & Unwin, 1989.
Fitzgerald, C.P. The Empress Wu. London: Cresset Press, 1956.
Fitzgerald, C.P. A Concise History of East Asia. Harmondsworth: Penguin Books, 1974.
Franke, Herbert and Denis Twitchett, eds. Alien Regimes and Border States, 907-1368.
Denis Twitchett and John K. Fairbank, gen. eds. Cambridge History of China. Vol. 6. Cambridge:
Cambridge University Press, 1994.
Keay, John. China: A History. London: HarperPress, 2008.
Mote, Frederick W. and Denis Twitchett, eds. The Ming Dynasty, 1368-1644. Denis Twitchett and
John K. Fairbank, gen. eds. Cambridge History of China. Vol. 7 Part 1. Cambridge: Cambridge
University Press, 1987.
Mote, Frederick W. and Denis Twitchett, eds. The Ming Dynasty, 1368-1644. Denis Twitchett and
John K. Fairbank, gen. eds. Cambridge History of China. Vol. 8 Part 2. Cambridge: Cambridge
University Press, 1998.
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Board Endorsed October 2015
Peterson, Willard J. The Ch’ing Empire to 1800. Denis Twitchett and John K. Fairbank, gen. eds.
Cambridge History of China. Vol. 9 Part 1. Cambridge: Cambridge University Press, 2002.
Reischauer, Edwin O. and John K. Fairbank. East Asia: The Great Tradition. Boston: Houghton Mifflin,
1958.
Twitchett, Denis, ed. Sui and T’ang China, 589-906. Denis Twitchett and John K. Fairbank, gen. eds.
Cambridge History of China. Vol. 3 Part 1. Cambridge: Cambridge University Press, 1979.
Roberts, J.M. The New Penguin History of the World. 4th rev. edn. 2002.
Twitchett, Denis and Paul Jakov Smith, eds. Sung Dynasty and Its Precursors, 907-1279. Denis
Twitchett and John K. Fairbank, gen. eds. Cambridge History of China. Vol. 5 Part 1. Cambridge:
Cambridge University Press, 2009.
Websites
[Columbia University] ‘Asia for Educators’ at http://afe.easia.columbia.edu/
[Fordham University] ‘East Asian History Sourcebook’ at
http://www.fordham.edu/Halsall/eastasia/eastasiasbook.asp
Easter Island
Bettocchi, Lorena, The writings of Easter Island, Kadath Brussels, 2009
Casey, Robert J., Easter Island : home of the scornful gods, London, Elkin Mathews & Marrot, 1932.
Cauwe, Nicolas. & Latsanopoulos, Nicolas. (). Easter Island : the great taboo : rebuilding its history
after ten years of excavations. Louvain-la-Neuve, Belgium: Versant Sud, 2011
Di Piazza, Anne. & Peartree, Erik., Canoes of the Grand Ocean. Oxford, England : Archaeopress, 2008.
Foundation Colloquium of ChiN - Chamorro Linguistics, An International Network. & Fischer, Steven
R., Oceanic voices - European quills : the early documents on and in Chamorro and Rapanui, Berlin,
Germany, Akademie Verlag, 2013.
Hunt, Terry L. & Lipo, Carl P., The statues that walked : unraveling the mystery of Easter Island, New
York, Free Press, 2011.
Kirk, Robert W., Paradise past : the transformation of the South Pacific, 1520-1920. Jefferson, North
Carolina : McFarland & Company, Inc., Publishers, 2012.
Loret, John. & Tanacredi, John T., Easter Island : scientific exploration into the world's environmental
problems in microcosm, New York, Kluwer Academic/Plenum Publishers, 2003,
http://www.loc.gov/catdir/toc/fy042/2003051587.html
Richards, Rhys., Easter Island 1793 to 1861 : observations by early visitors before the slave raids, Los
Osos, Ca., Easter Island Foundation, 2008.
News Articles
Callaway, Ewen “Easter Island statues 'walked' out of quarry”, Nature, 23 October 2012,
http://www.nature.com/news/easter-island-statues-walked-out-of-quarry-1.11613
Metropolitan Museum of Art, “Easter Island”, Heilbrunn Timeline of Art History: The Metropolitan
Museum of Art, http://www.metmuseum.org/toah/hd/eais/hd_eais.htm
Elena, A. “Easter Island: The Heritage and its Conservation”, World Monuments Fund, 1994, Available
online,
http://www.wmf.org/sites/default/files/wmf_publication/Easter%20Island_The%20Heritage%20And
%20Its%20Conservation.pdf
Thompson, William J., Te Pito Te Henua, or Easter Island, by [1891], at sacred-texts.com,
http://www.sacred-texts.com/pac/ei/ei60.htm
27
Board Endorsed October 2015
Documentaries
BBC, Easter Island The Story, BBC Horizon, https://www.youtube.com/watch?v=FhB0yXhHGy4
Docuwatch, Easter Island, http://societies.docuwat.ch/videos/south-america/easter-island-1988
Khmer Empire
Briggs, Lawrence Palmer, The Ancient Khmer Empire, Philadelphia: American Philosophical Society,
1951.
Chandler, David P.: A History of Cambodia, Westview Press.
Cœdès, George, The Making of South East Asia, University of California Press, 1966
Dagens, Bruno (engl: Ruth Sharman): Angkor — Heart of an Asian Empire, Thames & Hudson.
Freeman, Michael; Jacques, Claude, Ancient Angkor. River Books, 2006.
Hall, D. G. E. A History of South-East Asia, 4th ed., New York: St. Martin's Press, 1981.
Hirst, K. Kris,” Khmer Empire Water Management System”, About Education,
http://archaeology.about.com/od/transportation/qt/Khmer-Empire-Water-ManagementSystem.htm
Hong, Udom “The Angkor Empire, Environment, and Conflict”, ICE Case Studies, Number 207, May,
2007, http://www1.american.edu/ted/ice/ankorwat.htm
Higham, Charles, The Civilization of Angkor, Phoenix, University of California Press, 2001.
Keyes, Charles F., The Golden Peninsula, Honolulu, University of Hawaii Press. 1995
Mashberg, Tom and Blumenthal, Ralph, “Cambodia Says It Seeks Return Of Met Statues” June 1,
2012, http://www.nytimes.com/2012/06/02/arts/design/cambodia-to-ask-met-to-return-10thcentury-statues.html?pagewanted=all&_r=0
Metroplitan Museum of Art,”Lost Kingdoms Symposium, Part 9- Khmer”, MetMedia,
http://www.metmuseum.org/metmedia/video/lectures/lost-kingdoms-symposium-9
Mouhot Henri : Travels in Siam, Cambodia, Laos, and Annam, White Lotus Co, Ltd Rooney, Dawn,
F., Angkor: Cambodia's wondrous Khmer temples- 5th ed., Odissey, 2005.
National Geographic Society, The Khmer Empire; Cambodia’s Medieval Splendour, Website- Online
Exploration, http://ngm.nationalgeographic.com/2009/07/angkor/angkor-animation
Roveda, Vittorio : Khmer Mythology, River Books,
University of Tasmania, The Angor / Khmer Empire (802-1431), Digital Humanities at the University of
Tasmania, http://www.uqhistory.net/life
Vickery, Michael, Society, economics, and politics in pre-Angkor Cambodia: the 7th–8th centuries,
Tokyo, Toyo Bunko,1998
Walker, Benjamin, Angkor Empire: A History of the Khmer of Cambodia, Signet Press, Calcutta, 1995.
Wang, Yue, “Cambodia Calls for Return of Khmer Antiquities”, Time,
http://style.time.com/2013/05/16/cambodia-demands-u-s-return-its-khmer-antiquities/
HTAV, Angkor and the Khmer Empire (802 – 1327), History Teachers Association of Victoria,
http://www.htav.asn.au/sitebuilder/conferenceinfo/knowledge/asset/files/841/angkorandthekhmer
empire_jstjames.pdf
History Teachers Association of Australia, Australian Curriculum History Units- Year 8 program: the
Asia-Pacific world – Angkor,
http://www.achistoryunits.edu.au/verve/_resources/htaa_year8_Angkor_year8_program.pdf
Primary Sources
28
Board Endorsed October 2015
Zhou Daguan: The Customs of Cambodia-1297, The Siam Society. (Trans in NLA)
Europe (Northern)
Allmand C. The Hundred years War, Cambridge Medieval Textbooks, Cambridge, 1988
Atkinson, History of Spain and Portugal, Penguin, 1967
Bothwell, J. The Age of Edward III, Boydell & Brewer, 2001
Core S., Everyday Life in the Middle Ages, Ninerva, Geneva. 1978
Dersin, Denise (ed.) What Life Was Like In The Age Of Chivalry : Medieval Europe, AD 800-1500. Time
Life Inc., Virginia. 1997
Elton G.R, England Under The Tudors
Gill & Dickson, History and Techniques of the Great Masters, Eagle Editions Ltd, London. 2003
Hallam Elizabeth(ed) Plantagenet Chronicles
Hallam Elizabeth(ed) Chronicles Of Chivalry
Heydenreich, L., The Waning of the Middle Ages, Harmondsworth, 1984
Hollister C. W., Medieval Europe, McGraw Hill, Boston. 1998
Holmes, The Oxford Illustrated History of Medieval Europe, Oxford University Press, 2001
Honderich, T. (ed.), The Oxford Companion to Philosophy, New York, 1995
Hopkins, Andrea, Most Wise and Valiant Ladies, Remarkable Lives, Women of the Middle Ages,
Collins & Brown Ltd., Great Britain. 1997.
Husa, V, Traditional Crafts and Skills : Life and Work in Medieval and Renaissance Times, London,
1972.
Keen, M., Penguin History of Medieval Europe, Penguin Group, 1968.
Konstam, A., Atlas of Medieval Europe, Mercury Books, 2007.
Larousse, M.D., Encyclopaedia of Ancient and Medieval History, Bookthrift, 1981.
Leff, G., Medieval Thought, St. Augustine to Ockham, Harmondsworth, 1962.
McLennan G., Knight and Horse, Hawker College, Hawker. 1987
Mollat M. & Wolff, The Popular Revolutions of the Late Middle Ages, Allen & Unwin, London.1973
Norris J. Lacy et al Arthurian Handbook Garland 1988, revised 1997
Phillips, G & Keatman M, Robin Hood – The Man Behind the Myth, Michael O’Mara Books, London,
1995
Power E., Medieval Women, Cambridge University Press. 1995
Runciman S., A History of the Crusades (3 Vols), Pelican, Harmonsworth, 1971.
Seward D., Eleanor of Aquitaine the Mother Queen, Book Club, London, 1978.
Seward, D, Prince of the Renaissance : The Life of Francois 1, London, 1982.
Shahar, S., The Fourth Estate: A History of Women in the Middle Ages, Methuen, London, 1983.
Southern R.W., Western Society and the Church in the Middle Ages, Penguin, Harmondsworth, 1970.
Stenton. F. Oxford History England: Anglo Saxon England, Oxford University Press, Oxford, 2001
(original edition 1971)
Tuchman, B., A Distant Mirror, Macmillan, London, 1982.
Weit, G., The Great Medieval Civilisations, UNESCO George Allen & Unwin, London, 1975.
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Wright, E., The New Illustrated History of the World, Hanlyn Publishing Group, 1970.
Primary Sources in Translation
Anglo Saxon Chronicles , Trans and editor Savage, Ann
Asser, Alfred the Great: Asser's Life of King Alfred and Other Contemporary Sources Penguin ,
Harmondsworth, 1984
Chaucer, Geoffrey and Coghill N. (trans) The Canterbury Tales, Penguin, Harmondsworth. 1975
Einhard, The Life Of Charlamagne, University of Michigan Press ,Ann Arbor, 1960
Hollister W.A., Short Sourcebook, McGraw-Hill, Boston. 1998
Joinville G., Chronicles of the Crusades, Penguin, Harmondsworth. 1984
Music
Alleluia: Angelus domini (1) Plainchant (1/25), https://www.youtube.com/watch?v=anbEEf7T8ik
Diamon-Manlusoc, Liz, “Gregorian Chant and PlainChant”, Education Portal, (Video, Quiz and
Transcript,)
http://education-portal.com/academy/lesson/medieval-church-music-gregorian-chantplainchant.html#lesson
Guillaume de Machaut - Quant en moy (16/25) {isorhythmic motet},
https://www.youtube.com/watch?v=bZxAqWV7a0A
Hildegard of Bingen, Voice of the Living Light, Performed by Pamela Dellal;Elizabeth Glen;Carol
Schlaikjer;Sequentia;Barbara Thornton, https://www.youtube.com/watch?v=Dehwp_dRlYQ
Medieval Music – “Hardcore' Party Mix”, Youtube Playlist
https://www.youtube.com/watch?v=xaRNvJLKP1E
Mediæval Bæbes, (Medieval/Renaissance Recreationist Choir) http://www.mediaevalbaebes.com/
Troubadour Music
Music Of The Troubadours - Tant m'abelis, Naxos,
https://www.youtube.com/watch?v=At8gAmINxBo
Troubadours - Trovadores Occitanos - Clemencic Consort.avi,
https://www.youtube.com/watch?v=ijqNBpOU5Vs
Greensleeves: Music From the Renaissance
Early Music No 2, Music Consort of London, RCA Classics
Documentaries
BBC Documentary, Primavera, Botticelli (Private life of a Masterpiece),
https://www.youtube.com/watch?v=QiEX8laTQCU
BBC Documentary, The Spanish Inquisition; The Brutal Truth,
https://www.youtube.com/watch?v=gy8ZVwzuCtw
BBC, The Dark Ages: An Age of Light, 2012
BBC The Dark Age: Renaissance of Northern Europe
https://www.youtube.com/watch?v=DCI68cPTalM
Andrew Graham-Dixon, Renaissance, https://www.youtube.com/watch?v=yTrEazY_pGo
History Channel, The Crusades: the Crescent and the Cross,
https://www.youtube.com/watch?v=haaenY3wykk
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Horrible Histories, “Richard III Song”, Horrible Histories,
https://www.youtube.com/watch?v=R6JczvS1PL4
Horrible Histories, “The Monks’ Song”, Horrible Histories,
https://www.youtube.com/watch?v=1__I_looDNA
Horrible Histories, “Norman Family Tree Song”, Horrible Histories,
https://www.youtube.com/watch?v=uuZsueUBvdU
Horrible Histories, “Elizabeth I Online Dating”, Horrible Histories,
https://www.youtube.com/watch?v=pkHe4YCHd8o
PBS, The Rise and Fall of Islamic Spain, https://www.youtube.com/watch?v=ZZPLCVvPoBM
Mason David, “Episode 16 - Dark Age England” Lost Treasures Of The Ancient World Cromwell
Productions,
https://www.youtube.com/channel/UCM672mPG-F7fNXE4lFbfCSQ
National Geographic, Saxon Gold Finding the Hoard,
https://www.youtube.com/watch?v=eQNUdMets6I&list=PL6oforB7ir5KxQ0f9o1DXUr1mXV7hzSGc
Raetsen, David, The Cathar Crusade, https://www.youtube.com/watch?v=Bwb-2He1jKY
Feature Films
Arn: The Knight Templar, Director- Peter Flinth, (Feature Film 2010, Subtitled: Eng, Sewdish,
Arabic)134 Minutes
https://www.youtube.com/watch?v=ZuK4H8r6CKc&list=PL7O37JvS4NpYqP6oiMGrBRaaT96KlECS4
The Name of the Rose, Cirector Jean-Jacques Annaud, (Feature Film, 1986, 130min.)
https://www.youtube.com/watch?v=HzN4S3cuerM&list=PL8ObbZAhqfsOXqKjaZpDhBaVOP5CIJfVh
The Lion in Winter, Director Andrey Konchalovskiy, (Feature Film, 2004, 167min,)
Websites
Medieval History Source Book
http://www.fordham.edu/halsall/sbook.html
Exeter Book of Riddles
http://penelope.uchicago.edu/~grout/encyclopaedia_romana/britannia/anglosaxon/flowers/enigmata.html
Bite Me Rude food and the Anglos Saxon Riddle
http://www.medievalists.net/2013/05/03/bite-me-rude-food-and-the-anglo-saxon-riddle-tradition/
Online catalogue of Anglo Saxon Charter
http://www.esawyer.org.uk/about/index.html
Netserf: Internet Connection for Medieval Resources
www.netserf.org
http://www.sdcoe.k12.ca.us/score/app/apptg.html
Renaissance Interactive
http://www.learner.org/exhibits/renaissance/index.html
Hyper history Online
http://www.hyperhistory.com/online_n2/History_n2/a.html
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Spartacus Educational
http://spartacus-educational.com/
Database of Anglos Saxon Literature
http://www.dmoz.org/Arts/Literature/World_Literature/British/Old_English/
St Patrick’s Confessio early Christianity
http://www.confessio.ie/#
Omniglot Old English, links to Anglos Saxon Language
http://www.omniglot.com/writing/oldenglish.htm
Europe (Southern)
Abulafia, D. () Sicily, Italy and the Mediterranean 1100-1400, Variorum reprints, London, 1987.
Abulafia, David, The Two Italies: Economic Relations Between the Norman Kingdom of Sicily and the
Northern Communes, Cambridge U. Press, 2005.
Ahmad, A., A History of Islamic Sicily, Edinburgh,1975.
Atkinson, History of Spain and Portugal, Penguin, 1967.
Ayalon, D., Eunuchs, Caliphs and Sultans, a study in power relationships, Jerusalem, 1999
Brook, C.(ed.) The Normans in Sicily and Southern Italy, Oxford, 1977
Bruckner G. (ed.), The Society of Renaissance Florence. A Documentary Study, New York. 1971
Cantor, NJ, ed The Medieval Reader, Harper Perennial, New York, 1994.
Dersin, D. and The Editors of the Time-Life Books.What Life Was Like At The Rebirth of Genius:
Renaissance Italy, AD 1400-1550, Time Life Inc., Virginia, 1999.
Ghezzo, Michele Pietro, P., John R. Melville-Jones and Andrea Rizzi, The Morosini Codex (Archivio del
Litorale Adriatico III), Padua.
Hay, D New Cambridge Modern History- The Renaissance 1493-1520, Cambridge University, 2000.
Hole, R Access to History, Themes, Renaissance Italy, Hodder & Stoughton, 2000.
Houben, H., Roger II of Sicily: a ruler between East and West, Cambridge, CUP, 2002.
Hurley T (et al)Antiquity 1, 2nd ed, OUP, South Melbourne, 2000.
Iselin, L., Harris, P., Funerary Practices, Heinemann, Port Melbourne,2004.
Jeremy John, Arabic Administration in Sicily: the Royal Diwans, Cambridge U. Press, 2007.
Kennedy, H. ‘Sicily and al-Andalus under Muslim rule', The New Cambridge Medieval History, c.9001024, vol 3, ed. T. Reuter, pp. 646-69.
Leff, G Medieval Thought, St. Augustine to Ockham, Harmondsworth, 1962.
Luciano B. and Glasspool, S. (trans). Michelangelo and the Sistine Chapel. Bonechi- Edizioni, Firenze,
1968.
Matthew, Donald, The Norman Kingdom of Sicily, Cambridge U. Press, 1992.
Metcalfe, Alex Muslims and Christians in Norman Sicily: Arabic Speakers and the End of Islam,
Routledge, 2011.
Norwich, John Julius, The Normans in Sicily: the magnificent story of "the Other Norman
Conquest," Penguin, 2004.
Ross, J.B., McLoughlin, M. (ed)., The Portable Renaissance Reader, Penguin Books, 1977.
Plumb, J.H., Penguin Book of Renaissance History, Penguin, London, 1965
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Runciman S, A History of the Crusades (3 Vols), Pelican, Harmonsworth.1971
Southern R.W Western Society and the Church in the Middle Ages, Penguin, Harmondsworth. 1970.
Wallace, R, The World of Leonardo 1452-1519, New York. 1975.
Wright, E, The Dominance of Rome 616BC – 629AD, Hanlyn Publishing Group, 1970.
Wieruszowski, H., Politics and Culture in Medieval Spain and Italy, Rome, 1971
Wilson, R., Sicily under the Roman Empire, Warminster, 1990.
Primary Sources
Boccaccio , The Decameron, Penguin, Harmonsworth.
Dante, The Inferno.
The Lay El Cid Animated website- http://miocid.wlu.edu/?f=01r&v=eng
The Song of Roland, http://www.fordham.edu/halsall/basis/roland-ohag.asp
Joinville G., Chronicles of the Crusades, Penguin, Harmondsworth. 1984
Domandi, M., (Trans).Gucciardini’s History of Florence, London. 1970
Machiavelli, The Prince
Venice: A Documentary History, 1450-1630 (edited by David Sanderson Chambers, Jennifer Fletcher,
Brian Pullan)
Audio-Visual
Sources for Arab-Norman Architecture and Arts of 12th century Palermo, Sicily:
Archney Database, http://archnet.org/
La Cuba Palace, built by William II in 1180 CE - Museum of No Frontiers entry,
http://www.discoverislamicart.org/database_item.php?id=monument;ISL;it;Mon01;2;en
PalermoCathedral,
http://www.paradoxplace.com/Perspectives/Sicily%20&%20S%20Italy/Montages/Sicily/Palermo/Pal
ermo%20Duomo.htm begun 1179 by Archbishop Walter Ophamil
Monreale Cathedral in Monreale, Sicily (near Palermo) c. 1174, built by William II
http://www.paradoxplace.com/Perspectives/Sicily%20&%20S%20Italy/Montages/Sicily/Palermo/Mo
nreale%20Cathedral.htm
Aramco, A Virtual Walking Tour- The Alhambra,
http://www.saudiaramcoworld.com/issue/200604/alhambra/
Inca
Bauer, Brian, The Development of the Inca State, University of Texas. 1992
Cobo, Bernabe, Inca Religion and Customs, University of Texas,1990.
De la Vega, Garcilaso, The Incas: The Royal Commentaries of the Inca, New York: The Orion Press,
1961.
Hemming, John, The Conquest of the Incas, Harvest Press, 2003.
Malpass, Michael, Daily Life in the Inca Empire, Greenwood Press, 1996
MacQuarrie, Kim, The Last Days of the Incas, Simon & Schuster, 2007.
Renfrew, Colin and Bahn, Paul, Archaeology, Theories, Methods and Practice, Thames and Hudson,
1996.
Journals
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American Antiquity
Audio-Visual
Lecture on Engineering in the Andes:
http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3839
Websites
Virtual Tour of Macchu Picchu http://www.destination360.com/south-america/peru/machu-picchu
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
India
[Columbia University] ‘Asia for Educators’ at http://afe.easia.columbia.edu/
[Fordham University] ‘Internet Indian History Sourcebook’ at
http://www.fordham.edu/Halsall/india/indiasbook.asp
Bayly, C.A. Indian Society and the Making of the British Empire. The New Cambridge History of India.
Vol. II Part 1. Cambridge: Cambridge University Press, 1988.
De Bary, Wm. Theodore, ed. Sources of Indian Tradition. Vol. 1. New York: Columbia University
Press, 1958.
Gordon, Stewart. The Marathas 1600-1818. The New Cambridge History of India. Vol. II Part 4.
Cambridge: Cambridge University Press, 1993.
Habib, Irfan. Technology in Medieval India c. 650-1750. New Delhi: Tulika Books, 2008.
Keay, John. The Honourable Company: A History of the English East India Company. London:
HarperCollins, 1991
Keay, John. India: A History. London: HarperCollinsPublishers, 2000.
Lannoy, Richard. The Speaking Tree: A Study of Indian Culture and Society. London: Oxford
University Press, 1971.
Mabbett, I.W. A Short History of India. 2nd edn. North Ryde: Methuen Australia, 1983.
Metcalf, Barbara D. and Thomas R. Metcalf. A Concise History of Modern India. 2nd edn. Cambridge:
Cambridge University Press, 2006.
Pearson, M.N. The Portuguese in India. The New Cambridge History of India. Vol. I Part 1.
Cambridge: Cambridge University Press, 1987.
Raychaudhuri, Tapan and Irfan Habib, eds. The Cambridge Economic History of India. Vol. 1. c.1200c.1750. Cambridge: Cambridge University Press, 1982.
Richards, John F. The Mughal Empire. The New Cambridge History of India. Vol. I Part 5. Cambridge:
Cambridge University Press, 1993.
Roberts, J.M. The New Penguin History of the World. 4th rev. edn. 2002.
SarDesai, D.R. India: The Definitive History. Boulder: Westview Press, 2008.
Spear, Percival. A History of India. Vol. 2. Rev. edn. Harmondsworth: Penguin Books, 1978.
Stein, B. Vijayanagara. The New Cambridge History of India. Vol. I Part 2. Cambridge: Cambridge
University Press, 1994.
Thapar, Romila. A History of India. Vol. 1. Harmondsworth: Penguin Books, 1966.
Wolpert, S., A New History of India, Oxford University Press, New York, 2000.
Islamic History
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Afsaruddin, Asma, “Islamic Societies of the Middle East and North Africa: Religion, history and
Culture”, University of Notre Dame Open Courseware, http://ocw.nd.edu/arabic-and-middle-eaststudies/islamic-societies-of-the-middle-east-and-north-africa-religion-history-and-culture
BBC - Religions - Islam: Early rise of Islam (632-700),
www.bbc.co.uk/religion/religions/islam/history/earlyrise_1.shtml
BBC4 In Our Time: The Abbasiad Caliphate, http://www.bbc.co.uk/programmes/p003hyfd
Berkey, Jonathan P., The Formation of Islam: Religion and Society in the Near East, 600-1800, 2003
Crone, Patricia. Meccan Trade and the Rise of Islam Gorgias Press LLC, 2004
Gibb, Hamilton A. R., “Arab-Byzantine Relations under the Umayyad Caliphate”
Dumbarton Oaks Papers, Vol. 12, (1958), pp. 219+221-233
Hawting, G. R The First Dynasty of Islam: The Umayyad Caliphate AD 661-750, Routledge, 2000
Grayson, Timothy R., “Arabic Confluence from Constantine to Heraclius: the Preparation for a 7th
Century Regio-Racial Explosion”,
1 April 1999, http://timothygrayson.com/PDFs/ArabsByzantium.pdf.pdf
Kennedy, Hugh, The Armies of the Caliphs: Military and Society in the Early Islamic State, 2001
Nafziger, George F., Walton, Mark W., Islam at War: A History, 2003
Oxford Islamic Studies Online,
http://www.oxfordislamicstudies.com/Public/Home.html?url=%2Fapp%3Fservice%3Dexternalpagem
ethod%26method%3Dview%26page%3DHome&failReason=Error+reason%3A+err_userpass_none%2
Berr_ip_badcred%2Berr_athens_none%2Berr_shib_none%2Berr_referrer_none%2Berr_libcard_no e
Internet Islamic History Sourcebook, Fordham University,
http://www.fordham.edu/halsall/islam/islamsbook.asp
Japan
Andressen, Curtis A., A short History of Japan: from samurai to Sony, Allen and Unwin, Crows Nest,
2002
Bulliet, Richard, “Korea, Japan, and China in the Sixteenth Century”, Columbia University Lecture,
Uploaded on Sep 29, 2011, http://www.youtube.com/watch?v=_ArndGXPmkU
Columbia University, Asia for Educators: Japan Asuka to Edo, Columbia University,
http://afe.easia.columbia.edu/tps/600ce_jp.htm - Long list of excellent links.
Columbia University, “Video Lessons- Classical Japan”, Columbia University, Asia for Educators: Japan,
Columbia University, http://afe.easia.columbia.edu/at/cl_japan/cj01.html
Cullen, L. M. A History of Japan: 1582-1941: internal and external worlds, Cambridge, CUP, 2003.
Dersin, Denise (ed.), What life was like among Samurai and shoguns: Japan- AD 1000 – 1700,
Alexandria, Va., Time-life Books , 1999.
Dore, Ronald Philip. & University of California, Berkeley: Center for Japanese and Korean
Studies. Education in Tokugawa Japan. Berkeley : University of California Press, 1965.
Haboush, JaHyun Kim. & Ko, Dorothy. & Piggott, Joan R. (2003). Women and Confucian cultures in
premodern China, Korea, and Japan. Berkeley, Calif. ; London : University of California
Press, http://www.loc.gov/catdir/toc/ucal041/2003001855.html
Hane, Mikiso. & Perez, Louis G. & EBSCOhost. (2013). Modern Japan a historical survey. Boulder, CO,
Westview Press ( available digitally from the National Library)
Hempel, Rose. The Heian civilization of Japan, ( translated by Katherine Watson) Phaidon
Oxford, 1983
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Huffman, James L. (2004). Modern Japan : a history in documents. Oxford : Oxford University Press
Hur, Nam-lin. & Harvard University. Asia Center. (2007). Death and social order in Tokugawa Japan :
Buddhism, anti-Christianity, and the danka system. Cambridge, Mass: Harvard University Asia Center:
Distributed by Harvard University Press
Howard, Norman, “Basho- The Narrow Road”, National Geographic Online,
http://ngm.nationalgeographic.com/2008/02/bashos-trail/howard-norman-text
LaMarre, Thomas. Uncovering Heian Japan : an archaeology of sensation and inscription. Durham,
NC : Duke University Press, 2000. http://www.loc.gov/catdir/toc/fy033/99049889.html
Lum, Peter The growth of civilization in East Asia: China, Japan, and Korea before the 14th century,
New York: S.G. Phillips, 1969.
Mason, R. H. P. & Caiger, J. G. A history of Japan. Rutland, Vt: C.E. Tuttle Co, 1997
Markham, Elizabeth J., Saibara : Japanese court songs of the Heian period, Cambridge, Cambridge
University Press, 1983.
McCullough, Helen Craig,. & McCullough, William H. , A tale of flowering fortunes : annals of
Japanese aristocratic life in the Heian period. Stanford, Calif : Stanford University Press, 1980.
McNeill, William H. (ed.) & Sedlar, Jean W. (ed.), China, India, and Japan: the middle period, New
York: Oxford University Press , 1971.
Metropolitan Museum of Art, “Heian Period Art at the Metropolitan Museum”, (Gallery) ,
http://www.metmuseum.org/toah/hd/heia/hd_heia.htm
Morton, W. Scott. (). Japan : its history and culture. New York : McGraw-Hill, 1994,
http://www.loc.gov/catdir/toc/mh022/93041771.html
Piggott, Juliet, Japanese Mythology, London: Paul Hamlyn (5), 1969
Reischauer, Edwin O. & Craig, Albert M. Japan: Tradition and transformation , North Sydney,
NSW, Allen & Unwin, 1990.
Shively, Donald H. and McCullough, William H., The Cambridge History of Japan Volume 2: Heian
Japan , CUP, 1999.
Smith, Bradley, Japan: A History in Art, 1979.
Stanley, Amy, “Adultery, Punishment, and Reconciliation in Tokugawa Japan”, Journal of Japanese
Studies, Vol. 33, No. 2 (Summer, 2007), pp. 309-335 URL: http://www.jstor.org/stable/25064722
Tipton, Elise, K., Modern Japan : a social and political history, London: Routledge (85), 2008
Tokyo National Museum- e-museum, Gallery of National Treasures, http://www.emuseum.jp/
Tsukahira, Toshio G. & Harvard University. East Asian Research Center. (1966). Feudal control in
Tokugawa Japan; the Sankin Kotai system,. Cambridge : East Asian Research Center, Harvard
University; distributed by Harvard University Press
Turnbull, Stephen, Warriors of Medieval Japan, Oxford, OUP, 2007.
Wakita, Haruko. & Walthall, Anne. & Tonomura, Hitomi. (1999). Women and class in Japanese
history. Ann Arbor : Center for Japanese Studies, the University of Michigan
Women in World History, “Murasaki Shikibu” Female Heroes of Asia: Japan, Women in World History,
http://www.womeninworldhistory.com/heroine9.html
Documentaries
Warriors- Shogun - (2011), SBS , 2011
The Japanese Sword and the Japanese Aesthetic, Metropolitan Museum New York. Watch on this
website:
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http://history.docuwat.ch/videos/asia/the-japanese-sword-and-the-japanese-aesthetic/?channel_id=7&skip=0
Memoirs of A Secret Empire- PBS Documentary. Rise and fall of the Tokugawa watch on this website:
http://history.docuwat.ch/videos/asia/japan-01/?channel_id=7&skip=0
Historical Movies
Kurasawa, Akira, Seven Samurai, 1954, (Setting 1587-1588 Sengokku/ Warring States)
Kurasawa, Akira, Kagemusha, 1980, (Setting 1575- Battle of Nagashino)
Kurasawa, Akira, Samurai Trilogy1954 – 1956, (Setting- 1600 - 1612 trilogy centered around the life
of Miyamoto Musashi, from the Battle of Sekigahara to his duel with Kojiro Sasaki on Ganryu Island)
Goemon- Director- Director: Kazuaki Kiriya, 2009, Set in Sengokku Jiddai
Texts in Translation
Sadler's (translator) The Tale of the Heike (The Heike Monogatari, is an epic account (in prose) of the
struggle between the Taira and Minamoto clans for control of Japan at the end of the 12th century in
the Genpei War (1180-1185).
Japanese Text Initiative, University of California at Berkley,
http://sunsite.berkeley.edu/jhti/search%20gateway.html
Kojiki (712 CE) (History/Mythology of Japan) http://www.sacred-texts.com/shi/kj/index.htm
Nihon Shoki ( 720) (History/Mythology of Japan) http://www.sacred-texts.com/shi/nihon0.htm
Engi Shiki (927) (translation by Felicia Gressitt Bock), , http://sunsite.berkeley.edu/jhti/cgi-bin/jhti/kensaku.cgi (Ancient
kami-civil code. This was a compilation of religious law and civil law)
Matsuo Basho, The Narrow Road to the Deep North, 1600s,
http://apdl.kcc.hawaii.edu/roads/Basho_Oku_2011.pdf
Izumi Shikibu/Lady, “The Diary of Izumi Shikibu”, A.D. 1002-100,
http://web.archive.org/web/20000819004857/http://www.cs.cmu.edu/afs/cs.cmu.edu/user/mmbt/
www/women/omori/court/izumi.html
Murasaki Shikibu- The Tales of Genji/Genji Monogatari - Text in Translation:
http://ebooks.adelaide.edu.au/m/murasaki-shikibu/tale-of-genji/
Sei Shonagon- The Pillow Book (ie diary) Text in translation pdfhttp://isites.harvard.edu/fs/docs/icb.topic787484.files/eas97ab_pillowbook.pdf
Japanese Archaeology
Asian Historical Architecture, (Galleries and information)
http://www.orientalarchitecture.com/map.php
Japanese Archeology.com, “Kanai Higashiura Iseki – Remains found of Kofun-Period man
wearing armour”, Japanese Archeology, http://japanesearchaeology.com/2012/12/11/kanaihigashiura-iseki-remains-found-of-kofun-period-man-wearing-armor/
Keally, Charles T., “Kofun Culture”, Japanese Archeaology, 27 April 2009, http://www.tnet.ne.jp/~keally/kofun.html
Oriental Architecture, “Kamakura Period”,
http://www.orientalarchitecture.com/japan/kamakura/index.php
Himeji Castle, Columbia University, http://www.columbia.edu/itc/ealac/V3613/himeji/tpage.htm
UNESCO, “Himieji Castle World Heritage Site,” http://whc.unesco.org/en/list/661
(Video, galleries, descriptions).
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Maya
Christie, Jessica Joyce, Maya Palaces and Elite Residences: An Interdisciplinary Approach, Austin,
Texas, University of Texas Press, 2003
Coe, Michael D.,The Maya (Sixth ed.), New York, Thames & Hudson, 1999.
Demarest, Arthur Andrew, Ancient Maya: The Rise and Fall of a Rainforest Civilization, New York,
Cambridge University Press, 2004.
Demarest, Arthur Andrew, Rice Prudence M., and Rice, Don Stephen, The Terminal Classic in the
Maya Lowlands: Collapse, Transition, and Transformation. Boulder, Colorado, University Press of
Colorado, 2004.
Houston, S.D., Maya Glyphs, London, British Museum Publications1989.
Lucero, Lisa Joyce, Water and Ritual: The Rise and Fall of Classic Maya Rulers, Austin, Texas,
University of Texas Press, 2006.
Sharer, Robert J. and Traxler Loa P., The Ancient Maya (6th, fully revised ed.), Stanford, California,
Stanford University Press, 2006.
Webster, David L., The Fall of the Ancient Maya, London, Thames & Hudson, 2002.
Whitlock, Ralph, Everyday Life of the Maya, London, Batsford1976.
Journals
American Antiquity
Audio-Visual
National Geographic, Quest for the Lost Maya, 2013,
http://education.nationalgeographic.com.au/education/quest-for-lost-maya/?ar_a=1
Nighfire Films, Breaking the Maya Code, 2008, http://nightfirefilms.org/breaking-the-maya-code/
The History Channel, Palenque: Metropolis of the Maya, 2005.
Websites
University of Pennsylvania, “Painted Metaphors: Pottery and Politics of the Ancient Maya”, Almanac,
University of Pennsylvania http://www.upenn.edu/almanac/volumes/v55/n28/maya.html
Foundation for the Advancement of Mesoamerican Studies, http://www.famsi.org/
Diedrich, Cajus, et.al. (eds.)“Pre-Columbian Aztecs,” World Museum of Man and Prehistory- The
History of Man though the Study of Tools and Weapons,
http://www.worldmuseumofman.org/mayan2.php
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
Micronesia -Nan Madol
“Conversation: Land of the Flying Stones; Preserving Micronesia's mysterious Nan Madol”,
Archeology, Volume 63 Number 3, May/June 2010
http://archive.archaeology.org/1005/etc/conversation.html
Ayres, William, “Nan Madol, Madolenihmw, Pohnpei”, Pages, University of Oregon,
http://pages.uoregon.edu/wsayres/pohnpei/NanMadol.html
Ayres, William S. “Archaeology at Nana Madol, Ponape”, SAA Bulletin, Vol. 10 Nov. 1992, ANUeJournal, https://ejournal.anu.edu.au/index.php/bippa/article/viewFile/480/469
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Cyclopean ruins and remains on the Caroline Islands : the ruins of Nan Madol and Lelu in the 1860s as
seen through the eyes of 'A Master Mariner', Mangilao, Guam, Micronesian Area Research Center,
University of Guam, 1998. (National Library of Australia)
Whiting, Alfred, Nan Madol Ruins, Ponape, 1954.
Fields, Jack, Pacific Digital Library, “Megalisthic Ruins of Nan Madol”, (Ten page journal article)
http://www.pacificdigitallibrary.org/cgi-bin/pdl?e=d-000off-pdl--00-2--0--010---4-------0-1l--10en-50--20-about---00-3-1-00bySR-0-0-000utfZz-8-00&a=d&cl=CL2.32&d=HASH0129cbc653b7a7826567cc9f
Hviding, Edvard and Rio, Knut M. (eds), Made in Oceania : social movements, cultural heritage and
the state in the Pacific, Sean Kingston Publishing, Wantage, 2011.
Anderson, Atholl, Green, Kaye and Leach, Foss (eds), Vastly ingenious : the archaeology of Pacific
material culture : in honour of Janet M. Davidson, Otago University Press, Dunedin, N.Z., 2007.
Kaufmann, Christian Wick, Oliver (eds) (trans, Nigel Stephenson, Nora Scott] Nukuoro : sculptures
from Micronesia, Fondation Beyeler; Hirmer, Riehen, Switzerland : Munich, 2013.
Noa, Madeleine, “Nan Madol – Venice of the Pacific”, History’s Mysteries,
http://www.historicmysteries.com/nan-madol-venice-of-the-pacific/
Metropolitan Museum of Art, “Heilbrunn Timeline of Art History, Thematic Essay- Nan Madol”,
http://www.metmuseum.org/toah/hd/nmad/hd_nmad.htm
Smithsonian, “Nan Madol: The City Built on Coral Reefs”,
Smithsonian Magazine,
http://www.smithsonianmag.com/history/nan-madol-the-city-built-on-coral-reefs-147288758/
UNESCO, “Ceremonial Centres of the Early Micronesian States: Nan Madol and Lelu” UNESCO,
03/01/2012, http://whc.unesco.org/en/tentativelists/5652/
Young, Don et. al. "A Field Trip to Nan Madol", Pathfinder Teaching and Learning Units. (available
online), University of Hawaii, Honolulu. Sea Grant Program, Pacific Mathematics and Science Regional
Consortium, Pacific Resources for Education and Learning, Honolulu,
http://eric.ed.gov/?id=ED461520
Maori and Moriori
Brown- MacMillian, Maori and Polynesian; The Origin, History and Culture, Hutchison, London, (19th
Century text) ahttp://www.archive.org/stream/maoripolynesiant00brow#page/n7/mode/2up
Aoterangi, Wirihana, Fragments of ancient Maori history, (translated by Tiatoa, of Kaihu, near
Dargaville); collected by John McGregor, Auckland : Champtaloup & Edmiston, 1923.
Davidson, Archeology Article Pdf,
http://www.tepapa.govt.nz/SiteCollectionDocuments/Tuhinga/Tuhinga22_019_Davidson.pdf
Aukland Regional Council, “Middens”, Eyes in the Field,
https://chi.net.nz/Documents/Midden_Handout.pdf
Darlington Robert, Wood, Ashley, Hawkins, Tom and Hastings, Terry, “CHAPTER 9 DEPTH STUDY 2:
THE ASIA–PACIFIC WORLD; Polynesian expansion across the Pacific (c. 700–1756), History Alive 8,
Jacaranda, Brisbane, 2012.
Davis, Denise and Solomon, Māui. 'Moriori', Te Ara - the Encyclopedia of New Zealand, updated 9Nov-12, http://www.TeAra.govt.nz/en/moriori
Furey, Louise, Maori gardening : an archaeological perspective,
Wellington, N.Z. : Science & Technical Pub., Dept. of Conservation, c2006.
Orbell. Margaret (trans./ed.), Waiata : Maori songs in history : an anthology, Auckland, Reed, 1991.
Kawhia, “Kawhia Kai, Kawhia Moana, Kawhia T'angata”, Kawhia.Maori.nz, Spiritual and Ancestral
Home of Tainui, http://www.kawhia.maori.nz/
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King, Michael, Nga iwi o te motu = One thousand years of Maori history,
Birkenhead, Auckland : Reed Books, c1997
Pataka.org, “The Moriori”,
http://www.pataka.org.nz/wp-content/uploads/THE_MORIORI_11.pdf
Schwimmer, E. G. “Warfare of the Maori”, Journal of the National Ibrary of New Zealand, No. 36
(September 1961), Online,
http://teaohou.natlib.govt.nz/journals/teaohou/issue/Mao36TeA/c29.html
SPAR, “First Hundred Years”, Southern Pacific Archaeological Research,
http://www.spar.co.nz/firsthundredyears.html
Sorrenson, M.P.K., Ko te whenua te utu = Land is the price : essays on Māori history, land and politics,
Auckland, Auckland University Press, 2014.
Selby, Rachael and Laurie, Alison J. (eds) Māori and oral history : a collection,
Wellington, NOHANZ, 2005.Wilson, John, “Maori Arrival and Settlement”, Te Ara-The Encyclopedia of
New Zealand, New Zealand Government http://www.teara.govt.nz/en/history/page-1
Virtual New Zealand, “Moriori Culture”, http://www.virtualoceania.net/newzealand/culture/moriori/
VUOW, “Ancient History of the Maori”, Victoria University of Wellington, (Links to Sources),
http://nzetc.victoria.ac.nz/tm/scholarly/tei-corpus-WhiAnci.html
If you want to do more on Maori myth and Legends the other two authors I recommend are Margret
Orbell and A.W. Reed.
Also a good resource to fill the gaps you might be missing can be found from the Journal of the
Polynesian Society: http://www.jps.auckland.ac.nz/index.php
All their publications are online and easy to find.
Te Ara, New Zealand History Online, http://www.nzhistory.net.nz/culture/explorers/polynesianexplorers
Te Ara, ‘Ideas of Maori Origins’ http://www.teara.govt.nz/en/ideas-of-maori-origins/page-1
One thing to note is when teaching Polynesian migration to New Zealand and the consequent
settlement of Maori over the country is that scholarship has changed dramatically over the last 100
years. Because Maori history was dominated by white anthropologists interpreting Maori oral
traditions things like the Greet Fleet Tradition (NZ being settled originally by seven canoes) and their
instance of no pre-Polynesian Moriori culture already in NZ at the time of the fleets arrival –
sometimes when you are reading resources (depending on when the resources were written) the
history can become confused and entwined with myth. Looking at this website on this highlights the
changes in historiography.
Mississippian (Mound Builders)
Abrams, Elliot M.; Freter, AnnCorinne (eds.). (2005). The Emergence of the Moundbuilders: The
Archaeology of Tribal Societies in Southeastern Ohio. Athens: Ohio University Press.
Chappell, Sally A. Kitt (2002). Cahokia: Mirror of the Cosmos. Chicago: University of Chicago Press.
Feder, Kenneth L. Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology’’. 5th ed.
New York: McGraw Hill, 2006.
Lankford, George E.; Reilly, F. Kent; Garber, James (eds.). Visualizing the Sacred: Cosmic Visions,
Regionalism, and the Art of the Mississippian World. University of Texas Press.
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Robert W. Preucel, Stephen A. Mrozowski, Contemporary Archaeology in Theory: The New
Pragmatism, John Wiley & Sons, 2010,
Squier, A.M., E.G.; Davis M.D., E.H. (1847). Ancient Monuments of the Mississippi Valley. Washington
DC: Smithsonian Institution
Journals
American Antiquity
Rebecca Saunders, "The Case for Archaic Period Mounds in Southeastern Louisiana", Southeastern
Archaeology, Vol. 13, No. 2, Winter 1994
Audio-Visual
http://www.mississippian-artifacts.com/ (Game)
Websites
Hirst, Kris. K., “Mississippian Culture; Native American Farmers of the American Midwest and South
East”, About.com Archeology,
http://archaeology.about.com/od/mississippiancivilization/qt/mississippian.htm
Hodges, Glenn, “America’s Forgotten City”, National Geographic,
http://ngm.nationalgeographic.com/2011/01/cahokia/hodges-text
Mongols
Columbia University, ‘Asia for Educators’ at http://afe.easia.columbia.edu/
Fordham University, ‘Medieval Sourcebook: Marco Polo: On the Tartars’ at
http://www.fordham.edu/halsall/source/mpolo44-46.asp
Heissig, Walther. A Lost Civilization: The Mongols Rediscovered. D.J.S. Thomson, trans. New York:
Basic Books, [1966].
Onon, Urgunge, trans. and ed. New ed. The Secret History of the Mongols: The Life and Times of
Chinggis Khan. Richmond: Curzon, 2001.
Polo, Marco. The Travels of Marco Polo. Ronald Latham, trans. Harmondsworth: Penguin Books,
1958.
Reischauer, Edwin O. and John K. Fairbank. East Asia: The Great Tradition. Boston: Houghton Mifflin,
1958.
Roberts, J.M. The New Penguin History of the World. 4th rev. edn. 2002.
Rossabi, Morris, comp. The Mongols and Global History: A Norton Documents Reader. New York:
W.W. Norton, 2011.
Weatherford, Jack, Genghis Khan and the Making of the Modern World (Mar 22, 2005)
Ottoman Expansion into Europe
Braudel, Fernand, The Mediterranean and the Mediterranean World in the Age of Philip II, 2 vols.
(London: Collins, 1972-3).
Carr, Mike, The Hospitallers of Rhodes and their Alliances against the Turks, in Emanuel Buttigieg and
Simon Phillips (eds), Islands and Military Orders, c.1291–c.1798. Farnham, Ashgate, 2013.
https://edinburgh.academia.edu/MikeCarr/Papers
Çelebi, Evliya, An Ottoman Traveller: Selections from the Book of Travels of Evliya Celebi, trans.
Robert Dankoff and Sooyong Kim (London: Eland, 2010).
Crowley, Roger Empires of the Sea, Faber and Faber London 2008
41
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Fleet, Kate, European and Islamic Trade in the Early Ottoman State: The Merchants of Genoa and
Turkey (Cambridge: Cambridge University Press, 2006).
Greene, Molly, A Shared World: Christians and Muslims in the Early Modern Mediterranean
(Princeton: Princeton University Press, 2000).
Goffman, Daniel, The Ottoman Empire and Early Modern Europe (Cambridge: Cambridge University
Press, 2002).
Hess, Andrew, “The Battle of Lepanto and its Place in Mediterranean History,” Past and Present 57,
1972, 53-73.
Hess, Andrew, “The Ottoman Conquest of Egypt (1517) and the Beginning of the Sixteenth-Century
World War,” International Journal of Middle East Studies 4, 1973, 55-76.
Imber, Colin, The Ottoman Empire, 1300-1650: The Structure of Power; second edition, Palgrave
Macmillan, 2009.
İslamoğlu-İnan, Huri (ed.), The Ottoman Empire and the World Economy (Cambridge: Cambridge
University Press, 2004.
Kritovoulos, History of Mehmed the Conqueror, trans. Charles Riggs (Princeton, NJ: Princeton
University Press, 1954.
Murphey, Rhoads, “Süleyman I and the Conquest of Hungary: Ottoman Manifest Destiny or a
Delayed Reaction to Charles V’s Universalist Vision,” Journal of Early Modern History, 5, 2001, 197221.
The Encyclopaedia of Islam
The New Cambridge History of Islam
Polynesian History
American National Biography Online, “Kamehameha I”, http://www.anb.org/articles/20/2001236.html
Anderson, Atholl. and Barrett, James H. and Boyle, Katherine V. The global origins and development
of seafaring / edited by Atholl Anderson, James H. Barrett & Katherine V. Boyle McDonald Institute of
Archeological Research, University of Cambridge ; David Brown Book Co. [distributor] Cambridge :
Oakville, CT 2010.
Daws, Gavan , The Shoal of Time: A History of the Hawaiian Islands,1968.
Dukas, Neil Bernard A Military History of Sovereign Hawaii, Mutual Publishing, Honolulu, 2004.
Hawaii History.org, “Kamehameha I”,
http://www.hawaiihistory.org/index.cfm?fuseaction=ig.page&PageID=398
“The law of the Splintered Paddle”,
http://www.hawaii.edu/uhelp/files/LawOfTheSplinteredPaddle.pdf
Kamakau, Samuel, Ruling chiefs of Hawaii (Revised ed.). Honolulu: Kamehameha Schools Press, 1991.
PBS, “Wayfinders”, PBS, http://www.pbs.org/wayfinders/polynesian.html
Īī, John Papa; Pukui, Mary Kawena; Barrère, Dorothy B. Fragments of Hawaiian History (2 ed.).
Bishop Museum Press, Honolulu, 1983.
Whitfield Potter, Norris, Kasdon Lawrence M., Rayson, Ann, History of the Hawaiian Kingdom. Bess
Press2003.
Westervelt, William D. , Hawaiian historical Legends, 1923, in sacred-texts.com, http://www.sacredtexts.com/pac/hhl/index.htm
Documentary
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Discovery Channel- Ancient Warriors Series: Hawaii: Warriors of Paradise,
https://www.youtube.com/watch?v=0eFpUbzSn7E
Steve Kroopnick, Conquest of Hawaii, History Channel, 2003.
The Kamehameha Schools Archive, http://kapalama.ksbe.edu/archives/PVSA/Default.php
Silk Road
Geographic
Blue Marble, Satellite Imagery and Climate of the Silk Road: http://dsr.nii.ac.jp/geography/bluemarble/
Barfield, Thomas. “Steppe Empires, China and the Silk Route: Nomads as a Force in International
Trade and Politics.” In Nomads in the Sedentary World. Edited by Anatoly M. Khazanov and Andre
Wink (Richmond: Curzon, 2001), pp. 234-249.
Barfield, Thomas. The Perilous Frontier: Nomadic Empires and China. Cambridge, Mass.: Oxford:
Blackwell, 1989.
Baumer, Christoph. Southern Silk Road: In the Footsteps of Sir Aurel Stein and Sven Hedin
Bangkok, Thailand: Orchid Press, 2000.
Bentley, Jerry. Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre-Modern Times.
Oxford: Oxford University Press, 1993.
Brotton, Jerry. The Renaissance Bazaar: From the Silk Road to Michelangelo . Oxford University Press,
2003.
Christian, David “Silk Roads or Steppe Roads? The Silk Roads in World History.” Journal of World
History 11:1 (2000), 1-26.
Di Cosmo, Nicola. Ancient China and Its Enemies: the Rise of Nomadic Power in East Asian History.
Cambridge, UK; Cambridge University Press, 2002.
Elisseeff, Vadime (Editor). The Silk Roads: Highways of Culture and Commerce. Berghahn Books. 2000.
Foltz, Richard. Religions of the Silk Road: Overland Trade and Cultural Exchange from Antiquity to the
Fifteenth Century. New York: St. Martin’s Press, 1999.
Franck, Irene M. The Silk Road: A History. New York: Facts on File Publications, 1986.
Jagchid, Sechin and Van Jay Symons. Peace, War, and Trade along the Great Wall: Nomadic-Chinese
Interaction through Two Millennia. Bloomington, Ind.: Indiana University Press, 1989.
Kalter, Johannes, Margareta Pavaloi. Uzbekistan: Heirs to the Silk Road . Thames and Hudson Ltd.,
1997.
Larsen, Jeanne. Silk Road: A Novel of Eighth-Century China . Henry Holt & Co., 1989.
Lawton, John. Silk, Scents & Spice, Tracing the World’s Great Trade Routes, the Silk Road, the Spice
Route [and] the Incense Trail. United Nations Educational, 2005.
Leslies, D. D. and K. J. H Gardiner, The Roman Empire in Chinese Sources. Rome, Bardi, 1996.
Liu, Xinru. “Silk, Robes, and Relations between Early Chinese Dynasties and Nomads beyond the
Great Wall.” In Robes and Honor: the Medieval World of Investiture. Edited by Stewart Gordon. New
York: Palgrave, 2001, pp. 23-34.
Liu, Xinru. Ancient India and Ancient China: Trade and Religious Exchanges AD 1-600. Delhi, India:
Oxford University Press, 1988.
Liu, Xinru. Silk and Religion: An Exploration of Material Life and the Thought of People, AD 600-1200.
Delhi, India: Oxford University Press, 1996.
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Nebenzahl, Kenneth. Mapping the Silk Road and Beyond: 2,000 Years of Exploring the East, Phaidon
Press 2004.
Palmer, Martin. The Jesus Sutras: Rediscovering the Lost Scrolls of Taoist Christianity. NY: Ballantine
Wellspring, 2001.
Pan, Yihong. “Marriage Alliances and Chinese Princesses in International Politics from Han through
T’ang.” Asia Major, 3rd. series, vol. x, parts 1-2 (1997), pp. 95-131.
Rossabi, Morris ed. China among Equals: The Middle Kingdom and Its Neighbors, 10th-14th Centuries.
Berkeley: University of California Press, 1983.
Rossabi, Morris. Khubilai Khan: His Life and Times. Berkeley: U. of California Press, 1987.
Rossabi, Morris. Voyager from Xandadu: Rabban Sauma and the First Journey from China to the West.
Tokyo: Kodansha International, 1992.
Rudelson, Justin Jon. Oasis Identities: Uyghur Nationalism Along China's Silk Road. Columbia
University Press, 1998.
Russell-Smith, Lilla. Uygur Patronage in Dunhuang: Regional Art Centres on the Northern Silk Road in
the Tenth Century. Brill, 2005.
Schafer, Edward H. The Golden Peaches of Samarkand; A Study of T'ang Exotics. Berkeley, University
of California Press, 1963.
Stein, Aurel. On Ancient Central-Asian Tracks. Chicago: University of Chicago Press, edition 1974.
Thubron, Colin. The Silk Road: Beyond the Celestial Kingdom . Simon & Schuster, 1990.
Tucker, Jonathan and Antonia Tozer (Photographer). The Silk Road: Art and History. Philip Wilson
Publishers Ltd., 2003.
Vainker, Shelagh. Chinese Silk: A Cultural History. The British Museum Press, 2004.
Wang, Helen. Money on the Silk Road . British Museum Press 2005.
Watt, James C. Y. When Silk was Gold: Central Asian and Chinese Textiles. New York: Metropolitan
Museum of Art in cooperation with the Cleveland Museum of Art: Distributed by H.N. Abrams, 1997.
Whitfield, Susan et al. The Cave Temples of Dunhuang: Art and History on the Silk Road. British
Library Publishing Division, 2000.
Whitfield, Susan. Life along the Silk Road. Berkeley: University of California Press, 1999.
Whitfield, Susan. The Silk Road: Trade, Travel, War and Faith. Chicago, IL : Serindia Publications, 2004.
Wood, Frances. The Silk Road: Two Thousand Years in the Heart of Asia. London: British Library, 2003.
Wriggins, Sally Hovey. Xuanzang: A Buddhist Pilgrim on the Silk Road. Boulder, Colo.: Westview Press,
1996.
Wright, Arthur. Buddhism in Chinese History. Stanford, CA: Stanford University Press, 1959.
Yu, Ying-Shih. Trade and Expansion in Han China. Berkeley: University of California Press, 1967.
Primary Sources in Translation
The Kyrgyz Epic Manas, http://www.silk-road.com/toc/index.html
Marco Polo, The Travels of Marco Polo, University of Connecticut Internet Archive,
https://archive.org/details/travelsofmarcopo92polo
Chinese Accounts of Rome, Byzantium and the Middle East, c. 91 B.C.E. - 1643 C.E., East Asian History
Sourcebook, Fordham Internet History Sourcebook,
http://www.fordham.edu/halsall/eastasia/romchin1.asp
Budge, E.A. Wallis.(ed), The Monks of Kubla Khan Text based on The Monk of Kublai Khan, Emperor
of China; or The History of the Life and Travels of Rabban Sawma, Envoy and Plenipotentiary of the
Mongol Khans to the Kings of Europe and Markos who as Yahbh-Allaha III Became Patriarch of the
44
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Nestorian Church in Asia. London: The Religious Tract Society, 1928.
http://pages.uoregon.edu/sshoemak/324/texts/monks_of_kubla_khan.htm
Databases
Digital Silk Road Project,2003-2014, Digital Silk Road Project, National Institute of Informatics, Japan.
http://dsr.nii.ac.jp/
Historial Sources and Narratives in translation: http://dsr.nii.ac.jp/narratives/
Silk Road Links, Kenyon College, USA
http://www2.kenyon.edu/Depts/Religion/Fac/Adler/Asia201/links201.htm
Comprehensive Website
The Silk Road Foundation, http://www.silk-road.com/toc/index.html
South East Asia
Angkor: Celestial Temples of the Khmer by Jon Ortner, Ian W. Mabbett, James Goodman and Ian
Mabbett (Apr 26, 2002)
Angkor Wat: Time, Space, and Kingship by Eleanor Mannikka (May 2000)
A Record of Cambodia: The Land and Its People by Zhou Daguan and Peter Harris (Jan 1, 2007)
Short History of South-East Asia, 5th Ed by: Peter Church (01/09/2009)
Southeast Asia: An Introductory History by Milton Osborne (September 1, 2010)
The Emergence of Modern Southeast Asia: A New History by David Chandler (December 1, 2004)
Southeast Asia: Crossroads of the World, 2nd Edition by Clark D. Neher (September 15, 2010)
Southeast Asia: A Concise History by Mary Somers Heidhues (September 1, 2001)
The Cambridge History of Southeast Asia: Volume One, Part One, from Early Times to c.1500 by
Nicholas Tarling (January 28, 2000)
The Cambridge History of Southeast Asia (Part 2) 1500 to 1800 by Nicholas Tarling (January 28, 2000)
Triangular Trade
Davidson, B. 1988, The African Slave Trade. Back Bay Books.
Emert, P.R. (ed) 1970, Colonial Triangular Trade: An Economy Based on Human Misery. Discovery
Enterprises.
Rediker, M. 2008, The Slave Ship: A Human History. Penguin Books.
Smallwood, S.E. 2009, Saltwater Slavery: A Middle Passage from Africa to American Diaspora.
Harvard University Press.
Thomas, H. 1999, The Slave Trade: The Story of the Atlantic Slave Trade: 1440-1870. Simon &
Schuster.
Films
Browne, K. 2008, Traces of the Trade: A Story from the Deep North. PBS
Schama, S. 2000, A History of Britain: The Wrong Empire. BBC
Spielberg, Stephen, 1997 Amistad, Movie
Websites
National Maritime Museum
http://www.rmg.co.uk/national-maritime-museum
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Social Studies for Kids: Triangular Trade
http://www.socialstudiesforkids.com/articles/ushistory/triangulartrade.htm
The Trans-Atlantic Slave Trade Database
http://www.slavevoyages.org/tast/index.faces
Voodoo
Lehmann, Arthur C. and Myers, James E. Magic, witchcraft, and religion : an anthropological study of
the supernatural, Mountain View, Calif., Mayfield Pub., c1997
Moro, P.A. Magic, Witchcraft, and Religion: A Reader in the Anthropology of Religion, Ninth Edition, ,
McGraw Hill, 2013, New York
Vikings
Anderson, Rasmus B. and Reeves, Arthur Middleton and Beamish, North Ludlow and Buel, James
William. The Norse discovery of America; a compilation in extension of all the sagas, manuscripts,
and inscriptive memorials relating to the finding and settlement of the New world in the eleventh
century. With presentations of freshly discovered proofs, in the form of church records supplied by the
Vatican of Rome, never before published. Translations and deductions by Arthur Middleton Reeves,
North Ludlow Beamish, Hon. Rasmus B. Anderson. Hon. Rasmus B. Anderson, LL. D., editor in chief. J.
W. Buel, PH.D., managing editor Norrp-sna Society London, New York [etc.] 1906
Barrett James H. “Rounding up the usual suspects: causation and the Viking Age diaspora”, in
Anderson, Atholl. and Barrett, James H. and Boyle, Katherine V.(eds) The global origins and
development of seafaring, McDonald Institute of Archeological Research, University of Cambridge,
David Brown Book Co., Oakville, CT 2010
Bugge, Sophus. The home of the Eddic poems; with especial reference to the Helgi-lays. Translated
from the Norwegian by William Henry Schofield, AMS Press, New York 1972
Cohat, Y. , Vikings: Lord of the Seas, Thames and Hudson, London, 1992.
Dufwa, Thamar E. The Viking laws and the Magna charta; a study of the Northmen's cultural
influence in England and France, Exposition Press New York 1963
Haywood, John. Encyclopaedia of the Viking Age, Thames & Hudson London, New York 2000
Hyde Abbey (Winchester, England). and Edwards, Edward. and Great Britain. Public Record
Office. Liber Monasterii de Hyda : comprising a chronicle of the affairs of England, from the
settlement of the Saxons to the reign of King Cnut : and a chartulary of the Abbey of Hyde, in
Hampshire : A.D. 455-1023 / edited by Edward Edwards Longmans, Green, Reader, and Dyer
London 1866
Jesch, Judith. Women in the Viking age / Judith Jesch Boydell Press Woodbridge, Suffolk ; Rochester,
NY, 1991
Louis-Jensen, Jonna. Hulda. Sagas of the kings of Norway, 1035-1177. Manuscript no. 66 fol. in the
Arnamagnaean Collection. Edited by Jonna Louis-Jensen Rosenkilde and Bagger Copenhagen 1968
Snorri Sturluson and Young, Jean I., The prose Edda of Snorri Sturluson : tales from Norse mythology /
introduced by Sigurdar Nordal ; selected and translated by Jean I. Young, Bowes & Bowes
London 1954
Whitelock, Dorothy and Clemoes, Peter and Hughes, Kathleen (eds). England before the conquest :
studies in primary sources presented to Dorothy Whitelock, University Press Cambridge, 1971
Websites
Bellows, Henry (trans) Poetic Edda Translated, http://www.sacred-texts.com/neu/poe/
Germanic Mythology; Texts, Translations, Scholarship,
http://www.germanicmythology.com/index.html
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Quinlan, Ryan J. , Lindisfarne Priory, (Available online)
http://public.gettysburg.edu/~cfee/MedievalNorthAtlantic/Lindisfarne/Lindisfarne%20Priory%20by%
20Quinlan.pdf
York Archeological Trust, Jorvik Viking Centre, 2012-2014, http://jorvik-viking-centre.co.uk/
The Vikings of Bjornstad, http://www.vikingsofbjornstad.com/VikingMovies.htm
Audio-visual
Neil Oliver, Who were the Vikings, BBC 2012
BBC Learning, “Blood of the Vikings”, https://www.youtube.com/watch?v=uXpqgmBS6DM,
https://www.youtube.com/watch?v=9C9c_dEhzbE
Documentaries about Vikings, http://documentaryaddict.com/about/vikings
Kenneth Clarke, Civilisation – “The Skin of our Teeth”,
http://documentaryaddict.com/Civilisation+The+Skin+of+our+Teeth-6731-doc.html
Film
The Northmen, 2011, http://www.urbanapachefilms.com/2012/08/northmen/
Hrafn Gunnlaugsson, Hrafninn Flygur - When the Raven Flies, 1985, Iceland,
https://www.youtube.com/watch?v=DOi3ic3LYHM
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Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content
of the course and any requirements for modification of activities, teaching strategies and assessment
instruments. The current trends and innovations in the teaching of Pre Modern History will be
considered as teachers attend workshops, seminars and participate in discussion groups with other
teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires
at the end of each unit. The results of these will be collated and reviewed from year to year. There
will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
 Are the course and Course Framework still consistent?
 Were the goals achieved?
 Was the course content appropriate?
 Were the teaching strategies used successful?
 Was the assessment program appropriate?
 Have the needs of the students been met?
 Was the course relevant?
 How many students completed the course in each of the years of accreditation?
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Unit 1: Transformation
Value 1.0
Unit 1a: Transformation
Value 0.5
Unit 1b: Transformation
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content
Nil
Unit Description
The unit provides an introduction to the pre modern world. It looks at the factors that transformed
societies in this period. It also explores the problematic and contestable nature of the evidence, both
written and archaeological, that has survived. The fragmented nature of the evidence requires
students to develop techniques for analysing historical silences. In addition, students will investigate
the contested nature of interpretations and representations of this evidence. This unit focuses on
issues relevant to the investigation of the pre modern world and builds on the historical skills
developed in the Foundation to Year 10 curriculum to develop an introduction to historiography.
The unit provides an opportunity to select ONE or TWO of the electives listed with a close study of at
least ONE of the topics in each. It is strongly advised that, in order to reach appropriate depth,
teachers select no more than THREE topics in total.
Specific Unit Goals
By the end of this unit, students:
A

describe the nature of
change in pre modern
societies, the factors that
contribute to it, and the
transformations that result
 describe the nature of the
evidence of the pre modern
past and issues relating to the
reliability and usefulness of the
evidence in interpreting, the
past
 identify key concepts as
part of a historical inquiry,
including evidence, and
perspectives
 use historical skills to
investigate the pre modern
world, and use a range of
evidence to support and
communicate a historical
explanation or argument
T

understand the nature of change
in pre modern societies, the factors
that contribute to it, and the
transformations that result
 understand the nature of the
evidence of the pre modern past and
issues relating to the reliability and
usefulness of the evidence in
interpreting, and constructing
representations of that past
 apply key concepts as part of a
historical inquiry, including evidence,
perspectives, interpretation, and
representation
 use historical skills to investigate
different representations of the pre
modern world, and use a range of
evidence to support and
communicate a historical
explanation or argument.
49
M

identify changes in
pre modern societies
 use evidence from
the pre modern past
 use a historical
method
Board Endorsed October 2015
Contents
A Content Descriptors
Historical skills
All the following skills will be
studied during this unit.
Relevant skills will be
emphasised for each topic.
Chronology, terms and
concepts
 identify links between
events to understand
causation and consequences
T Content Descriptors
Historical skills
All the following skills will be
studied during this unit. Relevant
skills will be emphasised for each
topic.
Chronology, terms and concepts
 identify links between events
to understand the nature and
significance of causation, change
and continuity over time
M Content descriptors
Historical skills
All the following skills will
be studied during this unit.
Relevant skills will be
emphasised for each topic.
Chronology, terms and
concepts
 identify links between
events and change over
time

demonstrate historical
knowledge and understanding

use historical terms and
concepts in appropriate contexts
to demonstrate historical
knowledge and understanding

Historical questions and
research
 investigate historical topics
Historical questions and research
 formulate, test and modify
propositions to investigate
historical issues
Historical questions and
research
 investigate historical
issues

develop a coherent
research plan

frame questions to guide
inquiry and develop a coherent
research plan for inquiry


identify, locate and
organise relevant information
from a range of primary and
secondary sources
 practise ethical scholarship
when conducting research


Analysis and use of sources
 identify the origin and
purpose of historical sources
Analysis and use of sources
 identify the origin, purpose and
context of historical sources
Analysis and use of
sources
 identify historical
sources

use evidence from different
types of sources to explain
historical developments




describe the strengths and
weaknesses of different
sources
identify, locate and organise
relevant information from a range
of primary and secondary sources

identify and practise ethical
scholarship when conducting
research
analyse, interpret and
synthesise evidence from different
types of sources to develop and
sustain a historical argument
evaluate the reliability,
usefulness and contestable nature
of sources to develop informed
judgements that support a
historical argument
50
demonstrate historical
knowledge
follow a research plan
organise relevant
information from a range
of primary and secondary
sources
 acknowledge sources
when conducting research
respond to evidence
from sources
Board Endorsed October 2015
Perspectives and
interpretations
 identify and explain the
different perspectives of
individuals and groups in the
past
 identify different historical
interpretations of the past
Explanation and
communication
 explain the past using
appropriate evidence from a
range of sources to support an
argument
 communicate historical
understanding by using a form
appropriate to the purpose
and audience

apply appropriate
referencing techniques
accurately and consistently
Perspectives and interpretations
 analyse and account for the
different perspectives of
individuals and groups in the past
Perspectives and
interpretations
 identify perspectives of
individuals and groups in
the past


evaluate critically different
historical interpretations of the
past, how they evolved, and how
they are shaped by the historian’s
perspective
 evaluate contested views
about the past to understand the
provisional nature of historical
knowledge and to arrive at
reasoned and supported
conclusions
Explanation and communication
 develop texts that integrate
appropriate evidence from a range
of sources to explain the past and
to support and refute arguments
identify that views of
the past change
Explanation and
communication
 create texts from
sources

communicate historical
 communicate historical
understanding by selecting and
findings
using text forms appropriate to the
purpose and audience

apply appropriate referencing
techniques accurately and
consistently

create a list of
references
Historical Knowledge and understanding
For the standard (1.0) unit, students investigate the significant issues related to TWO of the electives
listed with a consideration of the historical issues in relation to a chosen historical period or
phenomena. It is strongly advised that, in order to reach appropriate depth, teachers select no more
than THREE historical issues in total.
Electives
Big Trouble in
Western Europe
Islam and the Rest
Invasion and
Assimilation
The Sky is Falling
An alternative study of a transformative epoch in a pre modern society may also be chosen. Any
alternative elective should be chosen on the basis that the transformation has been interpreted and
represented in different ways, and has been the subject of some controversy.
For the half standard (0.5) unit, students investigate the significant issues related to at least ONE of
the electives with a consideration of the historical issues in relation to a chosen historical period or
phenomena.
Elective
Historical Contexts and Issues
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Big Trouble in Western
Europe








Islam and the Rest









the reasons for transformation and how the society
became transformed
conditions in the society prior to transformation, with
specific reference to the politics, economy, culture,
religion and daily life
the economic, demographic and environmental challenges
to Western European Societies
the emergence of internal and external forces for change
and transformation and their relative significance
the nature of resistance to change and transformation
the outcomes of transformation on the politics, economy,
culture, religion and daily life
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Fall of Rome,
Anglo-Saxon Migrations 5th - 8th Centuries AD, The
Development of Western Christendom AD300 - AD1056,
Viking Expansions 8th - 11th centuries AD
the geographic and historical context of the Arab
Peninsula
the doctrines and development of the religion of Islam,
7th - 8th centuries AD
the forces which led to the Islamic expansion and the
contributions of individuals
the conditions of societies prior to contact with Islam
the nature of the appeal of Islam and the means by which
Islamic authorities encourage conversion
resistance to Islamic expansion within the boundaries of
your chosen historical context
the outcomes of Islamisation on politics, economy,
culture, religion and daily life
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Arab peninsula,
Iberian peninsula, South-East Asia, Western Africa
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Invasion and Assimilation










The Sky is Falling






the geographic and historical context of the society being
studied
conditions in the societies prior to transformation, with
specific reference to the politics, economy, culture,
religion and daily life
the political, economic, demographic and environmental
challenges
the nature of military technology, strategy and tactics
notions and ideologies underpinning conquest and
assimilation
the emergence of internal and external forces for change
and transformation and their relative significance
resistance to invasion and the nature of assimilation
the outcomes of transformation on the politics, economy,
culture, religion and daily life
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Mongols, Early
Mughals, Normans, Founding the Japanese Empire,
Ottomans
the nature of the ecological underpinnings of the society,
culture, economy, religion and political systems of the
society selected
factors driving environmental change in the physical
environment of the society selected
the ways in which environmental change drove
transformation in the society, culture, economy, religion
and political systems
the outcomes of ecological transformation on the society,
culture, economy, religion, political systems and the
environment
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Easter Island,
Maya, Anasazi, Fall of Rome, Black Death, Nan Madol/
Micronesia
Sample Course of Study for Unit One
For example: In term one Jane chose to study:
‘The Sky is Falling’ through a study of Easter Island considering the questions:
The nature of the ecological underpinnings of the society, culture, economy, religion and political
systems of the society selected.
Factors driving environmental change in the physical environment of the society selected.
The ways in which environmental change drove transformation in the society, culture, economy,
religion and political systems.
In term two Jane chose to study:
‘Big Trouble in Western Europe’ through the Fall of Rome considering the following questions:
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Board Endorsed October 2015
The reasons for transformation and how the society became transformed
Conditions in the society prior to transformation, with specific reference to the politics, economy,
culture, religion and daily life.
The emergence of internal and external forces for change and transformation and their relative
significance.
Teaching and Learning Strategies
Refer to page 10
Assessment
Refer to Assessment Task Types Guide on page 12 - 14
Resources
Refer to resources on page 7
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Unit 2: Golden Ages
Value 1.0
Unit 2a: Golden Ages
Value 0.5
Unit 2b: Golden Ages
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content
Nil
Unit Description
This unit examines the role of individuals and personalities in historical causation and compares this
to social structural theories. Students will undertake two case studies in which they explore the role
of a great person within the ‘golden age’ in which they lived.
Students will examine the notion of a Golden Age, and the role of a great people within that age,
with particular reference to political, economic, social, artistic and cultural developments. They will
ask questions such as:
 For whom this was a Golden Age?
 To what degree Golden Age is a suitable term to describe the lives of ordinary people?
 To what extent can a ‘great person’ claim the creation of a Golden Age?
 To what extent is our perception of a Golden Age shaped by the surviving sources?
For the standard (1.0) unit, students study TWO of the following electives, which are to be taught
with the requisite historical content described below. For the half standard (0.5) unit, students study
ONE of the electives, which are to be taught with the prescribed historical content prescribed for this
unit and considering the historical issues suggested for the elective
Specific Unit Goals
By the end of this unit, students:
A

describe, in a Golden Age,
nature of the relationship
between the individual and
social forces to political,
economic, social, artistic and
cultural developments
 describe the nature of the
evidence of the pre modern past
and issues relating to the
reliability and usefulness of the
evidence in interpreting, the past
 describe the notion of a
Golden Age
 identify key concepts as part
T

understand, in a Golden Age,
the nature of the relationship
between the individual and social
forces to political, economic, social,
artistic and cultural developments
 understand the nature of the
evidence of the pre modern past
and issues relating to the reliability
and usefulness of the evidence in
interpreting, and constructing
representations of that past
 understand the notion of a
Golden Age
 apply key concepts as part of a
55
M

identify features of a
Golden Age in pre
modern societies.
 use evidence from
the pre modern past.
 use a historical
method.
Board Endorsed October 2015
of a historical inquiry, including
evidence, and perspectives
 use historical skills to
investigate the pre modern
world, and use a range of
evidence to support and
communicate a historical
explanation or argument
historical inquiry, including
evidence, perspectives,
interpretation, and representation
 use historical skills to
investigate different
representations of the pre modern
world, and use a range of evidence
to support and communicate a
historical explanation or argument
Content
A Content Descriptors
Historical skills
All the following skills will be
studied during this unit.
T Content Descriptors
Historical skills
All the following skills will be
studied during this unit.
M Content descriptors
Historical skills
All the following skills will be
studied during this unit.

relevant skills will be
emphasised for each topic

relevant skills will be
emphasised for each topic

Chronology, terms and
concepts
 identify links between
events to understand
causation and consequences
Chronology, terms and
concepts
 identify links between
events to understand the
nature and significance of
causation, change and
continuity over time
 use historical terms and
concepts in appropriate
contexts to demonstrate
historical knowledge and
understanding
Chronology, terms and
concepts
 identify links between
events and change over time
Historical questions and
research
 formulate, test and modify
propositions to investigate
historical issues
 frame questions to guide
inquiry and develop a coherent
research plan for inquiry
Historical questions and
research
 investigate historical issues
identify, locate and
organise relevant information
from a range of primary and
secondary sources
 practise ethical scholarship
when conducting research

identify, locate and
organise relevant information
from a range of primary and
secondary sources
 identify and practise ethical
scholarship when conducting
research

Analysis and use of sources
 identify the origin and
purpose of historical sources
Analysis and use of sources
 identify the origin, purpose
and context of historical
sources
Analysis and use of sources
 identify historical sources

demonstrate historical
knowledge and understanding
Historical questions and
research
 investigate historical topics

develop a coherent
research plan

56
relevant skills will be
emphasised for each topic

demonstrate historical
knowledge

follow a research plan
organise relevant
information from a range of
primary and secondary sources

acknowledge sources when
conducting research
Board Endorsed October 2015

use evidence from different
types of sources to explain
historical developments

describe the strengths and
weaknesses of different
sources
Perspectives and
interpretations
 identify and explain the
different perspectives of
individuals and groups in the
past
 identify different historical
interpretations of the past

analyse, interpret and
 respond to evidence from
synthesise evidence from
sources
different types of sources to
develop and sustain a historical
argument
 evaluate the reliability,
usefulness and contestable
nature of sources to develop
informed judgements that
support a historical argument
Perspectives and
interpretations
 analyse and account for the
different perspectives of
individuals and groups in the
past
 evaluate critically different
historical interpretations of the
past, how they evolved, and
how they are shaped by the
historian’s perspective
Perspectives and
interpretations
 identify perspectives of
individuals and groups in the
past

identify that views of the
past change

evaluate contested views
about the past to understand
the provisional nature of
historical knowledge and to
arrive at reasoned and
supported conclusions
Explanation and
communication
 explain the past using
appropriate evidence from a
range of sources to support an
argument

communicate historical
understanding by using a form
appropriate to the purpose
and audience
 apply appropriate
referencing techniques
accurately and consistently
Explanation and
communication
 develop texts that integrate
appropriate evidence from a
range of sources to explain the
past and to support and refute
arguments
 communicate historical
understanding by selecting and
using text forms appropriate to
the purpose and audience
 apply appropriate
referencing techniques
accurately and consistently
57
Explanation and
communication
 create texts from sources

communicate historical
findings

create a list of references
Board Endorsed October 2015
Historical knowledge and understanding
For the standard (1.0) unit, students study TWO of the electives, which are to be taught with the
historical content prescribed for this unit and considering the historical issues suggested for the
elective. For the half standard (0.5) unit, students study ONE of the electives, which are to be taught
with the prescribed historical content prescribed for this unit and considering the historical issues
suggested for the elective.
Electives
Carolingian EmpireCharlemagne
Historical Issues to consider in teaching the elective:






T’ang DynastyEmpress Wu


examine the reasons for the success of the T’ang Dynasty in
reuniting Chinese society after centuries of political
fragmentation
explore the role of the T’ang aristocracy in the creation of a
dynamic society and culture
assess the role that the Arts played in T’ang society, with
particular attention to calligraphy and poetry, particularly the
works of Du Fu and Wang Wei
examine the strengths and weaknesses of the T'ang economy,
centralised bureaucracy , examinations systems, taxation
examine the relationship between the T'ang leadership and the
spread of Buddhism in China
evaluate T'ang expansionism and the role it plays in the
cosmopolitan nature of T'ang society and the the decline of the
dynasty
explore the position of women in T'ang society, assess the
reasons for the greater freedom afforded to women during this
dynasty
examine the rule of Empress Wu Zetian, what factors allowed
for her political rise, examine how she has been portrayed by
Chinese historians, her use of Buddhism to challenge traditional
Confucian principles, and her effectiveness as a ruler
assess the threats to T'ang society, including the Lushang
Rebellion
evaluate the causes for the collapse of the dynasty

assess Alfred’s response to the Viking invasions; examine his








The Age of Alfred -
examine the rise of the Merovingian dynasty and the role of the
Frankish kingdoms post Roman Europe
explore Charlemagne's early life and assess the reasons for his
rise to power
asses impact of the Franco Papal alliance and Charlemagne's
identification as a Christian King; include a study of the Saxon
conversion and Charlemagne’s creation of The Holy Roman
Empire and the Carolingian Theocracy
examine the Carolingian renaissance and assess the role that
Charlemagne played in this
explore Charlemagne’s use of propaganda and analyse the role
that Einhardt’s biography played both in Charlemagne’s lifetime
and in the construction of Charlemagne as an historical figure
analyse the reasons for the disintegration of the Carolingian
Empire and explore its long term impact
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Alfred the Great
High Middle Ages and
one of the following:–
Plantagenet Dynasty
Edward III
Richard II
Capetian Dynasty
Philip II
Philip IV
record as a military leader, innovator and tactician
 consider Alfred’s civil reorganisation; examine the creation of
the burghs, new legal codes and the development of centralised
judicial appeals, the development of The Anglo-Saxon Chronicle
 account for Alfred’s court as a centre of the arts and learning,
development of schools, translation of Latin texts, use of
religious schools and administration
 assess the extent of the transformation of the economy; the rise
of the market economy, expansion of the monetary system,
social mobility, expansion of trade networks
 evaluate the extent of Alfred’s creation of a sense of Englishness
and the significance of this idea in relation to resistance to
Viking expansion
 examine how our understanding of Alfred is shaped by Asser’s
biography
 consider Alfred as the Great King as a product of nineteenth
century English nationalism
Edward III:
 account for Edward III’s claim to the French throne
 discuss the ways in which the English victories in the early
phases of the 100 Years’ War held promise of a ‘new’ Britain
 examine the significance (symbolic or otherwise) of the ‘Order
of the Garter’ in regards to Edward III’s reign and its role as a
marker of English national identity
 analyse the extent to which England became a focal point of
international diplomacy in the late 1350s
 examine England’s role as a centre of international court culture
in the late 1350s
 assess the reign of Edward III. Did his ambition transcend the
resources available to him
Richard II:
 evaluate Richard’s response to the ‘Peasant’s Revolt’ of 1381
 examine the extent to which Richard’s ‘absolutist’ monarchy led
to his demise
 consider Richard’s policy of peace towards France and his role in
bringing the 100 Years’ War to an end
 account for Richard’s court as a centre of the arts and a
cultivator of literature. What role did Richard and his court play
in helping the English language be perceived as a literary
language
 assess the extent to which Richard used his interests in art,
architecture and literature to cultivate his royal image
Capetian Dynasty
 examine how the legacy of Charlemagne’s Empire shaped the
fortunes of the Capetian dynasty
 examine and assess how the early Capetians extended their
authority over the duchies and counties of France
 explore and assess what were Philip II Augustus’s principal
accomplishments. Why were the Angevin kings his most
59
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



Norman Sicily - Roger I












Aztec Empire Montezuma II






important enemies
explain Phillip II’s association with the Church. How did it help
both parties
account for why the 13th century is called ‘the Summer of
Mediaeval France’. Assess the intellectual and artistic
achievements of the age
explore the principal events and results of Philip IV’s struggle
with the Church. Explain and assess who the beneficiaries were
from these struggles
account for and assess the emergence of national feeling in the
13th century France and explain how this increased the power
of the king
investigate the incursion of the de Hauteville family into the
mezzogiorno and its consequent impact upon Sicily
account for the adventurism of Roger and other Normans in the
early 11th century
investigate the role of the Church in the establishment of the
Sicilian monarchy
account for Roger’s military victories in Sicily, Calabria and
Malta
assess the extent of collaboration, co-operation and tolerance
between Latin Christian, Greek Orthodox Christians, Muslims
and Jews in Roger’s possessions before and after his rule
assess the extent and nature of trade networks before and after
Roger’s reign
assess the costs and benefits of the Norman conquest to
ordinary people
assess the nature and extent of cultural and artistic production
in Norman Sicily under his reign, and beyond. To what extent
did Roger’s policies contribute
explore the costs and benefits of Roger’s use of dynastic
marriage on his power and diplomatic influence
was Roger ‘The Great Count
assess the ‘Assizes of Ariano’; were they truly transformative
assess the historical value of Geoffrey Malaterra’s The Deeds of
Count Roger of Calabria and Sicily and of Duke Robert Guiscard,
his brother
assess Montezuma’s choice to transition Aztec society from a
meritocracy to more stratified hierarchical structure
assess the impact of the expansion of the Aztec Empire on the
Zapotec and Yopi peoples
evaluate the perspective of historical sources that portray
Montezuma as weak and indecisive; compare these with other
perspectives
explore primary sources that describe Montezuma, including
the writings of Hernan Cortes
assess the impact of the arrival of the Spanish, including Hernan
Cortes and earlier landings, on the Aztec Empire
explore the different accounts of Montezuma’s death
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Quattrocento - Lorenzo
the Magnificent

assess the relationship between the death of Montezuma and
the subsequent fall of the Aztec Empire


account for the development of the Renaissance in Italy
analyse the social and political situation in Florence in relation
to Lorenzo and the Medici family
compare and contrast the forms of government in Italian city
states: Florence and others
account for the nature and extent of the trade networks of the
Italian City States, e.g. with Middle East and Asia
assess the nature and extent of the financial and economic
power of Italian City States
judge the importance of patronage: role and significance of
Lorenzo de Medici and Ludovico Sforza; papal patronage in
terms of cultural and intellectual developments. Consider their
relationship to major artists such as Brunelleschi, da Vinci,
Michelangelo
consider the representation that Machiavelli makes of the
relationship between the great leader and the prosperity of the
city in The Prince
account for the decline of the City States’ power and influence
investigate the Burckhardt Thesis and its influence upon the
creation of the idea of the Renaissance







Heian - Fujiwara
Michinaga











Elizabethan England Elizabeth I

the causes and consequences of moving the capital to Heiankyo (Kyoto)
analyse the basis of imperial sovereignty and the nature of
imperial power
examine the economic structure that supported the aristocrats
at Court and its strengths and weaknesses
analyse the adaptation of centralised Chinese style political and
administrative structures to Japanese clan structures
account for the power of the Fujiwara Clan
trace the rise of the samurai and the assumption of state power
trace the career of Fujiwara Michinaga and analyse his
contribution to the Heian Period and in what ways he was
typical of the period
trace the increasing spread of Buddhism to the common people
and its synthesis with Shinto
account for the development of literature and the Japanese
aesthetic
analyse the value of literature as historical sources for this
period
consider the value of the Shoku Nihongi and the Nihon Koki for
understanding early Heian Japan
assess the strengths and weaknesses of the Tudor state as set
up by Henry VII and VIII and then its condition after Edward VI
and Mary I, in the context of Europe in the Reformation and
Counter-Reformation
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





Ummayids - Caliph
Abdul Malik or Abdul
Rahmin






Dehli Sultanate Muhammad Al Tuglaq







Portugal - Henry the
Navigator






examine the early life and education of Elizabeth
account for and assess the effectiveness of Elizabeth’s religious
settlement
assess the nature and extent of the Spanish threat and
Elizabeth’s responses such as espionage, the privateers system
and exploration and settlement
assess the successes and failures of Elizabeth’s cultivation of her
public image, particularly in light of portraiture
consider the social and economic changes under Elizabeth and
to what extent Elizabeth was responsible
to what extent did Elizabeth’s cultivation of the arts contribute
to the reputation of a Golden Age
account for Mu’awiyah and the foundation of the 2nd caliphate
(Ummayid)
define the extent of the religious nature of the caliphate
analyse the expansion and consolidation of the Ummayid reach
(Iberian Peninsular, Syria, Iran)
analyse the extent and success of revolution and suppression Abbasid revolution
analyse the social and administrative structure, including
concepts like hierarchical oligarchy and Diwans
engage in the significant Historiographical debate - heretics or
keepers of the faith
account for the Establishment of the Tuglaq dynasty
examine the causes, conduct and effects of Mohammed bin
Tuglaq’s expansion of the Sultanate
examine the successes and failures of his economic policies such
as bas metal coinage and taxation
to what extent was this a golden Age of the upper classes and
dominant groups only
to what extent did he favour and encourage the arts and Islamic
scholarship
account for the revolts against his rule and his failures to hold
the state together against the Vijayanagara Empire
examine the impact of the use extreme punishment against
political opponents on his rule
assess the nature and extent of the Portuguese Kingdom,
political power, trade, wealth and culture, under John I and the
House of Aviz
account for the conflict with Barbary pirates and the reasons for
the successful conquest of Ceuta
account for the development of the caravel
assess the extent and nature of Henry’s personal power and
influence over the kingdom
assess the extent of Henry’s contribution to cartography,
exploration, education and maritime technologies and explore
the historiographical controversies around this issue
to what extent did Henry contribute to the voyages of
Bartolemeu Dias and Vasco de Gama
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
Spain- Isabella and
Ferdinand, or Charles V
Kamehameha the
assess the extent of Portuguese explorations and trade, and the
costs and benefits of that trade to the Portuguese and to the
peoples contacted
 explore the extent to which the Portuguese involvement in
slavery prevents us from using the term Golden Age for this
period in Portuguese history
 explore the historiographical origin of the title ‘The Navigator’
Isabella and Ferdinand
 explore the divided nature of the Iberian Peninsula and the
extent to which division had an impact on the prosperity and
happiness of Iberians
 account for the marriage of Ferdinand II of Aragon and Isabella
of Castile
 assess the extent of the union of Spain under their rules
including the reforms of the judicial system
 to what extent do Isabella and Ferdinand create a nation state?
 assess the relative power of the unified crowns and regional
aristocracy
 assess the costs and benefits of reconquista and the final defeat
of the Muslims rulers of Granada to the royal house and to
ordinary Iberian people
 assess the costs and benefits of the exploration and conquest of
the Americas to the Spanish state including migration, trade,
inflationary effects of the American trade and the genocide of
Arawaks and Caribs
 assess the costs and benefits of the expulsion of Jews and
Muslims and the Inquisition to royal power, the economy and to
ordinary Iberians
 assess the historiographical validity of the title ‘Catholic
Monarchs’ awarded Isabella and Ferdinand by the Church
Charles V
 define the complex nature of Charles’ crowns upon his
ascension
 assess the extent of his power as Holy Roman Emperor and as
Spanish monarch under his rule and at the end of his reign
 account for his successful and unsuccessful wars with France,
the Ottomans, the Aztecs and German princes
 account for his sponsorship of the Counter-Reformation
 assess the claims made by some historians, such as Henry
Kamen, as to the success of his non-violent measures to
counteract religious conflict such as sponsoring the Jesuits
 assess the costs and benefits of the colonisation of the Americas
and the Philippines to the aristocracy, ordinary Spaniards,
people of the Philippine archipelago and to Native Americans
 assess the extent and enduring value of his sponsorship of art
and culture during his reign
 account for his abdication and division of his holdings in favour
of his brother Ferdinand for Austria and son Philip II for Spain

understand the nature and extent of the Hawaiian chiefdoms
63
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Great and Hawai’i









prior to unification under Kamehameha
assess the impact of trade with Europeans on Hawaiian
economic, social and political structures
explore the legend of the Naha stones and Kamehameha’s use
of the legend
account for Kamehameha’s ascension
account for Kamehameha’s success in building support amongst
the defeated groups in the Hawaiian Islands
assess the contribution of Ka’ahumanu and western advisers to
his reign
assess the success and failures of Kamehameha’s legal, military
and taxation reforms, including the Law of the Splintered Paddle
account for his preservation of traditional religious practices
and the impact of conversions
assess the historiographical proposition that the edict
preventing foreign land ownership was the key law that
preserved Hawaiian independence
assess the historical value of calling Kamehameha ‘the Great’
Teaching and Learning Strategies
Refer to page 11
Assessment
Refer to Assessment Task Types Guide on page 13 - 15
Resources
Refer to resources on page 23 - 47
64
Board Endorsed October 2015
Unit 3: Conflict
Value 1.0
Unit 3a: Conflict
Value 0.5
Unit 3b: Conflict
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content
Nil
Unit Description
This unit examines the interaction of societies in the pre modern period and the impact that they
have on one another. The approach taken by this unit is comparative in that it explores different
perspectives of the same events. This will include interrogating different perspectives through source
material and examining its origins, purposes, values and limitations.
Students will also investigate archaeological sources and develop techniques for interpreting and
understanding historical material other than the written word. Further, the fragmented nature of the
evidence requires students to develop techniques for analysing historical silences and the way that
these have shaped the cultural narrative.
This unit will explore the complexities of contact between groups of people and the adaptations,
confrontations, benefits, relationships, or violence that might result.
For a standard (1.0) unit students will study TWO of the following electives using the historical
content set out below. For the half standard (0.5) unit students will study ONE of the following
electives using the historical content set out below.
Specific Unit Goals
By the end of this unit, students:
A

describe the conflicts and
collaborations that come out
of the meetings of cultures
 describe the nature of the
evidence of the pre modern
past and issues relating to the
reliability and usefulness of the
evidence in interpreting, the
past
 identify key concepts as
part of a historical inquiry,
including evidence, silences
and perspectives
 use historical skills to
investigate the pre modern
world, and use a range of
evidence to support and
communicate a historical
explanation or argument
T

understand the conflicts and
collaborations that come out of the
meetings of cultures
 understand the nature of the
evidence of the pre modern past
and issues relating to the reliability
and usefulness of the evidence in
interpreting, and constructing
representations of that past
 apply key concepts as part of a
historical inquiry, including
evidence, silences, perspectives,
interpretation, and representation
 use historical skills to
investigate different
representations of the pre modern
world, and use a range of evidence
to support and communicate a
historical explanation or argument.
65
M

identify the conflicts
and collaborations that
come out of the meetings
of cultures.
 use evidence from the
pre modern past
 use a historical method
Board Endorsed October 2015
Content
A Content Descriptors
Historical skills
All the following skills will be
studied during this unit.
Relevant skills will be
emphasised for each topic.
Chronology, terms and
concepts
 identify links between
events to understand
causation and consequences
 demonstrate historical
knowledge and understanding
Historical questions and
research
 investigate historical topics

develop a coherent
research plan

identify, locate and
organise relevant information
from a range of primary and
secondary sources
 practise ethical scholarship
when conducting research
T Content Descriptors
Historical skills
All the following skills will be
studied during this unit. Relevant
skills will be emphasised for each
topic.
Chronology, terms and concepts
 identify links between events to
understand the nature and
significance of causation, change
and continuity over time
 use historical terms and
concepts in appropriate contexts
to demonstrate historical
knowledge and understanding
Historical questions and research
 formulate, test and modify
propositions to investigate
historical issues
 frame questions to guide
inquiry and develop a coherent
research plan for inquiry
 identify, locate and organise
relevant information from a range
of primary and secondary sources

identify and practise ethical
scholarship when conducting
research
M Content descriptors
Historical skills
All the following skills will
be studied during this unit.
Relevant skills will be
emphasised for each topic.
Chronology, terms and
concepts
 identify links between
events and change over
time
 demonstrate historical
knowledge
Historical questions and
research
 investigate historical
issues
 follow a research plan

organise relevant
information from a range of
primary and secondary
sources
 acknowledge sources
when conducting research

Analysis and use of sources
identify the origin and
purpose of historical sources
 use evidence from
different types of sources to
explain historical
developments
 describe the strengths and
weaknesses of different
sources
Perspectives and
interpretations
 identify and explain the
different perspectives of
individuals and groups in the
past
 identify different historical
Analysis and use of sources
identify the origin, purpose and
context of historical sources
 analyse, interpret and
synthesise evidence from different
types of sources to develop and
sustain a historical argument
 evaluate the reliability,
usefulness and contestable nature
of sources to develop informed
judgements that support a
historical argument
Perspectives and interpretations
 analyse and account for the
different perspectives of
individuals and groups in the past
Analysis and use of sources
identify historical sources


evaluate critically different
66

respond to evidence
from sources

Perspectives and
interpretations
 identify perspectives of
individuals and groups in
the past
identify that views of
Board Endorsed October 2015
interpretations of the past
Explanation and
communication
 explain the past using
appropriate evidence from a
range of sources to support an
argument
 communicate historical
understanding by using a form
appropriate to the purpose
and audience
 apply appropriate
referencing techniques
accurately and consistently
historical interpretations of the
past, how they evolved, and how
they are shaped by the historian’s
perspective
 evaluate contested views about
the past to understand the
provisional nature of historical
knowledge and to arrive at
reasoned and supported
conclusions
Explanation and communication
 develop texts that integrate
appropriate evidence from a range
of sources to explain the past and
to support and refute arguments
the past change


communicate historical
understanding by selecting and
using text forms appropriate to the
purpose and audience
 apply appropriate referencing
techniques accurately and
consistently
Explanation and
communication
 create texts from
sources
communicate historical
findings

create a list of
references
Historical knowledge and understanding
For a standard (1.0) unit students will study ONE OR MORE elective. For a half standard (0.5) unit,
students will study at least ONE of the following electives using the historical content set out above:
Electives
Incans - Conquerors
and conquered
Historical Issues







Islam in West Africa




compare the migration theories in relation to the origins and
dispersal
analyse the establishment of the Incan Empire
account for the extent of cultural synthesis between Incan and
subject peoples, including religion, political and economic
structures
account for the rapid success of the Spanish conquest
consider the nature of and extent of - the Colombian Exchange
consider the archaeological evidence of Incan resistance
consider the adaptations of indigenous people to the conquests of
Spain in Colonial Peru and Chile to the end of the reign of Charles V
explore the historical distribution of resources and cultures in West
Africa
account for the trade networks that began and ended in West
Africa
define the nature of the political entities prior to Islamic
Expansionism
assess the scope and power of a regional power such as the Soghai
Empire, Benin, Hausa, Kangaba, Mali Empire or the Empire of
Kanem
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Board Endorsed October 2015
Mound Builders
(Mississippian
Culture)



account for the extent of conversions to Islam
assess the causes and consequences of the Haj of Mansa Musa
examine the reasons for the foundation of and the history of the
Great Mosque of Timbuktu


explore Cahokia, the largest archaeological site in the United States
account for the “big bang”: the sudden rise of the city and increase
in population
assess the impact of agriculture on the growth of the city
compare the evidence for a hierarchical society with social
structures in other Native American nations and with the societies
of Mesoamerica
compare theories on the mystery of the disappearance of the
Mound Builders
evaluate the preservation of Cahokia, considering the damage
done to the site throughout the eighteenth and nineteenth
centuries




Japan and the
Missionaries









Mongols and Ching





Pueblos, Cliff
Dwellers





account for the arrival of the Europeans in Japan
account for the appeal of Christianity to Japanese converts
analyse the economic costs and benefits of trade for Japanese and
Europeans
how did the decline of China and Ryukyu Islands interact with the
increase in European and American trade
assess the role of the Jesuits and St Francis Xavier in the
introduction of European ideas, trade and religion into Japan
assess the impact of Christian conversions on Japanese power
structures
assess the impact of military innovations on Japanese war fare
structure of Tokugawa feudalism and its strengths and weaknesses
and how outside contact destabilised Tokugawa power
account for Tokugawa Iemitsu’s decision to close Japan (Sakoku)
and his successful resistance to European expansion
account for the Rise of the Great Khan.
analyse the structure of mongol society and economy and draw
conclusions about its strengths and weaknesses.
account for Genghis Khan’s conquest of China
explore and define the extent of the Sinofication of the Mongols
account for the limits of Ching expansion in Asia
examine the environment and ecology of South Western North
America area and its impact on agriculture and society between
300 BCE the 1200 BCE
account for the establishment of the Ancestral Puebloans from and
compare and contrast Ancestral Puebloans, Hohokam and
Mogollon cultures
examine the period 900 and 1150 as a golden age and te reasons
for decline and abandonment of some pueblos
engage with the historiographical debates as to the extent of the
Interactions with the Aztec Empire
consider the impact of the arrival of the Europeans
68
Board Endorsed October 2015
Khmer Empire

trace the adaptation that traditional beliefs and practices made to
Christianising and analyse the useful of theories of syncretism

examine the interactions with the Srivijaya Empire, Chola Empire,
and Champa and Dai Viet using archeological sources
analyse the Khmer Devaraja system as an adaptation of Javan and
Hindu kingship systems
consider the impact of Caste and adaptation of Hinduism on the
people of Angkor Wat and the Khmer Empire
use archeology to trace the religious interactions such as the
spread of Hinduism and Buddhism
engage with the historiography of Environmental History irrigation,
population and economy in understanding Khmer rise and fall




The Silk Road








The Triangular
Trade







explore the extent to which the beginning of Silk production in
Byzantium affected the nature of the Silk road trade from the 6th
Century
account for the success and nature of the T'ang dynasty reopening
the Silk Road and the extent and nature of the Pax Sinica
account for and define the extent of the synthesising of cultures in
Central Asia due to the trade route/ the silk road
explore the extent to which the Silk Road was a means of
transmitting religions and philosophical traditions
explore the extent to which the presence of the Silk Road solidified
political units and military capacity amongst groups such as the
Sogdians and the Khazars
assess the effectiveness of the Mongol control of the Silk Road for
stability and economic success
examine the career of Marco Polo and the historiographical value
of The Travels of Marco Polo to Chinese and archaeological
sources
examine the impact of developments in European maritime trading
on the Silk Road
examine the nature of the slave trade under the control of the
Barbary states of North Africa
examine the nature and use of slavery in West African kingdoms
prior to the arrival of Europeans
examine the extent and nature of the trans-Saharan and Silk Road
trade routes and account for the economic drives to circumvent
them
account for the existence and extent of the markets for slaves,
sugar, gold and manufactured goods in Africa, Europe and the
Americas
account for the proliferation of pirates and privateers in the
Caribbean during the 16th and 17th centuries and give reasons for
the success of their suppression
account for reconfiguration of political power of African Kingdoms
such as Angola, Dahomey Akan Empire and the Oyo Empire, and
examine the nature of early colonialism in Africa from 1575
account for and describe the development of creole cultures in the
Americas such as in Brazil, Haiti, Cuba and Louisiana
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Board Endorsed October 2015
South East Asian
Kingdoms and Trade






Indigenous
Australia in the
World





Mughals





Ottoman Expansion
and European
Resistance







compare and contrast the extent and nature of Indian, Chinese,
and Arabian trade with the South East Asian archipelago
account for the success for the expansion of Islam in SE Asia and
the survival of Hinduism in Bali
compare and contrast the impact of the Spanish/Portuguese and
Dutch East India Company upon the existing trade and political
structures in the Archipelago, such as in the Philippines, Timor Este
and Java
explore the reconfiguration of the political units of the archipelago
such as the Sultanates
account for the impact and extent of the retreat o the Chinese
traders
assess the impact of the European conflict over the SE Asian trade
and in the race for empire and in particular account for the nature,
extent and effect of British and French extensions of power into SE
Asia
analyse the nature and extent of internal interactions between
Indigenous groups: trade and warfare
consider the environmental histories of Australia which explore the
extent of Indigenous agriculture and landscape management
assess the extent and meaning of archaeological evidence of the
18th and 19th century for Makassan interactions and trade with
indigenous Australia
examine the linguistic and cultural evidence for interactions with
the Makassan traders and the evolving nature of the relationship
examine the archaeological and written record for early Spanish,
Dutch, and Portuguese early exploration and contact
describe the spread of Islam from the 8th Century
account for the successes and failures of the Early Mughals and the
conquest of India
analyse the cause conduct and effects of the Rise of Maratha
analyse the European exploitation of divisions on the subcontinent
analyse the shared interests of Indian autocrats and the European
mercantile companies
analyse the successes and failures of Ottoman attacks on Europe Bayezid; Murad; Mehment; Suleiman
determine the nature of Ottoman feudalism and vassal states in
Eastern Europe: Serbia
assess the effects and impacts of major battles - Kosovo Polje;
Nicopolis; Ankara; Varna
analyse the networks for slavery in the Mediterranean.
analyse the conduct and results of the rivalry between Charles V
and Suleiman the Magnificent
account for the existence and conduct of the power of the
Hospitallers in Malta, Rhodes
account for the nature and effects of the relationship between
Cyprus and the Venetians
70
Board Endorsed October 2015
Teaching and Learning Strategies
Refer to page 11
Assessment
Refer to Assessment Task Types Guide on pages 13 - 15
Resources
Refer to resources on pages 23 - 47
71
Board Endorsed October 2015
Unit 4: Power
Value 1.0
Unit 4a: Power
Value: 0.5
Unit 4b: Power
Value: 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content
Teachers must take care to ensure that they do not duplicate historical contexts covered in other
electives.
Unit Description
This unit examines the nature and exercise of power and authority in pre modern societies. Students
will analyse structures, loci and relations of power to understand their varied and complex nature. In
order to do this they will draw upon historical concepts such as: Gender Theory, Marxism,
Modernism/ Positivism, Post-modernism, Post-colonialism, Subaltern Studies, Orientalism and the
way that these theories shape historical viewpoints. This type of analysis requires students to engage
with scholarly and historiographical debate.
For a standard (1.0) unit, students will study ONE or more of the following electives. For a half
standard (0.5) unit students will study at least ONE, possibly more of the following electives using the
historical content set out below.
Specific Unit Goals
By the end of this unit, students:
A

describe the development,
operation, and subversion of
ideologies within societies
 describe the nature of the
evidence of the pre modern
past and issues relating to the
reliability and usefulness of
the evidence in interpreting,
the past
 identify key concepts as
part of a historical inquiry,
including evidence, silences
and perspectives
 use historical skills to
investigate the pre modern
world, and use a range of
evidence to support and
communicate a historical
explanation or argument
 identify selected historical
framework.
T

understand the development,
operation, and subversion of
ideologies within societies
 analyse and evaluate the nature of
the evidence of the pre modern past
and issues relating to the reliability and
usefulness of the evidence in
interpreting, and constructing
representations of that past
 evaluate key concepts as part of a
historical inquiry, including evidence,
silences, perspectives, interpretation,
and representation
 apply historical skills to investigate
different representations of the pre
modern world, and select and
interpret a range of evidence to
support and communicate a historical
explanation or argument
 identify and apply selected
historical frameworks
72
M

identify ideologies
 use evidence from
the pre modern past
 use a historical
method
Board Endorsed October 2015
Content
A Content Descriptors
Historical skills
All the following skills will be
studied during this unit.
Relevant skills will be
emphasised for each topic.
Chronology, terms and
concepts
 identify links between
events to understand
causation and consequences
 demonstrate historical
knowledge and
understanding
Historical questions and
research
 investigate historical
topics
 develop a coherent
research plan

identify, locate and
organise relevant information
from a range of primary and
secondary sources
 practise ethical
scholarship when conducting
research
Analysis and use of sources
 identify the origin and
purpose of historical sources
 use evidence from
different types of sources to
explain historical
developments
T Content Descriptors
Historical skills
All the following skills will be
studied during this unit. Relevant
skills will be emphasised for each
topic.
Chronology, terms and concepts
 identify links between events
to understand the nature and
significance of causation, change
and continuity over time
 use historical terms and
concepts in appropriate contexts
to demonstrate historical
knowledge and understanding
Historical questions and research
 formulate, test and modify
propositions to investigate
historical issues
 frame questions to guide
inquiry and develop a coherent
research plan for inquiry
 identify, locate and organise
relevant information from a range
of primary and secondary sources

identify and practise ethical
scholarship when conducting
research
Analysis and use of sources
 identify the origin, purpose
and context of historical sources
 analyse, interpret and
synthesise evidence from
different types of sources to
develop and sustain a historical
argument
 describe the strengths and  evaluate the reliability,
weaknesses of different
usefulness and contestable nature
of sources to develop informed
sources
judgements that support a
historical argument
Perspectives and
Perspectives and interpretations
interpretations
 analyse and account for the
 identify and explain the
different perspectives of
different perspectives of
individuals and groups in the past
individuals and groups in the
past
73
M Content descriptors
Historical skills
All the following skills will be
studied during this unit.
Relevant skills will be
emphasised for each topic.
Chronology, terms and
concepts
 identify links between
events and change over time

demonstrate historical
knowledge
Historical questions and
research
 investigate historical
issues
 follow a research plan

organise relevant
information from a range of
primary and secondary
sources
 acknowledge sources
when conducting research
Analysis and use of sources
 identify historical sources

respond to evidence from
sources
Perspectives and
interpretations
 identify perspectives of
individuals and groups in the
past
Board Endorsed October 2015

identify different
historical interpretations of
the past
Explanation and
communication
 explain the past using
appropriate evidence from a
range of sources to support
an argument
 communicate historical
understanding by using a
form appropriate to the
purpose and audience
 apply appropriate
referencing techniques
accurately and consistently

evaluate critically different
historical interpretations of the
past, how they evolved, and how
they are shaped by the historian’s
perspective
 evaluate contested views
about the past to understand the
provisional nature of historical
knowledge and to arrive at
reasoned and supported
conclusions
Explanation and communication
 develop texts that integrate
appropriate evidence from a
range of sources to explain the
past and to support and refute
arguments
 communicate historical
understanding by selecting and
using text forms appropriate to
the purpose and audience
 apply appropriate referencing
techniques accurately and
consistently

identify that views of the
past change
Explanation and
communication
 create texts from sources

communicate historical
findings

create a list of references
Historical Knowledge and understanding
The focus of this unit is an in-depth study of the elective through the case study of one or more
chosen historical contexts. Teachers should take guidance from the historical issues raised for the
exploration of that elective using the nominated times and places. E.g. Feudalism- The Tokugawa
Shogunate and English Feudalism, and using the historical content prescribed for this unit
For a standard (1.0) unit, students will study ONE or more of the following electives utilising one or
more of the possible historical periods.
For a half standard (0.5) unit students will study at least ONE of the following electives utilising one
of the possible historical periods and using the historical content prescribed for this unit.
Elective
Feudalism
Historical Contexts
The Tokugawa Shogunate
 analyse the economic and political structures of the Shogunate
 analyse the modes of social and political control used by the
shogunate
 examine the place of women in the feudal hierarchy in Tokugawa
Japan
 determine the impact of the long peace upon the military of Japan
 determine the impact of the long peace upon the economy of Japan
 engage with the historiographical debate over the economic
problems generated by Sakoku
 analyse the impact of American intervention under Commodore
Perry
 account for the Meiji restoration
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Absolutism
English Feudalism
 analyse the establishment, characteristics and changing nature of
royal government in England
 assess the claims of the four contenders to the English throne
 examine the Norman Invasion and the mechanisms for asserting
control. (Battle of Hastings; castle building; harrying the north; the
role of the Church; the Domesday Book)
 determine the impact of Henry I’s and Henry II’s legislation
 assess the role of the rise of market towns and trade as a challenge
to the traditional feudal economy
 examine the extent to which women have and utilise power in the
feudal system
 how does the war between Stephen and Matilda highlight the
weaknesses of the feudal system
Peter the Great, Russia
 assess the structure of the Tsarist State and the extent to which it
was absolute
 assess the sources of the legitimacy and power of Tsarist system
and the extent to which it was absolute
 consider the methods of control utilised in a large state
 assess the impact of Westernisation upon the Tsar’s power
 assess the causes and consequences of the policies of territorial
expansion
 account for the movement of the capital to St Petersburg and
assess its effectiveness in extending absolutism
Louis XIV, France
 assess the power of the monarchy under the regency of Anne of
Austria and Cardinal Mazarin
 what was the nature and extent of the Fronde rebellions
 Analyse Louis’ conception of absolute monarchy as god-given
 Did ruling without a chief minister like Mazarin increase his power
 Consider the move to Versailles as a move based on both strength
and weakness
 analyse the structure of the royal court and how it contributed to
absolutism
 examine the strengths and weaknesses of his administrative,
economic and military reforms
 did his foreign policy strengthen or weaken the absolute monarchy
 consider the suitability of the title Sun King
Fredrick the Great, Prussia
 examine the nature of Prussia and Fredrick Wilhelm’s rule
 consider the tensions between Fredrick II’s enlightenment
education and tendencies and the demands of an absolutist throne
 assess Fredrick’s immediate attacks upon Austria (1740-1748) and
the benefits and costs of those campaigns for his rule and control of
Prussia
 consider reasons for Fredrick’s military focus up until 1763 and the
impact of his military on his political power
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Democracy
 assess the nature of extent of his reforms subsequent to 1763
 assess voltaire’s satirical representation of Fredrick
 consider the origin and worthiness of his title ‘The great”
Empress Maria Theresa, Austria-Hungary
 assess the extent of absolutism upon the ascension of MariaTheresa to the throne
 assess the nature of the title the Holy Roman Emperor
 assess the causes and consequences of the War of the Austrian
Succession for Maria-Theresa’s power and authority
 assess the use Maria-Theresa made of her public image and how
she constructed her Royal persona and power e.g. Vienna,
monuments and public art
 assess the role of the military, religion and the economy in building
her power base
 define the balance between absolute royal authority and the Codex
Theresianus and the pressures of the Enlightenment
 assess the extent of absolutism given the co-rulership with her
husband and sons
Venetian Republic
 assess the extent and limits of the power of the Doge
 assess the reasons for the name “Republic” of Venice
 aonsider the political meaning of the Marriage of the Sea Ceremony
 assess the power and role of the Great Council of Venice
 eexamine the power and role of the Concio, Great Council, Council
of Ten, the Council of Forty and the Doge
 examine the causes, process and consequences of the Golden Book
and the Serrata on the Venetian system of limited democracy
 examine the consequences of limited democracy on the power and
effectiveness of the government of the republic
 consider the value of Gasper Contareno’s The Commonwealth and
Government of Venice as a historical source
English Civil War and Commonwealth
 explore the relationship between the English Civil War and the
notion of the “European crisis”
 examine the role the crown’s financial difficulties played in the
conflict with the parliament
 assess how the competing interests of the three Kingdoms
contributed to the political tensions of the period
 consider the role of the rising middle class and assess how
significant this is to the rising political tensions
 consider the role of religion in the Civil war and assess its
significance as a causal factor
 compare the personalities of Charles 1 and Oliver Cromwell and the
role they played in the defeat of the monarchy and the success of
the Commonwealth
 examine the reasons for the King’s military failures, and the success
of the Commonwealth forces. How important was Cromwell’s new
model army
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
Reformation and
Counterreformation
Heresy
explore the contemporary justifications for Charles’ execution
analyse why neither the Rump Parliament or the Nominated
Assembly could provide stable government
 Explore why the Protectorate was necessary and whether Cromwell
was an effective ruler
 examine the reasons for the Restoration and the failure of
Republican government
Icelandic Althing
 examine the extent of egalitarianism in Norse cultures
 assess the extent of democracy given the class structure and the
power of the godar
 consider the anarchic nature of Icelandic society revealed it the
Sagas
 examine the powers and duties of the Althing and the
consequences of the conflation of judicial and legislative powers
 consider the power and duties of the Lawspeaker (iogsogumadthur)
 assess the changes that were made to the Althing and the political
system in Iceland from 1262 and the Norwegian monarchy and its
consequences for democracy/anarchy
 consider the consequences for the Althing of the absorption of
Norway/Iceland into the Danish absolute monarchy
 consider the historiographical representations of the Althing
inherent in using the name of the Althing to legitimise Icelandic
home rule and then the new nation in 1874
Protestants and Catholics
 examine the state of the Catholic church in Europe at the start of
the 16th century, and reasons for criticism
 consider the religious ideas and impact of Luther and Calvin
 analyse the reasons for the successful spread of Lutheran ideas in
Germany to 1547, including the attitudes of the German princes
 account for religious conflict in Germany: the Peasants’ War; the
Schmalkaldic League and the Peace of Augsburg
 account for the role of spread and impact of Protestant ideas in any
one of England, Scotland, France or the Netherlands: religious
factors; aims and role of rulers; economic reasons; popular
sentiments; religious conflicts
 assess the successes and failures of the Catholic Reformation:
spiritual movements; the Jesuits and other Catholic orders; clerical
education and discipline; the Council of Trent
Shi’ite and Sunni
 examine the structure of the Caliphate under the Prophet
Mohammed
 determine the roots of the conflict between Hussein bin Ali and
Yazid
 examine the causes and consequences of the Battle of Karbal
 assess the similarities and differences between the two theologies
 examine the representations of Sukayna bint Husayn (Ruqayyah
Bint Hussain) and the role of martyrs in Shia theology
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account for the dominance of Shia and Sunni theology in their
particular areas such as Persia and Egypt
 account for the emergence of Sufism and Isma’ilism
 examine the methods and reasons for the persecutions of the Shia
by various Sunni heads of state
Albigensianism and Catharism
 examine the ideas of Neo-Platonism and Catharism and compare
and contrast them with Catholic beliefs e.g. materialism, goodness,
dualism and Church governance
 examine the spiritual nature and socio-political role of the
‘Perfected Ones’
 account for the popularity of Catharism by examining the
corruption of the Catholic Church and the extent of its support and
legitimacy
 assess the reasons for the calling of crusade of 1209–1229 by
Innocent III and the reasons for the support of people like Simon de
Montfort and the opposition of Raymond VI of Toulouse and Peter
II of Aragon
 examine the conduct of The Crusades, with particular emphasis on
the first three
 examine the conduct of the inquisition using Le Roy Ladurie’s
Montaillou
 assess the inquisition as a means of social control
 compare and contrast with the persecution of the Spiritual
Franciscans from 1296 and assess if the church had changed
Pre-reformation Vernacular Movement
 examine the rise and and variety of vernacular scripture
movements such as Lollards, Waldensians, Paterines, Hussites and
Cathars
 examine the social and economic contexts of the supporters of
these heresies
 consider the political and economic motivations for declaring
vernacular scripture movements heresies
 assess the methods and extent of suppression of the heresies.
 undertake a case study of John Wycliffe
 consider reasons for the failures of the movements
Joan of Arc
 assess the accuracy of and the representations of Joan of Arc’s early
life
 consider the complex political situation with the Hundred Years War
and the disputed succession of Charles Valois and Henry V and
Henry VI (Lancaster) and the interventions of the Duke of Burgundy
 analyse the normative gender roles and the ways in which Joan
violated gender discipline in making her way to the Prince’s court
 assess the nature and extent of Joan’s contribution to the military
campaigns
 what was the nature of Joan’s power in the court and why was she
betrayed
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Confucianism
analyse the charges and trial according to a Feminist Historical
approach
consider the reasons for Charles VII’s rehabilitation of Joan
consider the reasons for her Canonisation and the historical validity
of her hagiography
China
 examine the conditions that lead to the rise of the T’ang and the
methods they used to join the divided north and South in a
reunified empire
 assess the significance of the imperial bureaucracy as a method of
political and social control
 consider the reasons for the growing importance of the
examination system and the role the Confucian classics played in
this
 analyse whether the Neo-Confucian revival posed a real threat to
the status of Buddhism in China, what were the root causes of the
anti-Buddhist backlash
 consider the factors that led to the decline of the T’ang and the rise
of the Song dynasty
 account for the revival of Confucian thought under the Song and
assess the consequences of this on Chinese political and cultural life
 in what ways did the Confucian assertion of male dominance effect
the position of women in Chinese society
Korea
 consider Pre-Confucian systems and its strengths and weaknesses
and the value of the sources for that period
 trace the connections between Korea and China and the impact of
Buddhism
 analyse the causes and effects of Goryeo use of Confucian principles
 examine the reforms of Kins Gwangjong and Seongjong
 examine Neo-Confucianism and its impact on the Joseon Dynasty
 examine the ideas of Yi Hwang, Yi I and Jo Gwang-Jo
 assess the causes, process and effects of the Dong Hak Rebellion
Vietnam
 consider Pre-Confucian systems and its strengths and weaknesses
and the value of the sources for that period
 connections with China and Buddhism and Taoism
 adaptation and Vietnamisation of Confucian thought
 the use of Confucian principles in the extension of Chinese power
and conversely its use to promote Vietnamese independence
 examine the thoughts of Le Quy Don, Mac Dinh Chi and Nguyen
Khuyen
 the representation of Vietnamese philosophy by modern scholars as
Broucheux and Vu
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Heroism, Stories,
Myth and Social
Control
Robin Hood, King Arthur and English Nationalism
 assess the conditions in Britain at the time of the final withdrawal of
Roman power
 explore the origins of the Anglo Saxon migrations and the impact
that this had on the existing British populations·
 examine the contemporary evidence for arthur
 consider the evolution of the Arthurian story: the invention and
synthesis of tales, themes and characters
 examine the ideals represented by Arthur: concepts of correct
behaviour embodied in chivalry compared to the real world at the
time
 assess the view of women in the Arthurian stories, and how the
Arthurian world has impacted on Western women’s lives
 compare the circumstance that surround the development of the of
Robin Hood story with those surrounding King Arthur
 analyse the extent to which the Robin Hood story reflect English
society, consider the ballad traditions, the judicial system and the
feudal organisation of English society· The original records in
court documents and chronicles of Robin Hood and his associates
 analyse the role that both traditions have in the development of
English nationalism
Courts of Love
 examine why the Courts of Love emerge in Toulouse, Aquitaine, and
Languedoc in the 12th and 13th centuries
 to what extent were women empowered, in terms of politics and
family life, by the Courts of Love
 analyse the literary representations of women in the works of
Christine de Pisan
 to what extent were the Courts of Love an activity of the elite
 to what extent did the Courts of Love challenge the Christian
doctrines regarding feminine virtue
 examine the musical genre of the Courts of Love
Roland of the Horn or El Cid AND Vlad Drakul and Resistance to Islam
 compare and contrast literary and mythic representations of Vlad,
Roland and/or El Cid with the historical accounts
 consider the reasons for the various representations
 consider the value of the literary sources as historical sources
 analyse the changing nature of the construction of heroism
 consider the construction of gender and masculinity employing
ideals of heroism
 consider the dichotomies constructed mythically between Islam and
Christianity and the actual history of exchange and synthesis
 consider the reasons for the relative popularity of the different
myths in their societies
Indigenous Stories and Social Control
 compare and contrast perspective on the phenomenon of religion
 study various myths and rituals in their cultural contexts
 examine the relationship between myth and ritual
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

Nationalism
examine the functional value for society of religious practice
examine approaches to understanding shamanic experience
provide an understanding of witchcraft and divination as systems of
belief and social order
 investigate the way myth functions as charter for social order, a
symbolic repository of cultural meaning and as a life map
Khmer State
 differentiate between the methodologies for written and
archaeological sources
 assess the value of Chinese Chronicle sources, e.g. Zhou Daguan
 assess the ways in which the Khmer Devarajas differentiated their
kingdom from Java and neighbouring entities. Was this nationalism
 how did Jayavaram and his dynasty adapt Javan systems to enforce
royal power i.e. Devaraja system, and can it be characterised as
nationalistic
 how was Angkor Wat used to promote Khmer power, independence
and identity
 assess the use of identity in the Khmer conflicts with Champa and
Dai Viet
 assess the role of Hinduism and Buddhism in the politics of identity
and in royal authority and its consequences for economic power i.e.
control of water management systems
Uniting the Kingdom – UK
 assess the history of English absorption of Wales and Cornwall by
1543, through parliamentary incorporation, political and cultural
integration of the ruling elites, and administrative cohesion across
church and state
 assess the reasons for failing to integrate Ireland into the English
system, e.g. religion, alienation, atrocities and plantations
 assess the success of James I/VI and Hanoverian cultivation of a
British national identity
 account for the English Parliament rejecting overtures for Union
from Ireland and Scotland
 compare and contrast the possible models of commercial union,
federation union and incorporation and the impact of constructions
of Nationhood
 assess the impact of the Civil War upon the unity of Scotland,
Ireland and England and the use of constructions of Nationhood by
different sides
 assess the impact of the relationship between Queen Anne and the
Scottish Estates and then the ascension of the House of Hanover
 assess the pressures International Relations and International trade
placed upon the debate over the benefits and costs of Union
 assess the nature and extent of a British nation of the United
Kingdom in the 1707 Treaty of Union between Scotland and England
 account for the rising of Jacobites under Prince Charles Edward in
Scotland in 1745
 compare and contrast the Treaty of Union of 1707 with the Act of
Union of 1800
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
explore the historiographical controversy about whether England
rescued an impoverished Scotland
 explore the historiography of British oppression of Ireland.
Shivaji and the Maratha Empire
 examine Shivaji Bhonsle (Marathi c. 1627/1630– 3 April 1680), also
known as Chhatrapati Shivaji origins and early life
 account for Shivaji overcoming the declining Adilshahi sultanate of
Bijapur that formed the genesis of the Maratha Empire. , he was
formally crowned
 analyse his coronation as the Chhatrapati in 1674 of his realm at
Raigad and construction and meaning of that title
 to what extend did Shivaji established a competent and progressive
civil rule with the help of a disciplined military and well-structured
administrative organisations
 to what extent did his action as a military leader consolidate is rule.
 how did the army and his network of fortifications consolidate the
state
 to what extent and through what means did Shavaji use Hinduism
to consolidate and justify his rule
 engage with the historiographical debates as to his significance and
the extent of nationhood he fostered before and after Indian
independence and the rise of Hindu nationalism in modern India
Teaching and Learning Strategies
Refer to page 11
Assessment
Refer to Assessment Task Types Guide on page 13 - 15
Resources
Refer to resources on page 23 - 47
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Appendix A – Common Curriculum Elements
Common curriculum elements assist in the development of high quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers
Elements
Examples
create,
compose and
apply
apply
ideas and procedures in unfamiliar situations, content and processes in
non-routine settings
oral, written and multimodal texts, music, visual images, responses to
complex topics, new outcomes
images, symbols or signs
compose
represent
manipulate
creative thinking to identify areas for change, growth and innovation,
recognise opportunities, experiment to achieve innovative solutions,
construct objects, imagine alternatives
images, text, data, points of view
justify
arguments, points of view, phenomena, choices
hypothesise
statement/theory that can be tested by data
extrapolate
trends, cause/effect, impact of a decision
predict
data, trends, inferences
evaluate
text, images, points of view, solutions, phenomenon, graphics
test
validity of assumptions, ideas, procedures, strategies
argue
trends, cause/effect, strengths and weaknesses
reflect
on strengths and weaknesses
synthesise
data and knowledge, points of view from several sources
analyse
text, images, graphs, data, points of view
examine
data, visual images, arguments, points of view
investigate
issues, problems
sequence
text, data, relationships, arguments, patterns
visualise
trends, futures, patterns, cause and effect
compare/contra
st
discuss
data, visual images, arguments, points of view
interpret
symbols, text, images, graphs
explain
translate
explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
data, visual images, arguments, points of view
assess
probabilities, choices/options
select
main points, words, ideas in text
reproduce
information, data, words, images, graphics
respond
data, visual images, arguments, points of view
relate
events, processes, situations
demonstrate
probabilities, choices/options
describe
data, visual images, arguments, points of view
plan
strategies, ideas in text, arguments
classify
information, data, words, images
identify
spatial relationships, patterns, interrelationships
summarise
main points, words, ideas in text, review, draft and edit
create
analyse,
synthesise and
evaluate
organise,
sequence and
explain
identify,
summarise and
plan
issues, data, relationships, choices/options
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Glossary of Verbs
Verbs
Analyse
Apply
Argue
Assess
Classify
Compare
Compose
Contrast
Create
Demonstrate
Describe
Discuss
Evaluate
Examine
Explain
Extrapolate
Hypothesise
Identify
Interpret
Investigate
Justify
Manipulate
Plan
Predict
Reflect
Relate
Represent
Reproduce
Respond
Select
Sequence
Summarise
Synthesise
Test
Translate
Visualise
Definition
Consider in detail for the purpose of finding meaning or relationships, and
identifying patterns, similarities and differences
Use, utilise or employ in a particular situation
Give reasons for or against something
Make a Judgement about the value of
Arrange into named categories in order to sort, group or identify
Estimate, measure or note how things are similar or dissimilar
The activity that occurs when students produce written, spoken, or visual texts
Compare in such a way as to emphasise differences
Bring into existence, to originate
Give a practical exhibition an explanation
Give an account of characteristics or features
Talk or write about a topic, taking into account different issues or ideas
Examine and judge the merit or significance of something
Determine the nature or condition of
Provide additional information that demonstrates understanding of reasoning and
/or application
Infer from what is known
Put forward a supposition or conjecture to account for certain facts and used as a
basis for further investigation by which it may be proved or disproved
Recognise and name
Draw meaning from
Plan, inquire into and draw conclusions about
Show how argument or conclusion is right or reasonable
Adapt or change
Strategies,develop a series of steps, processes
Suggest what might happen in the future or as a consequence of something
The thought process by which students develop an understanding and appreciation
of their own learning. This process draws on both cognitive and affective experience
Tell or report about happenings, events or circumstances
Use words, images, symbols or signs to convey meaning
Copy or make close imitation
React to a person or text
Choose in preference to another or others
Arrange in order
Give a brief statement of the main points
Combine elements (information/ideas/components) into a coherent whole
Examine qualities or abilities
Express in another language or form, or in simpler terms
The ability to decode, interpret, create, question, challenge and evaluate texts that
communicate with visual images as well as, or rather than, words
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Skills
Knowledge and understanding
Achievement Standards for (A) Pre modern History Units 1 and 2
A student who achieves an A
A student who achieves a B
grade typically
grade typically
 explains the significance of
 discusses the significance of
issues associated with the use
some issues associated with the
of sources and evidence for the use of sources and evidence for
pre modern world
the pre modern world
 explains key features and
 discusses key features and
structures of pre modern
structures of pre modern
societies and how they shaped
societies and how they shaped
people’s lives and actions in the people’s lives and actions in the
past
past
 explains the significance of
 discusses the significance of
individuals, events, features
individuals, events and
and developments of the pre
developments of the pre
modern world
modern world
 undertakes an historical
 undertakes an historical
inquiry selecting and using
inquiry selecting and using
relevant evidence based on an
relevant evidence based on a
evaluation of reliable and
range of reliable and useful
useful sources
sources
 discusses different historical  describes historical
interpretations and
interpretations and
representations using available representations using available
evidence
evidence
 develops convincing
 develops reasoned
historical arguments drawing
historical arguments using
on evidence from different
evidence from different sources
sources
 communicates ideas and
 communicates ideas and
arguments effectively using
arguments using appropriate
appropriate language and
language and some accurate
accurate referencing
referencing
A student who achieves a C
grade typically
 describes some of the issues
associated with the use of
sources and evidence for the
pre modern world
 describes key features and
structures of pre modern
societies
A student who achieves a D
grade typically
 responds to sources for
the pre modern world
A student who achieves an
E grade typically
 identifies a source for
the pre modern world
 identifies key features
of pre modern societies
 identifies pre modern
societies

describes the significance of
individuals and events of the
pre modern world

identifies individuals
and events of the pre
modern world

identifies some
individuals and events of
the pre modern world
 undertakes an historical
inquiry selecting and using
evidence from some
appropriate sources
 researches an historical
inquiry and locates answers
in sources, with guidance
 researches a topic and
locates answers, with
assistance



identifies some historical
interpretations and
representations using available
evidence
 develops an historical
argument using evidence from
sources
identifies one historical
interpretation and
representation
identifies one viewpoint
about the past
 develops historical
accounts using evidence
 recounts historical
events
 communicates ideas and
arguments with referencing
 communicates ideas,
with guidance
 communicates
information, with
assistance
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Skills
Knowledge and understanding
Achievement Standards for (A) Pre modern History Units 3 and 4
A student who achieves an A
A student who achieves a B
grade typically
grade typically
 explains causes contributing  discusses causes
to change and continuity in the contributing to change and
particular contexts of pre
continuity in the particular
modern societies
contexts of pre modern
societies
 explains the possible
 discusses the possible
motivations, and the responses motivations, and the responses
of different people to events
of different people to events
and developments
and developments
A student who achieves a C
grade typically
 describes causes
contributing to change and
continuity in the particular
contexts of pre modern
societies
 describes the possible
motivations, and the responses
of different people to events
A student who achieves a D
grade typically
 identifies some causes
contributing to change and
continuity in the particular
contexts of pre modern
societies
 identifies the responses
of people to events
A student who achieves an
E grade typically
 identifies examples of
change and continuity in
the particular contexts of
pre modern societies

identifies the
individuals and groups
involved in events
 explains the significance of
issues associated with the
evidence for historical periods
 discusses the significant
issues associated with the
evidence for an analysis for
historical periods
 describes the significant
issues associated with the
evidence for an analysis of
historical periods
 identifies some issues
associated with the
evidence for events
 identifies some sources
for an historical period
 undertakes an historical
inquiry selecting and using
relevant evidence based on an
evaluation of reliable and useful
sources
 discusses different historical
interpretations and
representations using available
evidence
 undertakes an historical
inquiry selecting and using
relevant evidence based on a
range of reliable and useful
sources
 describes historical
interpretations and
representations using available
evidence
 undertakes an historical
inquiry selecting and using
evidence from some
appropriate sources
 researches an historical
inquiry and locates
answers in sources, with
guidance
 researches a topic and
locates answers, with
assistance

identifies some historical
interpretations and
representations using available
evidence

identifies one historical
interpretation and
representation

identifies one viewpoint
about the past
 develops convincing
 develops reasoned historical
historical arguments drawing on arguments using evidence from
evidence from different sources different sources
 develops an historical
argument using evidence from
sources
 develops historical
accounts using evidence
 recounts historical
events
 communicates ideas and
arguments effectively using
appropriate language and
accurate referencing
 communicates ideas and
arguments with referencing
 communicates ideas,
with guidance
 communicates
information, with
assistance
 communicates ideas and
arguments using appropriate
language and some accurate
referencing
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Appendix B – Australian Curriculum Achievement Standards
Skills
Knowledge and understanding
Australian Curriculum Achievement Standards for T Pre Modern History Units 1 and 2
A student who achieves an A grade
A student who achieves a B grade
A student who achieves a C
typically
typically
grade typically
A student who
achieves a D grade
typically
A student who
achieves an E grade
typically
 evaluates the significance of issues
associated with the use of sources and
evidence for the pre modern world
 assesses the significance of issues
associated with the use of sources and
evidence for the pre modern world
 explains the issues associated
with the use of sources and evidence
for the ancient world
 identifies the issues
associated with the use of
sources for the pre modern
world
 identifies sources for
the pre modern world
 evaluates key features and structures of
pre modern societies and how they shaped
people’s lives and actions in the past
 explains key features and structures of
pre modern societies and how they shaped
people’s lives and actions in the past
 describes key features and
structures of pre modern societies
and how they shaped people’s lives
 identifies key features
of pre modern societies
 identifies pre modern
societies
 assesses the significance of individuals,
events, features and developments of the pre
modern world
 explains the significance of individuals,
events and developments of the pre modern
world
 describes the significance of
individuals, events and developments
of the pre modern world
 identifies individuals
and events of the pre
modern world
 identifies some
individuals and events of
the pre modern world
 analyses the contestable nature of
different interpretations and representations
related to a site, event or change, individual
or group, and evaluates their usefulness in
explaining the past
 explains the contestable nature of
different interpretations and representations
related to a site, event or change, individual
or group, and analyses their usefulness in
explaining the past
 describes contested views of a
site, event or change, individual or
group, and their usefulness in
explaining the past
 describes different
interpretations and
representations of the past
 identifies
interpretations and
representations of the past
 undertakes an historical inquiry selecting
and using relevant evidence based on a
critical evaluation of reliable and useful
sources
 undertakes an historical inquiry selecting
and using relevant evidence based on an
assessment of reliable and useful sources
 undertakes an historical inquiry
selecting and using evidence from a
range of appropriate sources
 researches a historical
inquiry and locates answers
in sources
 researches a topic and
locates answers
 critically evaluates alternative historical
interpretations and representations by
selecting and using relevant evidence from a
range of sources
 analyses different historical
interpretations and representations selecting
and using relevant evidence from a range of
sources
 explains different historical
interpretations and representations
using available evidence
 identifies historical
interpretations and
representations
 identifies different
viewpoints about the past
 develops convincing historical arguments
with valid and sustained reasoning by
synthesising relevant evidence from different
sources, and by acknowledging alternative
interpretations
 develops convincing historical arguments
with valid reasoning by synthesising relevant
evidence from different sources, and by
acknowledging different interpretations
 develops reasoned historical
arguments using evidence from
different sources, and with reference
to some interpretations
 develops historical
accounts using evidence
from a limited number of
sources
 recounts historical
events
 communicates complex ideas and
coherent and sustained arguments using
relevant evidence, appropriate language and
accurate referencing
 communicates ideas and coherent
arguments using relevant evidence,
appropriate language and accurate
referencing
 communicates ideas and
arguments using appropriate
language and accurate referencing
 communicates a limited
argument with referencing
 communicates
information with minimal
referencing
87
Board Endorsed October 2015
Knowledge and understanding
Australian Curriculum Achievement Standards for T Pre modern History Units 3 and 4 (continued next page)
A student who achieves an A
A student who achieves a B
A student who achieves a C
A student who achieves a D
grade typically
grade typically
grade typically
grade typically
 evaluates the extent of
 explains the extent of
 explains the extent of
 describes the key
change and continuity related
change and continuity related
change and continuity related
institutions, structures and
to the key institutions,
to the key institutions,
to the key institutions,
features of pre modern
structures and features of pre
structures and features of pre
structures and features of pre
societies and how they
modern societies and the
modern societies and analyses
modern societies and the
changed over time
significance of change for
the significance of change for
impact of change on society
society
society
 analyses causes
 analyses causes
 describes causes
 describes causes
contributing to change and
contributing to change and
contributing to change and
contributing to change and
continuity in particular contexts continuity in particular contexts continuity in particular contexts continuity in particular
and assesses their relative
and their relative importance
and their relative importance
contexts
importance
 evaluates the possible
 explains and accounts for
 explains and accounts for
 identifies the responses
motivations, and the responses the possible motivations, and
the possible motivations, and
of people to events and
of different people to events
the responses of different
the responses of different
developments
and developments, and how
people to events and
people to events and
they were influenced by the
developments
developments
historical context within which
they lived
 assesses the significance of
 explains the significant
 explains the significant
 identifies some issues
issues associated with the
issues associated with the
issues associated with the
associated with the
evidence for historical periods
evidence for an analysis for
evidence for an analysis of
evidence for events and
historical periods
historical periods
developments
 evaluates representations
 analyses representations
 describes representations
 describes
and interpretations to explain
and interpretations to explain
and interpretations to identify
interpretations and
historical issues and to evaluate historical issues and to identify contestability, validity and
representations
contestability, validity and
contestability, validity and
usefulness
usefulness
usefulness
88
A student who achieves an
E grade typically
 identifies features of
pre modern societies
 identifies examples of
change and continuity in
particular contexts
 identifies the individuals
and groups involved in
events and developments
 identifies some sources
for a historical period
 identifies
interpretations and
representations
Board Endorsed October 2015
Skills
Knowledge and understanding
Achievement Standards for M History Units 1- 4
A student who achieves an A grade
A student who achieves a B
typically
grade typically
 summarises key features and
 describes key features and
structures of societies, with explicit structures of societies, with
instruction and occasional
explicit instruction and
assistance
occasional assistance
A student who achieves a C
grade typically
 recounts features and
structures of societies, with
explicit instruction and
regular assistance
A student who achieves a D
grade typically
 identifies some features
of societies, with explicit
instruction and direct
instruction
A student who achieves an
E grade typically
 identifies some
features of societies, with
continuous and direct
instruction
 summarises some causes of
change and continuity in particular
contexts, with explicit instruction
and occasional assistance
 describes some causes of
change and continuity in
particular contexts, with explicit
instruction and occasional
assistance
 recounts some causes
of change and continuity in
particular contexts, with
explicit instruction and
regular assistance
 identifies some causes
of change and continuity in
particular contexts, with
explicit instruction and
direct instruction
 identifies causes of
change and continuity in
particular contexts, with
continuous and direct
instruction
 summarises change over time in
different places, with explicit
instruction and occasional
assistance
 describes change over time
in different places, with explicit
instruction and occasional
assistance
 recounts change over
time in different places,
with explicit instruction and
regular assistance
 identifies change over
time, with explicit
instruction and direct
assistance
 identifies change over
time, with continuous and
direct instruction

locates answers in appropriate
sources, with explicit instruction
and occasional assistance

locates answers in sources,
with explicit instruction and
occasional assistance

locates sources, with
explicit instruction and
regular assistance

locates sources, with
explicit instruction and
regular assistance

locates sources, with
continuous and direct
instruction

develops historical accounts
using evidence from sources, with
explicit instruction and occasional
assistance

develops historical accounts
using some evidence from
sources, with explicit instruction
and occasional assistance

develops historical
accounts from sources,
with explicit instruction and
regular assistance

develops historical
accounts from sources, with
explicit instruction and
direct assistance

develops limited
historical accounts from
sources, with continuous
and direct instruction





communicates ideas and
arguments with referencing, with
explicit instruction and occasional
assistance
communicates ideas, with
explicit instruction and
occasional assistance
communicates ideas,
with explicit instruction and
regular assistance
89
communicates ideas,
with explicit instruction and
direct assistance
communicates ideas,
with continuous
instruction and direct
assistance