The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I
1914-1918, the ‘war to end all wars’.
 The Industrial Revolution (1750 – 1914)
 The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of
Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system, and expanding
 empire ) and of Australia (ACDSEH017)
The population movements and changing settlement patterns during this period (ACDSEH080)
 The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
 The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.
 World War I (1914-1918) o
An overview of the causes of World War I and the reasons why men enlisted to fight in the war o o
(ACDSEH021)
The places where Australians fought and the nature of warfare during World War I, including the
Gallipoli campaign (ACDSEH095)
The impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to o influence the civilian population, the changing role of women, the conscription debate) (ACDSEH096)
The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)

OVERVIEW – INDUSTRIAL REVOLUTION AND MOVEMENT OF PEOPLE
Four weeks – 20 Lessons approximately
Textbook: Jacaranda History Alive 9  Industrial Revolution – Nature and Significance
 The movement of people
 European imperial expansion
 Economic, social and political ideas of the modern world
Focus questions/time allocation
Week One
What was the nature and significance of the
Industrial
Revolution (IR)?
How the IR affected the living and working conditions
Compare
Agricultural and
Industrial societies
What were the main features of
Century.
Revolutions factories
Suggested Teaching and Learning Strategies
Revolutions – definition – Violent and Non-Violent
Provide the students with three definitions of Revolution.
Students can research the three Revolutions that took place during the 18
Students need to understand the concept of Violent and Non-Violent
Stages of Revolution – students to read the information and highlight all the key points – Discuss.
Industrial Revolution – Compare Cottage industry/Rural with Industrial
Examine advantages and disadvantages of both systems.
Complete the section on Child Labour.
Examine industrial towns – photo comparison th
Resources
Student work book
Oliver Twist –
Assessments

Industrial towns?
What advances in technology and transportation occurred in the
IR?
What significant changes occurred as a result of the
IR?
Oliver Twist use the film on clickview to show the conditions in London –
Compare and Contrast with the previous sources
Inventions and Technological advances during the IR
Students are to select an invention from the timeline and research it.
Homework – Research an invention from the timeline and produce an A4 summary
Transportation pre and post Industrial Revolution – development of planes, trains and automobiles
Answer the accompanying questions
Significance of the Industrial Revolution including impact on issues such as the World’s population and living and working conditions
Complete the glossary and answer final question
Technology for Warfare – examine the information closely
Use Sherlock Holmes 2 to illustrate the industrialisation of weapons
Industrial Revolution – Summary
Students complete and place in their assessment file
Click View
Summary worksheet
END OF TOPIC
TEST (END
WEEK 4)

2
1
Key Topics
Week
World War One – Timing: Five Weeks – 25 Lessons approximately
 The aim of this topic is to provide Year 9 with an understanding of World War One.
 The focus will be on the Causes of the war, Trench Warfare, Gallipoli and the Anzac Legend
Suggested Teaching and Learning Strategies
Brainstorm ideas with students
Briefly introduce the new topic of WW1
Students are to discuss in pairs what they know about WW1 – produce a class mind map on the board.
Causes of the First World War – use the power point to outline the MAIN causes of WW1.
Importantly Why are these causes?
Students can take notes in their books regarding the causes -
Alliance system on A5 maps
Assassination of Franz Ferdinand – don’t tell the students who was assassinated will try and get them to guess using the audio/visual clips
Do they know the name of the band? Where does the name come from?
BBC Infamous Assassination Series – Students to take notes (26minutes)
Clip of Bang Bang by Franz Ferdinand – students to identity the importance of the lyrics - Show the Blackadder clip linked to Causes of the War
Causes GCSE Bitesize –to recap the causes
Students are to answer the questions on the presentation
Students are to complete a causation diagram on A3 paper showing the importance of the causes in their opinion.
Resources
Powerpoint
(Resource on
Seqta)
Series of audio/ visual clips
All on one powerpoint presentation
BBC bitesize
Assessments

4
5
3 Enthusiasm of war around the world – Why do students think this was the case?
Trench life and Warfare
How and why did trenches come about in WW1?
Student are to read the provided worksheet on trench life and use the internet to find the key features.
Show Horrible histories clip (two minutes) life in the trenches
TASK: Complete a newspaper front page on trench life
The task can completed on A3 paper or on the students computers
Gallipoli and the Anzac Legend
Students to read synopsis of soldiers who participated in Anzac campaign.
Students to research one of them and create a biography.
Recruitment/propaganda– Examine a number of recruitment posters from
Britain, Australia and the rest of the world.
What are the common features of the recruitment posters
Design a recruitment poster to play on emotion
Conscription as an issue especially in Australia.
Battle of the Somme
The Butcher of the Somme – Does Haig deserve the title the Butcher of the
Somme? Students to present arguments for and against.
Worksheets and internet research
Power point on
Trench life and an overview of the assessment
(Resources Seqta)
NIE – Broadsheets from West
Australian
Newspaper series
Newspaper front page
Biography of a
Soldier

TERM 2: ECONOMICS & HISTORY
WEEKS ONE TO FIVE: Students will learn and be able to explain the role of the Australian economy in allocating and distributing resources , and analyse the interdependence of participants in the global economy . They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.
Economics and Business Knowledge and Understanding



Australia as an ‘ economy ’ and its place within the broader Asia and global economy (ACHEK038)
Why and how participants in the global economy are dependent on each other (ACHEK039)


Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
How and why businesses seek to create and maintain a competitive advantage in the global market (ACHEK041)
The roles and responsibilities of participants in the changing Australian or global workplace (ACHEK042)
WEEKS SIX TO TEN
Movement of peoples (1750 – 1901)




The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018)
The experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in
Australia (ACDSEH084)
The short and long-term impacts of the movement of peoples during this period (ACDSEH085)

2
3
1
Economics – Timing: Four Weeks – 20 Lessons approximately
Key Topics The aim of this topic is to provide Year 9 to be able to explain explain the role of the Australian economy in allocating and distributing resources , and analyse the interdependence of participants in the global economy . They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace
TEXT: Economics & Business Alive 9 - Jacaranda
Week
Participants in the changing work environment
Students to identify how work has changed from the Industrial Revolution to today.
Henry Ford – Assembly Lines and Division of Labour
Students to investigate the first factories and mass production
Participants in Australian Workplace Activities
Changing roles of Employers
Employer and Government responsibilities in the Workplace – students to identify changes from Industrial Revolution to today
Globalisation – students to investigate what globalisation is and why we have a Global Economy
Global Supply Chains – students to investigate global supply chains, import and export markets
Competition in the marketplace
Competitive Advantage and Strategies to create it in the marketplace
Social Responsibility
Case Studies – TransNational Companies
Resources
Chapter 1 & 5
Textbook
Henry Ford – weblink on Seqta
Chapter 2
Textbook
Chapter 4
Textbook
Assessments

4
Key Topics
Role of Banks & Lending Institutions
Investment
Risk Management & Protection
Managing Debt
Revision
Chapter 3
Textbook
Movement of People –The Story of Slavery – Timing: 4 weeks – 20 Lessons approximately
 Examine the motive for the Slave Trade
 Follow the Life of a Slave – Kunta Kinte
 Abolition and Impact of Slavery
Suggested Teaching and Learning Strategies Resources
1
Focus questions/time allocation
Using the students workbook
Introduction to the Slave Trade – students will gain an understanding that
Slavery existed in Africa for thousands of years, and that the Portuguese and the Spanish were the first European nations to exploit African Slavery.
Student to read, discuss and highlight
Complete the timeline showing European involvement in the Slave Trade
Slave Triangle – aim to understand an overview of how the Slave Trade
Worked.
Discuss the information in workbook with the students.
They are then to use the information and own internet research to complete the Triangle of Trade – it is to be labelled in detail
Students are to answer the questions regarding the Slave Trade Triangle
Student
Workbook
End of Topic Test
Assessments

2
Life in Africa – the beginning of the Story of Kunta Kinte
Use the Power point to introduce the Story of Kunta
Students are to watch Roots part 1 Chapter 3 until end of Chapter 8 on
Clickview (40minutes approx.) and annotate the Life of Africa mind map in their work book.
They may wish to put extra information in their exercise books
Check the understanding of the students through a question and answer session.
Please explain the language used to describe the African in the film is not to be repeated under any circumstances
Capture
Students are to look closely at the image by George Morland and examine the annotations of the source – they are to understand the detail needed when analysing a source.
Task answer the questions in detail – discuss the answers as part of the lesson feedback
Students to write a second verse to the poem used by Morland as inspiration – ask a few students to read their verse.
Read and highlight the information regarding Capture.
Students are to annotate the illustration taken from the dairy of David
Livingstone.
Extension – Research David Livingstone and produce an A4 sheet of information on him and his achievements.
Watch the capture scene in Roots – Chapter 9-11 (stop at 2:55 in Chapter
11 when you see the ship sailing) Roots 1 on clickview (23mins)
Students to make notes with specific focus to the questions
Power point

3
4
Middle Passage
Students are to read and highlight the information in the student handbook dealing with the middle passage.
Ask students to sum up the ships doctors comments.
Watch the section of Roots on the Middle Passage – Chapters 11 (from
2:55) to end of Chapter 16 on clickview (40mins approx.) – make detailed notes
Assessment Middle Passage – Document Study on the Middle Passage
Auction – Information from worksheet
Examine the picture and answer questions about what you can learn from the slave auction
Watch the auction scene in Roots chapters 17-19
Compare and contrast roots with auction picture on the sheet.
Value of slaves – selling of a decreased estate
Diary draft for the auction scene
Life on the Plantation http://lifeontheplantation.wikispaces.com/
Wiki lesson put together by Nicole to also include Escape and Punishment
Students to work in groups to find information about aspects of Plantation life including living and working conditions, food etc
Design a poster to advertise runaway slaves
Diary information on Plantation life
The Abolishment of Slavery
Information sheet plus internet search
Read information and students are then to research arguments for and against the abolishing of Slavery and also the role of Abraham Lincoln
Wikisite
Worksheet
Document Study