Ideas, revolution and taxation

SubjectHistory YearYear 8 CurriculumAC v8.4 Time150

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Students collaboratively investigate the key changes that emerged as a result of the Age of the Enlightenment, including the role of taxes in the revolutions that occurred during this period. They present their findings to the class and construct a bibliography of the sources they consulted.

Australian Curriculum or Syllabus

Achievement standard

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.

Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.

Content descriptions

Historical Knowledge and Understanding

the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment) (ACOKFH010).

Historical Skills

Use historical terms and concepts (ACHHS149)

Identify a range of questions about the past to inform a historical inquiry (ACHHS150).

Locate, compare, select and use information from a range of sources as evidence (ACHHS153).

Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156).

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157).

Teacher resources

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Student learning resources

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Ideas, revolution and taxation


Sources recording table

How to

Writing a bibliography in History


Bibliography example for History

Suggested activity sequence

This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.

  1. Explain to students that they will be:
    • conducting a group investigation
    • presenting their findings in a class presentation
    • writing a bibliography of the references they consulted.
  2. Use the visualiser to provide students with a brief introduction to the key ideas and philosophers of the period.
  3. Use a grouping strategy to organise students into groups of 4.
  4. Students collaboratively complete part 1 and part 2 of the investigation. To complete the task, groups will need access to the recording sheet. Groups should be given at least 3 lessons for research and 3 lessons to create their presentation.
  5. Groups present their findings to the class.
  6. Students individually complete part 3 of the research task. They will need access to: