The Humanities − History – Relationships with other domains
Introduction | The Arts | Civics and Citizenship | Communication | | Design, Creativity and Technology | English | Health and Physical Education | The Humanities - Economics | The Humanities - Geography | Information and Communications Technology | Interpersonal Development | Languages Other Than English | Mathematics | Personal Learning | Science | Thinking Processes | Show All
The advice for this section focuses on the relationships between the domains to provide students with multi domain learning opportunities that will help support their deeper understanding of the essential knowledge and skills.
The Arts play a significant role in all societies. The range of arts forms both reflects the society in which it is produced and often challenges the norms of that society. The Arts are an important part of the cultural, civic and social events of communities. They also fulfil particular individual and community needs. Through the Arts students develop knowledge and language skills to critically interpret the cultural and artistic expressions of their own, other contemporary and historical societies. They build awareness of features of art works that locate them in particular cultural and historical contexts. They also develop a range of skills which allow them to communicate their views and understandings in a range of forms. The Arts provides significant evidence for the study of the features, direction, technology, values and beliefs of past societies.
Civics and Citizenship
History provides foundation knowledge for Civics and Citizenship. Through History, students learn about the origins of Australia’s political and legal systems; key concepts such as governance, the rule of law, liberty, authority and leadership; values such as freedom, equality, fairness, responsibility, respect and tolerance; and the democratic heritage of Australia. History also provides students with understanding about the histories of Australians and Australian identity - the various cultural groups which have contributed to a diverse multicultural society. They learn about how other societies are organised and the values that are important to other societies as well as their own. They learn about the concept of global citizenship through a study of Australia’s involvement in regional and global events. Through History, students develop an appreciation of the struggles for political and civil rights − rights that are part of Australian society today. This includes the movements for Indigenous political and civil rights, the right to vote for all citizens and fair working conditions. Through History, students are able to place current issues in context and develop perspectives on social change and preferred futures.
Communication is central to the capacity to construct meaning and convey understanding. In this process students learn the importance of historical language including such terms as primary and secondary sources and terms specific to particular historical contexts such as medieval and revolution. They also learn to listen, view and respond to a range of sources including oral histories, artefacts, narratives, pictures, documents, films and digital resources. Students learn about the communication conventions and strategies to make meaning of and evaluate a range of historical sources. Students also learn the conventions and strategies to communicate their understanding of history. They learn the conventions of a range of forms of representations such as timelines, media reports, multimedia presentations, oral presentations, posters, and photographic and written essays.
Design, Creativity and Technology
The study of history develops key historical concepts and skills that are fundamental to the everyday lives of students. This includes learning about past societies using skills in analysing and evaluating a range of primary sources, including technological artefacts. Students analyse technologies developed and used by societies and how these change over time. This links to Design, Creativity and Technology in the Analysing and evaluating dimension where students evaluate innovative new technology. Old and new technology could be compared and the influence of the technology on people’s lives analysed.
In English, students read, view, write, compare, research and talk about texts, and learn about the ways language shapes and reflects attitudes in different times and places. In History, they develop an understanding of how the world has changed in the past and may change again. They communicate their understanding in a variety of texts, including oral presentations and written essays.
Health and Physical Education
In History, students study the past and the multiple influences and connections to an array of other countries, cultures and times. The concepts of time, chronology and change are common to both history and health education. In health these concepts relate to the changes in an individuals’ life, specifically focusing on the changes in physical, social and emotional development as an individual moves through the human lifespan. The concept of identity is also relevant to both history and health education. Whilst history focuses on identity from a cultural or national perspective, health education focuses on a range of factors that shape personal identity.
Health and Physical Education provides the opportunity for students to:
- explore the concept of identity from a personal, cultural and national perspective
- map the human lifespan as a time-line showing significant physical, social and/or emotional events
- explore the social, cultural and political events that impact on the health of individuals or the community
- investigate changes to technology and medicine that impact on the health of the community
- identify events that have resulted in changes to the rights of specific groups in the community.
The Humanities – Economics
The economic wellbeing of individuals, communities and nations is determined by the allocation of resources and economic decision making by governments, businesses and other groups. Through the study of Economics, students learn about factors which affect economies and the role of government and other groups in establishing conditions for economic activity. Economic decision-making has a strong impact on societies throughout history and plays an important role in developing and changing societies. In History, students study the impact of economic decisions such as taxes, wages and trading relationships on societies. Through the development of economic knowledge, language and skills, students are able to evaluate economic decisions and policies made in the past and their links to the present.
The Humanities – Geography
The History and Geography of places is closely linked. Natural processes and features such as rivers, earthquakes, floods and droughts have a significant impact on societies and their political, economic and social arms. Investigation of past societies and concepts of time and change over time are varied by geographic locations and elements which then affect human activity. Geography provides students with knowledge and skills to observe and describe places on the Earth and to provide explanations of physical and human phenomena from a spatial perspective.
Information and Communications Technology
History students can take advantage of Information and Communications Technology (ICT) tools, such as mind-mapping programs to assist their thinking processes, developing understanding of cause, motivation, effect, change and continuity. Students can use presentation tools such as slide shows to enhance oral presentations. The development of web-based forums assists in the exchange of ideas and knowledge with their peers. The Internet provides a rich range of sources for historical inquiry. Through ICT students develop the skills of finding and targeting relevant information to support critical inquiry and the development of historical explanations.
Interpersonal Development (IPD) provides students with skills and understandings which are essential underpinnings of history. Through the study of IPD, students are provided with opportunities to develop respect and understanding of difference among people. This supports the understanding of the range of perspectives they encounter in history. Students also identify the values and beliefs held by people in local, national and global contexts and analyse how these affect social relationships. The development of these understandings supports the development of historical empathy and inter-cultural understanding. This is essential in understanding past and present societies and cultures and the development of Australian identity.
Through the study of IPD, students learn to cooperate with others in the achievement of goals. This allows them to share the learning involved in the process of historical investigation, discuss similarities and contest differences in viewpoints and develop individual historical explanations based on arguments and evidence which are tested in the group context.
Language Other Than English (LOTE)
Through the study of Languages other than English, students are introduced to other cultures and ways of thinking. Students gain an understanding of the way societies are organised; their social, historical and familial relationships, the values underpinning them and the ways they make meaning of their world. Learning a language also requires the student to move outside the norms, practices and acquired behaviours of their first language and reflect on the differences and similarities between their own and other societies. Students develop knowledge and skills to reflect on their own society as well as develop intercultural awareness. These understandings support the development of historical understanding and encourage an appreciation of the cultural diversity in the Australian society and our increasingly interconnected and globalising world. Languages embody diverse national traditions of countries and have often been involved in the formation of national movements, nationalism and also in colonial and post-colonial movements.
The study of History includes the analysis and interpretation of a range of historical information including population charts and diagrams and other statistical information. The concepts and skills developed in Mathematics support student understanding and interpretation of a range of history sources and their presentation as evidence in demonstrating historical understanding.
The skills, knowledge and behaviours developed in Personal Learning underpin the successful learning of history. Personal Learning supports the development and awareness of positive learning approaches and developing strategies for increasing independence in learning. It also supports the development of relationships with others from a diverse range of cultural and societal beliefs, values and practices. In developing these relationships, students learn about the nature of a diverse Australian society. History encompasses learning and research in historical contexts that are relevant to students’ developmental needs. Effective research requires the skills of developing questions to focus their learning, planning, monitoring, revising and reflecting. It also requires that students cooperate with their peers as well as develop responsibility for their learning and the quality of their achievements.
In Science and History, students investigate the past to inform the future, with a practical focus on evidence collection, validation of data and extrapolation. They consider how people’s interactions with their environments, use of resources and production of materials have affected the quality of their lives and impacted on future sustainability. Students then reflect on future solutions to existing social and environmental problems, and lifestyle options. In Science and History, students gain skills in developing and testing hypotheses, drawing conclusions, evaluating methodology, reflection and problem solving, and utilise an inquiry-based approach to learning.
The Thinking Processes domain provides students with processes and strategies which enable them to inquire into the past, present possible historical explanations and reflect on their understandings. In the study of History, students progressively use a wider and more complex range of historical sources to investigate and develop understanding of the past. They learn to seek and use evidence about the past to justify their interpretations and make links between the past and the present. Through Thinking Processes, students are given the opportunities to develop systematic inquiry skills and the ability to critically question sources of evidence about the past. They propose solutions to historical questions based on their reading of the evidence. Students reflect on what they know about the past, learn to question their own and other explanations and learn to monitor their own investigations.