Ideas, revolution and taxation

SubjectHistory YearYear 8 CurriculumAC v9.0 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 describe the historical significance of the periods between the ancient and modern past. They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to empires or expansions, or the societies of the Asia-Pacific world during these periods. They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period. Students describe the role of significant individuals, groups and institutions connected to the societies of these periods and their influences on historical events.

Students develop questions about the past to inform historical inquiry. They locate and identify a range of primary and secondary sources as evidence in historical inquiry. They describe the origin, content and context of sources, and explain the purpose of primary and secondary sources. Students compare sources to explain the accuracy, usefulness and reliability of sources as evidence. They sequence events and developments to explain causes and effects, and patterns of continuity and change across societies and time periods. They describe perspectives, attitudes and values of the past, and suggest reasons for different points of view. They explain historical interpretations about significant events and people. Students use historical knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and historical arguments.

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

A significant event, development, turning point or challenge that contributed to continuity and change in Medieval, Renaissance or pre-modern Europe. (AC9HH8K03)

Historical Skills

Develop historical questions about the past to inform historical inquiry. (AC9HH8S01)

Locate and identify primary and secondary sources to use in historical inquiry. (AC9HH8S02)

Describe causes and effects, and explain continuities and changes. (AC9HH8S05)

Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources. (AC9HH8S08)

Teacher resources

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Student learning resources

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Ideas, revolution and taxation


Sources recording sheet

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: