History Elective

The study of History Elective enables students to investigate the actions, motives and lifestyles of people over time, from individuals and family members, to local communities, expanding to national and world history contexts. It introduces the idea that the past contains many stories and that there is never only one uncontested version. There are many differing perspectives within a nation’s history, and historians may interpret events differently depending on their point of view and the sources they have used. The study of History develops an appreciation for and an understanding of civics and citizenship. It also provides broader insights into the historical experiences of different cultural groups within our society – for example, Aboriginal and Torres Strait Islander Peoples, migrants and women. History encourages students to develop an understanding of significant historical concepts such as continuity and change, cause and effect, significance and contestability.

History as a discipline has its own methods and procedures. It is much more than the simple presentation of facts and dates from the past. The History Elective course develops the skills for students to answer the question ‘How do we know?’ An investigation of an historical issue through a range of sources can stimulate curiosity and develop empathetic understanding, problem-solving, research and critical thinking skills. It develops language specific to the discipline of History and provides opportunities to further develop literacy skills. Students learn to critically analyse and use sources of evidence in order to construct reasoned explanations and a rational and informed argument based on evidence, drawn from the remains of the past. Students engage in research involving information and communication technology (ICT), including evaluating web-based sources and using a range of technologies for historical research and communication.

Course Structure and Requirements

Students may undertake either 100 or 200 hours of study in History Elective in Stage 4 and/or Stage 5. The History Elective course consists of three topics which include a range of options for study.

The topics include:

Topic 1: History, Heritage and Archaeology

Topic 2: Ancient, Medieval and Modern Societies

Topic 3: Thematic Studies

Courses are structured in the following ways:

• • • 100 hours: ONE topic from each of Topics 1, 2 and 3 must be studied

    • 200 hours: ONE topic from each of Topics 1, 2 and 3 and at least TWO other choices from any topic.

Note that the topics chosen in the Elective Course will not overlap or duplicate significantly with any of the topics selected for study in the Mandatory course.

Topic 1: History, Heritage and Archaeology

Content focus

This topic focuses on the development of students’ understanding of the nature of history and the ways in which different perspectives and interpretations of the past are reflected in a variety of historical constructions. Teachers may examine a single option or explore a range of options to broaden students’ understanding of the various ways that historical meaning can be developed. The content provides opportunities for students to investigate learning across the curriculum content, including Aboriginal and Torres Strait Islander histories and cultures.

This topic may be taught as a discrete topic or be integrated into Topics 2 and 3.

Inquiry question

• How does the study contribute to our understanding of the nature of history and the ways in which historical meanings can be constructed?

Options

Students study at least ONE of the following:

• Archaeological sites

• Biography

• Family history

• Film as history

• Heritage and conservation

• Historical fiction

• Historical reconstructions

• History and the media

• History websites/online environments

• Local history

• Museum and/or archives studies

• Oral history

Topic 2: Ancient, Medieval and Modern Societies

Content focus

This topic provides an opportunity for in-depth study of the major features of ancient, medieval or modern societies. Students may focus on a particular time period, including the 21st century. Integral to this study should be the development of students’ understanding of the nature of history and historical inquiry. Students examine causation and factors contributing to continuity and change. The content provides opportunities for students to investigate learning across the curriculum content, including Aboriginal and Torres Strait Islander histories and cultures.

Inquiry questions

• How does the study of ancient, medieval or modern societies contribute to our understanding of the past?

• What can be learned from this study about continuity, change and causation in history?

Options

Students study at least ONE ancient, medieval or modern society from one of the following areas:

• • • Africa

    • The Americas

    • Asia

    • Australia

    • Europe

    • The Middle East

    • The Pacific

Topic 3: Thematic Studies

Content focus

This topic provides the opportunity to enjoy the study of history for its intrinsic interest and to develop an understanding of the thematic approach to the study of history. Students apply their understanding of the nature of history and the methods of historical inquiry in this topic. The content provides opportunities for students to investigate learning across the curriculum content, including Aboriginal and Torres Strait Islander histories and cultures.

Inquiry question

• • • How can a knowledge and understanding of the nature of history and the methods of historical inquiry be applied to a thematic study?

Options

Students study at least ONE of the following:

• • Continuity and diversity of Aboriginal cultures and histories

  • Economy and society

  • Children in history

  • Crime and punishment

  • Gender in the past

  • Heroes and villains

  • Music through history

  • Power and political unrest

  • Religious and spiritual beliefs/practices

  • Slavery

  • Sport and recreation in history

  • War and peace

  • World myths and legends

  • A school-developed study

See more on NESA website