This unit examines developments of significance in the modern era, including the ideas that inspired them and their far-reaching consequences. Students examine TWO topics, including at least ONE study of a development or turning point that has helped to define the modern world. Students explore crucial changes for example the application of reason to human affairs; the transformation of production, consumption, transport and communications; the challenge to social hierarchy and hereditary privilege, and the assertion of inalienable rights; and the new principles of government by consent. Through their studies, students explore the nature of the sources for the study of Modern History and build their skills in historical method through inquiry. The key conceptual understandings covered in this unit are: what makes an historical development significant; the changing nature and usefulness of sources; the changing representations and interpretations of the past; and the historical legacy of these developments for the Western world and beyond.
By the end of this unit, students:
All the following skills will be studied during this unit. Relevant skills will be emphasised for each topic.
Students study TWO topics with at least ONE to be chosen from the topic electives below. An alternative significant development may be chosen as one of the two topics of study in this unit.
An alternative significant development or turning point may be chosen as one of the two topics of study in this unit. This could facilitate comparisons in terms of the far-reaching consequences of the developments. Any topic other than the suggested topic electives should be selected on the basis of the following criteria.
This unit examines significant movements for change in the 20th century that led to change in society, including people’s attitudes and circumstances. These movements draw on the major ideas described in Unit 1, have been closely connected with democratic political systems, and have been subject to political debate. Through a detailed examination of TWO major 20th century movements, students investigate the ways in which individuals, groups and institutions have challenged existing political structures, accepted social organisation, and prevailing economic models to transform societies. The key conceptual understandings covered in this unit are: the factors leading to the development of movements; the methods adopted to achieve effective change; the changing nature of these movements throughout the 20th century; and changing perspectives of the value of these movements and how their significance is interpreted.
By the end of this unit, students:
All the following skills will be studied during this unit. Relevant skills will be emphasised for each topic.
Students study TWO of the following 20th century movements:
An alternative significant movement for change may be chosen as one of the two topics of study in this unit. This could facilitate comparisons in terms of the far-reaching consequences of the developments. Any topic other than the suggested topic electives should be selected on the basis of the following criteria.
The movement:
Relevant examples of significant movements could include: the end of Apartheid in South Africa; the pro-democracy movement in Burma; and movements related to one or more of the following: internationalism, anti-nuclear, environmental sustainability.
This unit examines the characteristics of modern nations in the 20th century; the crises that confronted nations, their responses to these crises and the different paths nations have taken to fulfil their goals. Students study the characteristics of TWO nations, including ONE from List 1 and ONE from List 2. In their study of a List 1 nation, students investigate crises that challenged the stability of government. In their study of a List 2 nation, students study the path of development that was taken and the social, economic and political order that was established. In their study of both nations, students examine the ways in which the nations dealt with internal divisions and external threats. They emerge with a deeper understanding of the character of modern nations. The key conceptual understandings covered in this unit are the reliability and usefulness of evidence; cause and effect; change and continuity; significance; empathy; contestability; and changing representations and interpretations.
By the end of this unit, students:
All the following skills will be studied during this unit. Relevant skills will be emphasised for each topic.
Students study TWO of the following topic electives, one from List 1 and one from List 2, which are to be taught with the requisite historical skills described at the start of this unit.
List 1 |
List 2 |
United States of America, 1917 – 1945 Australia, 1918 – 1949 Germany, 1918 – 1945 Russia and the Soviet Union, 1917 – 1945 |
Japan, 1931 – 1967 India, 1947 – 1974 Indonesia, 1942 – 1974 China, 1937 – 1976 |
This unit examines some significant and distinctive features of the modern world within the period 1945 – 2010, in order to build students’ understanding of the contemporary world - that is, why we are here at this point in time. These include changes to the nature of the world order: shifting international tensions, alliances and power blocs; the emergence of Asia as a significant international political and economic force and the nature of engagement by and with Australia; the nature of various conflicts and regional and international attempts to create peace and security; and the implications of globalisation with the ever-increasing mobility of people, the growth of the global economy and overall rise in living standards. Students study ONE of these features. As part of their study, they should follow and make relevant connections with contemporary events. The key conceptual understandings covered in this unit are: causation; change and continuity; historical significance and changing representations and interpretations of the past, and contestability.
By the end of this unit, students:
All the following skills will be studied during this unit.
Students study ONE of the following topics, with a focus on the period 1945 – 2010: