Professional Documents
Culture Documents
Pre Modern History A-T-M. 16-20
Pre Modern History A-T-M. 16-20
A/T/M
Type 2
Student Capabilities
All courses of study for the ACT Senior Secondary Certificate should enable students to develop
essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated
and interconnected set of knowledge, skills, behaviours and dispositions that students develop and
use in their learning across the curriculum.
The capabilities include:
Literacy
Numeracy
Information and communication technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical behaviour
Intercultural understanding.
Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of
students and incorporate the contemporary issues they face. Hence, courses address the following
three priorities. These priorities are:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability.
Elaboration of these student capabilities and priorities is available on the ACARA website at
www.australian curriculum.com.au.
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College:
Course Title: Pre Modern History
Classification: A
Adoption: The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
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College:
Course Title: Pre Modern History
Classification: T
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College:
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Table of Contents
Course Name .....................................................................................6
Course Classification .....................................................................................6
Course Framework .....................................................................................6
Evaluation of Previous Course .....................................................................................6
Course Length and Composition .....................................................................................7
Implementation Guidelines .....................................................................................7
Duplication of Content Rules .....................................................................................8
Subject Rationale .....................................................................................8
Goals .....................................................................................9
Content .....................................................................................9
Teaching and Learning Strategies ...................................................................................11
Assessment ...................................................................................12
Guide to Assessment Tasks ...................................................................................13
Achievement Standards ...................................................................................16
Student Capabilities ...................................................................................20
Moderation ...................................................................................22
Resources ...................................................................................23
Proposed Evaluation Procedures ...................................................................................48
Unit 1: Transformation Value 1.0....................................................................49
Unit 2: Golden Ages Value 1.0....................................................................55
Unit 3: Conflict Value 1.0....................................................................65
Unit 4: Power Value 1.0....................................................................72
Appendix A – Common Curriculum Elements ...................................................................................83
Appendix B – Australian Curriculum Achievement Standards ..............................................................87
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Course Name
Pre Modern History
Course Classification
A/T/M
Course Framework
History
Course Developers
Name Qualifications College
Nanette Bragg B.Ed Burgmann Anglican School
Murray Chisholm B.A. (Hons), Grad. Dip. Ed, M.A. the Canberra College
Grad. Cert. TESOL
Dr. Christopher Kenna B.A. (Hons), Grad. Dip. Ed, PhD Hawker College
Sarah Langford B.A. (Hons), Grad. Dip. Ed, Grad. Orana Steiner School
Cert. Information Studies
Michael Lemmey B.Ed. Grad Cert. Special Gungahlin College
Education
Bridget Martin B.A. Postgrad. Dip. Teach Erindale College
Lee Morthorpe B.A. Grad. Dip. Ed, M.A. Canberra College
Elise Quodling B.A. Grad Dip Ed. Gungahlin College
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Implementation Guidelines
Suggested Implementation Patterns
Implementation Pattern Units
Semester 1, Year 11 Unit 1: Transformation
Semester 2 , Year 11 Unit 2: Golden Ages
Semester 1, Year 12 Unit 3: Conflict
Semester 2, Year 12 Unit 4: Power
It is recommended that Units 1-4 are studied sequentially. However, units may be studied in any
sequence.
Prerequisites for the course or units within the course
Nil
Compulsory units
Nil
Arrangements for students continuing study in this course
Students studying units in this course must study units that do not cover content previously studied
as part of a History course in Years 11 and 12. Please refer to Duplication of Content rules below.
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Subject Rationale
The Pre Modern History curriculum enables students to study life in the pre modern period based on
the analysis and interpretation of physical and written remains. The pre modern period, as defined in
this curriculum, is global in scope and covers the period c. 400-1750 CE.
Pre modern history stimulates students’ curiosity and imagination and enriches their appreciation of
humanity and the value of the past. It shows how the world and its people have changed, as well as
the significant legacies that exist into the present. The study of pre modern history illustrates the
development of some of the distinctive features of contemporary societies for example social
organisation, culture, systems of law, governance and religion. Pre modern history is also concerned
with the possible motivations, and actions of individuals and groups, and how they shaped the
political, social and cultural landscapes of the pre modern world.
The Pre Modern History curriculum continues to develop the historical skills and understandings
taught in the Foundation to Year 10 History curriculum. Students develop transferable skills
associated with the process of historical inquiry. These include critical literacy skills for example
interpreting, analysing and weighing evidence; the ability to synthesise evidence from a variety of
sources; and developing reasoned and evidence-based arguments that challenge accepted theories.
The Pre Modern History curriculum caters for the interests of students and teachers by providing
choice as well as opportunity for breadth and depth of study across the four units. It provides ample
opportunities for the study of indigenous societies, the importance of Asia and the challenges of
sustainability.
Students are introduced to the complexities of reconstructing the past using often fragmentary
evidence from a range of literary, documentary, architectural and archaeological sources, and the
skills associated with the analysis and evaluation of historical sources. Students develop increasingly
sophisticated historiographical skills and historical understanding, from their analysis of
interpretations and representations of the pre modern world to their close study of features and
structures of pre modern societies.
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Goals
Pre Modern History aims to develop students’:
Knowledge and understanding of the pre modern period, including key individuals, institutions,
structures and features of pre modern societies
The capacity to undertake historical inquiry, including skills in research, interpretation, using
sources, evidence-based arguments and communication
Analytical and critical thinking using key historical concepts, including evidence, continuity and
change, cause and effect, significance, empathy, perspectives, interpretations, representations
and contestability
Appreciation of the origins, impact and legacy of ideas, beliefs and values
Student Group
The Pre Modern History curriculum continues to develop student learning in history through the
same strands used in the Foundation to Year 10 history curriculum, although the historical
knowledge and understanding strand includes a wider range of concepts and contexts for historical
study.
The Pre Modern History curriculum continues to provide opportunities to study world history in the
period in more depth. This includes contexts related to societies across the world.
The Pre Modern History curriculum continues to develop the skills of historical inquiry, with a greater
focus on skills associated with critical thinking, the analysis of sources, historical interpretation and
contestability.
Content
In Pre Modern History, students study the key institutions, structures and features of societies and
develop a broader and deeper comprehension of the origins, impact and legacy of ideas, beliefs and
values of the pre modern world. The Pre Modern History curriculum consists of four units. For each
unit there are a range of topic electives that focus on a particular event, society, historical period,
site, source or issue. Each unit includes a focus on key concepts that define the discipline of history,
such as cause and effect, significance, and contestability.
The four units include:
Unit 1: Transformation
The unit provides an introduction to the pre modern world. It looks at the factors that transformed
societies in this period. It also explores the problematic and contestable nature of the evidence, both
written and archaeological, that has survived. The fragmented nature of the evidence requires
students to develop techniques for analysing historical silences. In addition, students will investigate
the contested nature of interpretations and representations of this evidence. This unit focuses on
issues relevant to the investigation of the pre modern world and builds on the historical skills
developed in the Foundation to Year 10 curriculum to develop an introduction to historiography.
Unit 2: Golden Ages
This unit examines the role of individuals and personalities in historical causation and compares this
to social structural theories. Students will undertake two case studies in which they explore the role
of a great person within the ‘golden age’ in which they lived.
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Students will examine the notion of a Golden Age, and the role of a great people within that age,
with particular reference to political, economic, social, artistic and cultural developments. They will
ask questions such as:
For whom this was a Golden Age?
To what degree Golden Age is a suitable term to describe the lives of ordinary people?
To what extent can a ‘great person’ claim the creation of a Golden Age?
To what extent is our perception of a Golden Age shaped by the surviving sources?
Unit 3: Conflict
This unit examines the interaction of societies in the pre modern period and the impact that they
have on one another. The approach taken by this unit is comparative in that it explores different
perspectives on the same events. This will include interrogating different perspectives through
source material and examining its origins, purposes, values and limitations.
Students will also investigate archaeological sources and develop techniques for interpreting and
understanding historical material other than the written word. Further, the fragmented nature of the
evidence requires students to develop techniques for analysing historical silences and the way that
these have shaped the cultural narrative.
This unit will explore the complexities of contact between groups of people and the adaptations,
confrontations, benefits, relationships, or violence that might result.
Unit 4: Power
This unit examines the nature and exercise of power and authority in pre modern societies, with
reference to formative ideologies. Students will analyse structures, loci and relations of power to
understand their varied and complex nature. This type of analysis requires students to engage with
scholarly and historiographical debate.
Students will employ theoretical frameworks for analysis of Historical phenomena. These theories
may include: Gender Theory, Marxism, Modernism/ Positivism, Post-modernism, Post-colonialism,
Subaltern Studies, Orientalism, etc.
Teachers should identify the topics to be covered in each unit at the beginning of the course to
ensure there is no duplication in topics studied.
Organisation of content
The Pre Modern History curriculum continues to develop student learning in history through the two
strands of historical knowledge and understanding, and historical skills. This strand organisation
provides an opportunity to integrate content in flexible and meaningful ways.
Historical knowledge and understanding
This strand focuses on knowledge and understanding of key institutions, structures and features of
societies through the study of significant periods, events, developments, and individuals. Historical
understanding is developed through concepts that define history as a discipline, including evidence,
continuity and change, cause and effect, significance, empathy, perspectives and contestability.
Historical skills
This strand presents skills that are used in historical inquiry. There are five key skill areas that build
on those learned in the Foundation to Year 10 curriculum and which continue to be developed in the
Pre Modern History curriculum. These include chronology, terms and concepts; historical questions
and research; analysis and use of sources; perspectives and interpretations; and explanation and
communication. There is an emphasis through this strand on the development of informed and
defensible responses to inquiry questions through a critical use of sources.
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Assessment
The identification of assessment criteria and assessment tasks types and weightings provides a
common and agreed basis for the collection of evidence of student achievement.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers must use all of these criteria to assess student
performance, but are not required to use all criteria on each task. Assessment criteria are to be used
holistically on a given task and in determining the unit grade.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the
goals of a unit based on the assessment criteria. The Common Curriculum Elements (CCE) is a guide
to developing assessment tasks that promote a range of thinking skills (see Appendix A). It is highly
desirable that assessment tasks engage students in demonstrating higher order thinking.
Rubrics use the assessment criteria relevant for a particular task and can be used to assess a
continuum that indicates levels of student performance against each criterion.
Board requirements
Students are expected to study the semester 1.0 units as accredited unless enrolled in a 0.5 unit due
to late entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units the same percentage weighting for
task types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
Interpretation
accurate, detailed understanding of perspective and drawing conclusions about historical
significance from sources
imagination and independence in hypothesising, synthesising, constructing arguments and
assessing the available evidence
consideration of alternative approaches and understanding of historiography (T only)
empathetic understanding of values and cultures
Communication
fluency and clarity using historical conventions
the use of diverse methods of presentation
the exchange of ideas in examining historical issues
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Essay
800 - 1000 words
(in class)
Document Written In-class response 20- 40% 0-50%
Study/Source
Analysis
Empathetic Written or Oral Empathetic writing 20 – 40% 0-50%
and/or Critical Diaries
Response Journalism
Oral
performance/presentation/
seminar
Podcast/vodcast
Field reports
Debates
Interviews
Artefact(s) and their
significance
Models (supported by
research and reflection)
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Achievement Standards
Achievement standards in the form of unit grades provide a guide for teacher judgement of students’
achievement, based on the assessment criteria, over a unit of work. Grades are organised on an A-E
basis. During 2014 – 15 the BSSS grade descriptors will be used in determination of grades.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
Grades are awarded on the proviso that the assessment requirements have been met. When
allocating grades, teachers will consider the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
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application of information information from obvious relevant materials sources. sources when assisted and
from sources. sources. repeats supplied
information
appreciates differences in recognises differences in demonstrates an has awareness of has limited recognition
perspective, argues a case or perspective and comprehends empathetic awareness of differences in values and of differences in values and
is imaginative where key issues values and cultures cultures cultures
appropriate
Interpretation
considers alternative demonstrates some shows simple shows limited shows little
approaches demonstrating an understanding of alternative comprehension of the key comprehension with comprehension of
understanding of approaches and issues variable accuracy information
historiography historiography
demonstrates an
empathetic understanding of
values and cultures
communicates in a participates in exchanges uses a range of methods of communicates with communicates with
coherent and articulate of ideas in examining presentation adequate fluency and basic fluency and structure;
Communication
uses a range of effective communicates in a participates in some uses simple methods of communicates with
methods of presentation coherent manner exchanges of ideas in presentation little fluency
examining historical issues
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Unit Grade Descriptors for T courses
A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an
grade typically grade typically grade typically grade typically E grade typically
displays confidence, is accurate, analytical ,and uses appropriate and locates and records relies on assistance to
Investigation
flexibility and initiative in attentive to detail in locating, obvious information when obvious information and locate and record obvious
locating, selecting, analysing, selecting, recording and locating, selecting recording has limited information and lacks
recording and acknowledging acknowledging sources and acknowledging sources acknowledgment of sources acknowledgement of
sources sources
shows insight and a critical shows some insight and shows awareness of shows awareness of produces responses
awareness of alternative critical awareness of perspectives in resolving perspectives which are descriptive
perspectives in resolving perspectives in resolving issues
complex issues issues
Interpretation
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summarises key features describes key features identifies features and identifies some features identifies minimal
and structures of societies and structures of societies structures of societies of societies features of societies
develops historical develops historical develops historical develops historical develops historical
accounts using evidence accounts using some accounts from sources accounts from sources accounts from sources
Interpretation
communicates simple communicates simple communicates simple communicates basic communicates basic
Communication
ideas and arguments with ideas and arguments with ideas with referencing ideas with some referencing ideas with minimal
referencing referencing referencing
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Student Capabilities
Literacy is of fundamental importance in the study of Pre Modern History. Students access historical
content through a variety of print, oral, visual, spatial and electronic forms, including inscriptions,
reliefs, accounts of the past by Pre Modern History writers, photographs, films, artefacts, sites and
archived material. They learn to interpret and extrapolate meaning from a variety of sources to
identify evidence. They analyse and evaluate texts for authority, reliability, relevance and accuracy.
Students have opportunities to create a wide range of texts to communicate, explore, discuss,
explain and argue a point of view, selecting and employing text structure and language knowledge to
express their thoughts and ideas logically and fluently, supported by evidence. They learn to monitor
their own language use for accuracy in the use of historical terms, clarity of ideas and explanations,
conciseness of expression and use language effectively to articulate a position.
Numeracy is useful in the historical inquiry process, which requires students to recognise patterns
and relationships chronologically and spatially through the use of scaled timelines and maps.
Students have opportunities to support their views with data, some of which is numerical in nature.
They develop numeracy capability when they analyse, interpret and draw conclusions from statistical
information, for example in relation to change over time.
Information and Communication Technology (ICT) capability is important in the inquiry process,
particularly in relation to investigation, analysis and communication. Students use digital tools and
strategies to locate, access, process and analyse information. They use ICT skills and understandings
to investigate and identify the provenance and credibility of evidence and to communicate historical
information. Students have opportunities to scrutinise websites and the interpretations and
representations of the past they convey, including how and why such sites are constructed, the
audiences they serve and their goals in, for example, preservation, education, scholarship. They
develop an understanding of the issues involved in the use of ICT when practising ethical scholarship
as part of the historical inquiry process.
Critical and creative thinking is integral to the historical inquiry process. There are opportunities for
students to delve deeply and broadly into the implications of any missing or questionable
information in their investigation of historical topics. The demands of historical inquiry include the
ability to pose intelligent questions, interrogate, select and cross-reference sources, and develop
interpretations based on an assessment of the evidence and reasoning. Students identify possible
weaknesses in their own positions, and analyse, evaluate and synthesise alternative interpretations
and representations of the past.
Personal and social capability skills are developed and practised in Pre Modern History by students
enhancing their communication skills and participating in teamwork. Students have opportunities to
work both collaboratively in teams and also independently as part of their learning and research in
Ancient History. Students develop advanced research, and presentation skills to express and justify
their views effectively to others. Through the study of individuals and groups in the past and their
source work in particular, students develop their ability to appreciate the perspectives and
experiences of others through the practise of empathy. Students develop increasing social awareness
through the study of relationships between individuals and diverse social groups in the pre modern
past.
Ethical understanding provides opportunities for students to explore and understand the diverse
perspectives and circumstances that shaped the actions and possible motivations of people in the
past compared with those of today. Students have opportunities both independently and
collaboratively to explore the values, beliefs and principles that were the basis for the judgments and
actions of people in the past.
Intercultural understanding is a vital part of historical learning in Pre Modern History. Students
acquire knowledge of culturally diverse perspectives and roles and learn how these can change over
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time. Students develop an understanding of the diverse societies and cultures of the pre modern
world and that different ways of life provide a frame of reference for recognising and appreciating
intercultural diversity in the contemporary world. They also explore different perspectives, the
historical contexts for those perspectives and the legacies of pre modern societies in relation to the
contemporary world.
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Moderation
Moderation is a system designed and implemented to:
provide comparability in the system of school-based assessment
form the basis for valid and reliable assessment in senior secondary schools
involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership
maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
In the review process, Unit Grades awarded by teachers on the basis of school assessment are
moderated by peer review against system wide assessment criteria and achievement standards. This
is done by matching student performance as demonstrated in portfolios of assessment tasks against
the criteria and standards. Advice is then given to colleges to assist teachers with, and/or reassure
them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers taking a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers taking a Year 12 class should retain originals or copies
of student work completed in Semester 1. Assessment and other documentation required by the
Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2
of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, M and T course/units offered by the school,
and is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges
a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in the
student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
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Resources
General
Fordham Historical Source - http://www.fordham.edu/Halsall/sbook.asp
BBC, Horrible Histories - http://horrible-histories.co.uk/
John Green, Crash Course World History -
https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
Columbia University, Asia for Educators - http://afe.easia.columbia.edu/
Metropolitan Museum of Art - http://www.metmuseum.org/
The Bodleian Library, Oxford University, UK - http://www.bodleian.ox.ac.uk/bodley
The British Museum - http://www.britishmuseum.org/
Yale Online Courses - http://oyc.yale.edu/
The Smithsonian Museum, USA - http://www.si.edu/
Podcasts- Hard Core History - http://www.dancarlin.com/disp.php/hh
British History Podcast - http://thebritishhistorypodcast.com/
National Public Radio, USA - http://www.npr.org/
Indian Jones- Myth, Reality and Twenty First Century Archaeology-
http://www.voiceamerica.com/show/1975/indiana-jones-myth-reality-and-21st-century-archaeology
National Geographic, USA - http://www.nationalgeographic.com/
National Library of Australia – www.nla.gov.au
Docuwatch,( A documentary database with access to hundreds of documentaries),
http://www.docuwat.ch/watch-documentaries/
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Roberts, David D. In Search of the Old Ones: Exploring the Anasazi World of the Southwest, Simon &
Schuster Adult Publishing Group, 1996.
Sofaer, Anna, The Primary Architecture of the Chacoan Culture: A Cosmological Expression, University
of New Mexico Press, 1997.
Journals
American Antiquity
Audio-Visual
Sofaer, Anna (1999), The Mystery of Chaco Canyon, South Carolina Educational Television
History Channel, Digging for the Truth: Mystery of the Anasazi, 2005
Websites
“The Anasazi or "Ancient Pueblo" in Grahame, John D. and Sisk, Thomas D., (eds.) 2002. Canyons,
cultures and environmental change: An introduction to the land-use history of the Colorado Plateau.
Northern Arizona University, [Accessed 05/08/14] http://www.cpluhna.nau.edu/People/anasazi.htm
Hewit Institute and University of Northern Colorado, The Ancestral Puebloans, Hewit Institute and
University of Northern Colorado, Accessed 5/8/14,
http://hewit.unco.edu/DOHIST/puebloan/begin.htm
Sofaer, Anna, (ed.)“The Mystery of Chaco Canyon”, The Solstice Project,
http://www.solsticeproject.org/
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
Aztec
Berdan, Frances, The Aztecs of Central Mexico: An Imperial Society. Case Studies in Cultural
Anthropology. New York, Holt, Rinehart & Winston,1982.
Boone, Elizabeth Hill, Stories in Red and Black: Pictorial Histories of the Aztec and Mixtec, Austin,
University of Texas Press, 2000.
Carrasco, David, Quetzalcoatl and the Irony of Empire: Myths and Prophecies in the Aztec Tradition,
Chicago, IL, University of Chicago Press,1982.
Clendinnen, Inga, Aztecs: An Interpretation, Cambridge and New York, Cambridge University Press,
1991.
Davies, Nigel, The Aztecs: A History, London, Macmillan, 1973.
Gruzinski, Serge (). The Aztecs: The Rise and Fall of an Empire. New York: Harry N. Abrams, 1992.
Hassig, R., “Aztec Flower Wars” The Quarterly Journal of Military History 9(1), 1996
http://www.public.asu.edu/~mesmith9/MES-05-SciAm-.pdf
León-Portilla, Miguel (Ed.) “The Broken Spears: The Aztec Account of the Conquest of Mexico”. Ángel
María Garibay K. (Nahuatl-Spanish trans.), Lysander Kemp (Spanish-English trans.), Alberto Beltran
(illus.) (Expanded and updated edition ed.). Boston, Beacon Press, 1992/1959.
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Journals
American Antiquity, http://www.saa.org/AbouttheSociety/Publications/AmericanAntiquity.aspx
(Available through the National Library of Australia)
Primary Sources in Translation
Codex Mendoza: Aztec manuscript/ Commentaries by Kurt Ross, Fribourg, Productions Liber SA, 1984.
Find gloss in The Essential Codex Mendoza,
http://www.csus.edu/indiv/o/obriene/art111/readings/The%20Essential%20Codex%20Mendoza.pdf
Audio-Visual
In Search of History: The Aztec Empire (The History Channel)
In Our Time (BBC Radio 4) http://www.bbc.co.uk/programmes/p00548v0
Websites
Diedrich, Cajus, et.al. (eds.)“Pre-Columbian Aztecs,” World Museum of Man and Prehistory- The
History of Man though the Study of Tools and Weapons,
http://www.worldmuseumofman.org/aztec.php
Michael E. Smith, “Aztec Culture: An Overview”, Arizona State University,
http://www.public.asu.edu/~mesmith9/1-CompleteSet/Smith-AztecCulture-WWW.pdf
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
China
Chʾen, Kenneth K.S. Buddhism in China: A Historical Survey. Princeton: Princeton University Press,
1964.
De Bary, Wm. Theodore, ed. Sources of Chinese Tradition. New York: Columbia University Press,
1960.
Eberhard, Wolfram. A History of China. E.W. Dickes, trans. 4th edn. London: Routledge & Kegan
Paul, 1977.
Ebrey, Patricia Buckley. The Cambridge Illustrated History of China. 2nd edn. Cambridge: Cambridge
University Press, 2010.
Fairbank, John K. and Edwin O. Reischauer. China, Tradition & Transformation. Rev. edn. Sydney:
Allen & Unwin, 1989.
Fitzgerald, C.P. The Empress Wu. London: Cresset Press, 1956.
Fitzgerald, C.P. A Concise History of East Asia. Harmondsworth: Penguin Books, 1974.
Franke, Herbert and Denis Twitchett, eds. Alien Regimes and Border States, 907-1368.
Denis Twitchett and John K. Fairbank, gen. eds. Cambridge History of China. Vol. 6. Cambridge:
Cambridge University Press, 1994.
Keay, John. China: A History. London: HarperPress, 2008.
Mote, Frederick W. and Denis Twitchett, eds. The Ming Dynasty, 1368-1644. Denis Twitchett and
John K. Fairbank, gen. eds. Cambridge History of China. Vol. 7 Part 1. Cambridge: Cambridge
University Press, 1987.
Mote, Frederick W. and Denis Twitchett, eds. The Ming Dynasty, 1368-1644. Denis Twitchett and
John K. Fairbank, gen. eds. Cambridge History of China. Vol. 8 Part 2. Cambridge: Cambridge
University Press, 1998.
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Peterson, Willard J. The Ch’ing Empire to 1800. Denis Twitchett and John K. Fairbank, gen. eds.
Cambridge History of China. Vol. 9 Part 1. Cambridge: Cambridge University Press, 2002.
Reischauer, Edwin O. and John K. Fairbank. East Asia: The Great Tradition. Boston: Houghton Mifflin,
1958.
Twitchett, Denis, ed. Sui and T’ang China, 589-906. Denis Twitchett and John K. Fairbank, gen. eds.
Cambridge History of China. Vol. 3 Part 1. Cambridge: Cambridge University Press, 1979.
Roberts, J.M. The New Penguin History of the World. 4th rev. edn. 2002.
Twitchett, Denis and Paul Jakov Smith, eds. Sung Dynasty and Its Precursors, 907-1279. Denis
Twitchett and John K. Fairbank, gen. eds. Cambridge History of China. Vol. 5 Part 1. Cambridge:
Cambridge University Press, 2009.
Websites
[Columbia University] ‘Asia for Educators’ at http://afe.easia.columbia.edu/
[Fordham University] ‘East Asian History Sourcebook’ at
http://www.fordham.edu/Halsall/eastasia/eastasiasbook.asp
Easter Island
Bettocchi, Lorena, The writings of Easter Island, Kadath Brussels, 2009
Casey, Robert J., Easter Island : home of the scornful gods, London, Elkin Mathews & Marrot, 1932.
Cauwe, Nicolas. & Latsanopoulos, Nicolas. (). Easter Island : the great taboo : rebuilding its history
after ten years of excavations. Louvain-la-Neuve, Belgium: Versant Sud, 2011
Di Piazza, Anne. & Peartree, Erik., Canoes of the Grand Ocean. Oxford, England : Archaeopress, 2008.
Foundation Colloquium of ChiN - Chamorro Linguistics, An International Network. & Fischer, Steven
R., Oceanic voices - European quills : the early documents on and in Chamorro and Rapanui, Berlin,
Germany, Akademie Verlag, 2013.
Hunt, Terry L. & Lipo, Carl P., The statues that walked : unraveling the mystery of Easter Island, New
York, Free Press, 2011.
Kirk, Robert W., Paradise past : the transformation of the South Pacific, 1520-1920. Jefferson, North
Carolina : McFarland & Company, Inc., Publishers, 2012.
Loret, John. & Tanacredi, John T., Easter Island : scientific exploration into the world's environmental
problems in microcosm, New York, Kluwer Academic/Plenum Publishers, 2003,
http://www.loc.gov/catdir/toc/fy042/2003051587.html
Richards, Rhys., Easter Island 1793 to 1861 : observations by early visitors before the slave raids, Los
Osos, Ca., Easter Island Foundation, 2008.
News Articles
Callaway, Ewen “Easter Island statues 'walked' out of quarry”, Nature, 23 October 2012,
http://www.nature.com/news/easter-island-statues-walked-out-of-quarry-1.11613
Metropolitan Museum of Art, “Easter Island”, Heilbrunn Timeline of Art History: The Metropolitan
Museum of Art, http://www.metmuseum.org/toah/hd/eais/hd_eais.htm
Elena, A. “Easter Island: The Heritage and its Conservation”, World Monuments Fund, 1994, Available
online,
http://www.wmf.org/sites/default/files/wmf_publication/Easter%20Island_The%20Heritage%20And
%20Its%20Conservation.pdf
Thompson, William J., Te Pito Te Henua, or Easter Island, by [1891], at sacred-texts.com,
http://www.sacred-texts.com/pac/ei/ei60.htm
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Documentaries
BBC, Easter Island The Story, BBC Horizon, https://www.youtube.com/watch?v=FhB0yXhHGy4
Docuwatch, Easter Island, http://societies.docuwat.ch/videos/south-america/easter-island-1988
Khmer Empire
Briggs, Lawrence Palmer, The Ancient Khmer Empire, Philadelphia: American Philosophical Society,
1951.
Chandler, David P.: A History of Cambodia, Westview Press.
Cœdès, George, The Making of South East Asia, University of California Press, 1966
Dagens, Bruno (engl: Ruth Sharman): Angkor — Heart of an Asian Empire, Thames & Hudson.
Freeman, Michael; Jacques, Claude, Ancient Angkor. River Books, 2006.
Hall, D. G. E. A History of South-East Asia, 4th ed., New York: St. Martin's Press, 1981.
Hirst, K. Kris,” Khmer Empire Water Management System”, About Education,
http://archaeology.about.com/od/transportation/qt/Khmer-Empire-Water-Management-
System.htm
Hong, Udom “The Angkor Empire, Environment, and Conflict”, ICE Case Studies, Number 207, May,
2007, http://www1.american.edu/ted/ice/ankorwat.htm
Higham, Charles, The Civilization of Angkor, Phoenix, University of California Press, 2001.
Keyes, Charles F., The Golden Peninsula, Honolulu, University of Hawaii Press. 1995
Mashberg, Tom and Blumenthal, Ralph, “Cambodia Says It Seeks Return Of Met Statues” June 1,
2012, http://www.nytimes.com/2012/06/02/arts/design/cambodia-to-ask-met-to-return-10th-
century-statues.html?pagewanted=all&_r=0
Metroplitan Museum of Art,”Lost Kingdoms Symposium, Part 9- Khmer”, MetMedia,
http://www.metmuseum.org/metmedia/video/lectures/lost-kingdoms-symposium-9
Mouhot Henri : Travels in Siam, Cambodia, Laos, and Annam, White Lotus Co, Ltd Rooney, Dawn,
F., Angkor: Cambodia's wondrous Khmer temples- 5th ed., Odissey, 2005.
National Geographic Society, The Khmer Empire; Cambodia’s Medieval Splendour, Website- Online
Exploration, http://ngm.nationalgeographic.com/2009/07/angkor/angkor-animation
Roveda, Vittorio : Khmer Mythology, River Books,
University of Tasmania, The Angor / Khmer Empire (802-1431), Digital Humanities at the University of
Tasmania, http://www.uqhistory.net/life
Vickery, Michael, Society, economics, and politics in pre-Angkor Cambodia: the 7th–8th centuries,
Tokyo, Toyo Bunko,1998
Walker, Benjamin, Angkor Empire: A History of the Khmer of Cambodia, Signet Press, Calcutta, 1995.
Wang, Yue, “Cambodia Calls for Return of Khmer Antiquities”, Time,
http://style.time.com/2013/05/16/cambodia-demands-u-s-return-its-khmer-antiquities/
HTAV, Angkor and the Khmer Empire (802 – 1327), History Teachers Association of Victoria,
http://www.htav.asn.au/sitebuilder/conferenceinfo/knowledge/asset/files/841/angkorandthekhmer
empire_jstjames.pdf
History Teachers Association of Australia, Australian Curriculum History Units- Year 8 program: the
Asia-Pacific world – Angkor,
http://www.achistoryunits.edu.au/verve/_resources/htaa_year8_Angkor_year8_program.pdf
Primary Sources
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Zhou Daguan: The Customs of Cambodia-1297, The Siam Society. (Trans in NLA)
Europe (Northern)
Allmand C. The Hundred years War, Cambridge Medieval Textbooks, Cambridge, 1988
Atkinson, History of Spain and Portugal, Penguin, 1967
Bothwell, J. The Age of Edward III, Boydell & Brewer, 2001
Core S., Everyday Life in the Middle Ages, Ninerva, Geneva. 1978
Dersin, Denise (ed.) What Life Was Like In The Age Of Chivalry : Medieval Europe, AD 800-1500. Time
Life Inc., Virginia. 1997
Elton G.R, England Under The Tudors
Gill & Dickson, History and Techniques of the Great Masters, Eagle Editions Ltd, London. 2003
Hallam Elizabeth(ed) Plantagenet Chronicles
Hallam Elizabeth(ed) Chronicles Of Chivalry
Heydenreich, L., The Waning of the Middle Ages, Harmondsworth, 1984
Hollister C. W., Medieval Europe, McGraw Hill, Boston. 1998
Holmes, The Oxford Illustrated History of Medieval Europe, Oxford University Press, 2001
Honderich, T. (ed.), The Oxford Companion to Philosophy, New York, 1995
Hopkins, Andrea, Most Wise and Valiant Ladies, Remarkable Lives, Women of the Middle Ages,
Collins & Brown Ltd., Great Britain. 1997.
Husa, V, Traditional Crafts and Skills : Life and Work in Medieval and Renaissance Times, London,
1972.
Keen, M., Penguin History of Medieval Europe, Penguin Group, 1968.
Konstam, A., Atlas of Medieval Europe, Mercury Books, 2007.
Larousse, M.D., Encyclopaedia of Ancient and Medieval History, Bookthrift, 1981.
Leff, G., Medieval Thought, St. Augustine to Ockham, Harmondsworth, 1962.
McLennan G., Knight and Horse, Hawker College, Hawker. 1987
Mollat M. & Wolff, The Popular Revolutions of the Late Middle Ages, Allen & Unwin, London.1973
Norris J. Lacy et al Arthurian Handbook Garland 1988, revised 1997
Phillips, G & Keatman M, Robin Hood – The Man Behind the Myth, Michael O’Mara Books, London,
1995
Power E., Medieval Women, Cambridge University Press. 1995
Runciman S., A History of the Crusades (3 Vols), Pelican, Harmonsworth, 1971.
Seward D., Eleanor of Aquitaine the Mother Queen, Book Club, London, 1978.
Seward, D, Prince of the Renaissance : The Life of Francois 1, London, 1982.
Shahar, S., The Fourth Estate: A History of Women in the Middle Ages, Methuen, London, 1983.
Southern R.W., Western Society and the Church in the Middle Ages, Penguin, Harmondsworth, 1970.
Stenton. F. Oxford History England: Anglo Saxon England, Oxford University Press, Oxford, 2001
(original edition 1971)
Tuchman, B., A Distant Mirror, Macmillan, London, 1982.
Weit, G., The Great Medieval Civilisations, UNESCO George Allen & Unwin, London, 1975.
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Wright, E., The New Illustrated History of the World, Hanlyn Publishing Group, 1970.
Primary Sources in Translation
Anglo Saxon Chronicles , Trans and editor Savage, Ann
Asser, Alfred the Great: Asser's Life of King Alfred and Other Contemporary Sources Penguin ,
Harmondsworth, 1984
Chaucer, Geoffrey and Coghill N. (trans) The Canterbury Tales, Penguin, Harmondsworth. 1975
Einhard, The Life Of Charlamagne, University of Michigan Press ,Ann Arbor, 1960
Hollister W.A., Short Sourcebook, McGraw-Hill, Boston. 1998
Joinville G., Chronicles of the Crusades, Penguin, Harmondsworth. 1984
Music
Alleluia: Angelus domini (1) Plainchant (1/25), https://www.youtube.com/watch?v=anbEEf7T8ik
Diamon-Manlusoc, Liz, “Gregorian Chant and PlainChant”, Education Portal, (Video, Quiz and
Transcript,)
http://education-portal.com/academy/lesson/medieval-church-music-gregorian-chant-
plainchant.html#lesson
Guillaume de Machaut - Quant en moy (16/25) {isorhythmic motet},
https://www.youtube.com/watch?v=bZxAqWV7a0A
Hildegard of Bingen, Voice of the Living Light, Performed by Pamela Dellal;Elizabeth Glen;Carol
Schlaikjer;Sequentia;Barbara Thornton, https://www.youtube.com/watch?v=Dehwp_dRlYQ
Medieval Music – “Hardcore' Party Mix”, Youtube Playlist
https://www.youtube.com/watch?v=xaRNvJLKP1E
Mediæval Bæbes, (Medieval/Renaissance Recreationist Choir) http://www.mediaevalbaebes.com/
Troubadour Music
Music Of The Troubadours - Tant m'abelis, Naxos,
https://www.youtube.com/watch?v=At8gAmINxBo
Troubadours - Trovadores Occitanos - Clemencic Consort.avi,
https://www.youtube.com/watch?v=ijqNBpOU5Vs
Greensleeves: Music From the Renaissance
Early Music No 2, Music Consort of London, RCA Classics
Documentaries
BBC Documentary, Primavera, Botticelli (Private life of a Masterpiece),
https://www.youtube.com/watch?v=QiEX8laTQCU
BBC Documentary, The Spanish Inquisition; The Brutal Truth,
https://www.youtube.com/watch?v=gy8ZVwzuCtw
BBC, The Dark Ages: An Age of Light, 2012
BBC The Dark Age: Renaissance of Northern Europe
https://www.youtube.com/watch?v=DCI68cPTalM
Andrew Graham-Dixon, Renaissance, https://www.youtube.com/watch?v=yTrEazY_pGo
History Channel, The Crusades: the Crescent and the Cross,
https://www.youtube.com/watch?v=haaenY3wykk
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Spartacus Educational
http://spartacus-educational.com/
Database of Anglos Saxon Literature
http://www.dmoz.org/Arts/Literature/World_Literature/British/Old_English/
St Patrick’s Confessio early Christianity
http://www.confessio.ie/#
Omniglot Old English, links to Anglos Saxon Language
http://www.omniglot.com/writing/oldenglish.htm
Europe (Southern)
Abulafia, D. () Sicily, Italy and the Mediterranean 1100-1400, Variorum reprints, London, 1987.
Abulafia, David, The Two Italies: Economic Relations Between the Norman Kingdom of Sicily and the
Northern Communes, Cambridge U. Press, 2005.
Ahmad, A., A History of Islamic Sicily, Edinburgh,1975.
Atkinson, History of Spain and Portugal, Penguin, 1967.
Ayalon, D., Eunuchs, Caliphs and Sultans, a study in power relationships, Jerusalem, 1999
Brook, C.(ed.) The Normans in Sicily and Southern Italy, Oxford, 1977
Bruckner G. (ed.), The Society of Renaissance Florence. A Documentary Study, New York. 1971
Cantor, NJ, ed The Medieval Reader, Harper Perennial, New York, 1994.
Dersin, D. and The Editors of the Time-Life Books.What Life Was Like At The Rebirth of Genius:
Renaissance Italy, AD 1400-1550, Time Life Inc., Virginia, 1999.
Ghezzo, Michele Pietro, P., John R. Melville-Jones and Andrea Rizzi, The Morosini Codex (Archivio del
Litorale Adriatico III), Padua.
Hay, D New Cambridge Modern History- The Renaissance 1493-1520, Cambridge University, 2000.
Hole, R Access to History, Themes, Renaissance Italy, Hodder & Stoughton, 2000.
Houben, H., Roger II of Sicily: a ruler between East and West, Cambridge, CUP, 2002.
Hurley T (et al)Antiquity 1, 2nd ed, OUP, South Melbourne, 2000.
Iselin, L., Harris, P., Funerary Practices, Heinemann, Port Melbourne,2004.
Jeremy John, Arabic Administration in Sicily: the Royal Diwans, Cambridge U. Press, 2007.
Kennedy, H. ‘Sicily and al-Andalus under Muslim rule', The New Cambridge Medieval History, c.900-
1024, vol 3, ed. T. Reuter, pp. 646-69.
Leff, G Medieval Thought, St. Augustine to Ockham, Harmondsworth, 1962.
Luciano B. and Glasspool, S. (trans). Michelangelo and the Sistine Chapel. Bonechi- Edizioni, Firenze,
1968.
Matthew, Donald, The Norman Kingdom of Sicily, Cambridge U. Press, 1992.
Metcalfe, Alex Muslims and Christians in Norman Sicily: Arabic Speakers and the End of Islam,
Routledge, 2011.
Norwich, John Julius, The Normans in Sicily: the magnificent story of "the Other Norman
Conquest," Penguin, 2004.
Ross, J.B., McLoughlin, M. (ed)., The Portable Renaissance Reader, Penguin Books, 1977.
Plumb, J.H., Penguin Book of Renaissance History, Penguin, London, 1965
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American Antiquity
Audio-Visual
Lecture on Engineering in the Andes:
http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3839
Websites
Virtual Tour of Macchu Picchu http://www.destination360.com/south-america/peru/machu-picchu
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
India
[Columbia University] ‘Asia for Educators’ at http://afe.easia.columbia.edu/
[Fordham University] ‘Internet Indian History Sourcebook’ at
http://www.fordham.edu/Halsall/india/indiasbook.asp
Bayly, C.A. Indian Society and the Making of the British Empire. The New Cambridge History of India.
Vol. II Part 1. Cambridge: Cambridge University Press, 1988.
De Bary, Wm. Theodore, ed. Sources of Indian Tradition. Vol. 1. New York: Columbia University
Press, 1958.
Gordon, Stewart. The Marathas 1600-1818. The New Cambridge History of India. Vol. II Part 4.
Cambridge: Cambridge University Press, 1993.
Habib, Irfan. Technology in Medieval India c. 650-1750. New Delhi: Tulika Books, 2008.
Keay, John. The Honourable Company: A History of the English East India Company. London:
HarperCollins, 1991
Keay, John. India: A History. London: HarperCollinsPublishers, 2000.
Lannoy, Richard. The Speaking Tree: A Study of Indian Culture and Society. London: Oxford
University Press, 1971.
Mabbett, I.W. A Short History of India. 2nd edn. North Ryde: Methuen Australia, 1983.
Metcalf, Barbara D. and Thomas R. Metcalf. A Concise History of Modern India. 2nd edn. Cambridge:
Cambridge University Press, 2006.
Pearson, M.N. The Portuguese in India. The New Cambridge History of India. Vol. I Part 1.
Cambridge: Cambridge University Press, 1987.
Raychaudhuri, Tapan and Irfan Habib, eds. The Cambridge Economic History of India. Vol. 1. c.1200-
c.1750. Cambridge: Cambridge University Press, 1982.
Richards, John F. The Mughal Empire. The New Cambridge History of India. Vol. I Part 5. Cambridge:
Cambridge University Press, 1993.
Roberts, J.M. The New Penguin History of the World. 4th rev. edn. 2002.
SarDesai, D.R. India: The Definitive History. Boulder: Westview Press, 2008.
Spear, Percival. A History of India. Vol. 2. Rev. edn. Harmondsworth: Penguin Books, 1978.
Stein, B. Vijayanagara. The New Cambridge History of India. Vol. I Part 2. Cambridge: Cambridge
University Press, 1994.
Thapar, Romila. A History of India. Vol. 1. Harmondsworth: Penguin Books, 1966.
Wolpert, S., A New History of India, Oxford University Press, New York, 2000.
Islamic History
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Afsaruddin, Asma, “Islamic Societies of the Middle East and North Africa: Religion, history and
Culture”, University of Notre Dame Open Courseware, http://ocw.nd.edu/arabic-and-middle-east-
studies/islamic-societies-of-the-middle-east-and-north-africa-religion-history-and-culture
BBC - Religions - Islam: Early rise of Islam (632-700),
www.bbc.co.uk/religion/religions/islam/history/earlyrise_1.shtml
BBC4 In Our Time: The Abbasiad Caliphate, http://www.bbc.co.uk/programmes/p003hyfd
Berkey, Jonathan P., The Formation of Islam: Religion and Society in the Near East, 600-1800, 2003
Crone, Patricia. Meccan Trade and the Rise of Islam Gorgias Press LLC, 2004
Gibb, Hamilton A. R., “Arab-Byzantine Relations under the Umayyad Caliphate”
Dumbarton Oaks Papers, Vol. 12, (1958), pp. 219+221-233
Hawting, G. R The First Dynasty of Islam: The Umayyad Caliphate AD 661-750, Routledge, 2000
Grayson, Timothy R., “Arabic Confluence from Constantine to Heraclius: the Preparation for a 7th
Century Regio-Racial Explosion”,
1 April 1999, http://timothygrayson.com/PDFs/ArabsByzantium.pdf.pdf
Kennedy, Hugh, The Armies of the Caliphs: Military and Society in the Early Islamic State, 2001
Nafziger, George F., Walton, Mark W., Islam at War: A History, 2003
Oxford Islamic Studies Online,
http://www.oxfordislamicstudies.com/Public/Home.html?url=%2Fapp%3Fservice%3Dexternalpagem
ethod%26method%3Dview%26page%3DHome&failReason=Error+reason%3A+err_userpass_none%2
Berr_ip_badcred%2Berr_athens_none%2Berr_shib_none%2Berr_referrer_none%2Berr_libcard_no e
Internet Islamic History Sourcebook, Fordham University,
http://www.fordham.edu/halsall/islam/islamsbook.asp
Japan
Andressen, Curtis A., A short History of Japan: from samurai to Sony, Allen and Unwin, Crows Nest,
2002
Bulliet, Richard, “Korea, Japan, and China in the Sixteenth Century”, Columbia University Lecture,
Uploaded on Sep 29, 2011, http://www.youtube.com/watch?v=_ArndGXPmkU
Columbia University, Asia for Educators: Japan Asuka to Edo, Columbia University,
http://afe.easia.columbia.edu/tps/600ce_jp.htm - Long list of excellent links.
Columbia University, “Video Lessons- Classical Japan”, Columbia University, Asia for Educators: Japan,
Columbia University, http://afe.easia.columbia.edu/at/cl_japan/cj01.html
Cullen, L. M. A History of Japan: 1582-1941: internal and external worlds, Cambridge, CUP, 2003.
Dersin, Denise (ed.), What life was like among Samurai and shoguns: Japan- AD 1000 – 1700,
Alexandria, Va., Time-life Books , 1999.
Dore, Ronald Philip. & University of California, Berkeley: Center for Japanese and Korean
Studies. Education in Tokugawa Japan. Berkeley : University of California Press, 1965.
Haboush, JaHyun Kim. & Ko, Dorothy. & Piggott, Joan R. (2003). Women and Confucian cultures in
premodern China, Korea, and Japan. Berkeley, Calif. ; London : University of California
Press, http://www.loc.gov/catdir/toc/ucal041/2003001855.html
Hane, Mikiso. & Perez, Louis G. & EBSCOhost. (2013). Modern Japan a historical survey. Boulder, CO,
Westview Press ( available digitally from the National Library)
Hempel, Rose. The Heian civilization of Japan, ( translated by Katherine Watson) Phaidon
Oxford, 1983
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Huffman, James L. (2004). Modern Japan : a history in documents. Oxford : Oxford University Press
Hur, Nam-lin. & Harvard University. Asia Center. (2007). Death and social order in Tokugawa Japan :
Buddhism, anti-Christianity, and the danka system. Cambridge, Mass: Harvard University Asia Center:
Distributed by Harvard University Press
Howard, Norman, “Basho- The Narrow Road”, National Geographic Online,
http://ngm.nationalgeographic.com/2008/02/bashos-trail/howard-norman-text
LaMarre, Thomas. Uncovering Heian Japan : an archaeology of sensation and inscription. Durham,
NC : Duke University Press, 2000. http://www.loc.gov/catdir/toc/fy033/99049889.html
Lum, Peter The growth of civilization in East Asia: China, Japan, and Korea before the 14th century,
New York: S.G. Phillips, 1969.
Mason, R. H. P. & Caiger, J. G. A history of Japan. Rutland, Vt: C.E. Tuttle Co, 1997
Markham, Elizabeth J., Saibara : Japanese court songs of the Heian period, Cambridge, Cambridge
University Press, 1983.
McCullough, Helen Craig,. & McCullough, William H. , A tale of flowering fortunes : annals of
Japanese aristocratic life in the Heian period. Stanford, Calif : Stanford University Press, 1980.
McNeill, William H. (ed.) & Sedlar, Jean W. (ed.), China, India, and Japan: the middle period, New
York: Oxford University Press , 1971.
Metropolitan Museum of Art, “Heian Period Art at the Metropolitan Museum”, (Gallery) ,
http://www.metmuseum.org/toah/hd/heia/hd_heia.htm
Morton, W. Scott. (). Japan : its history and culture. New York : McGraw-Hill, 1994,
http://www.loc.gov/catdir/toc/mh022/93041771.html
Piggott, Juliet, Japanese Mythology, London: Paul Hamlyn (5), 1969
Reischauer, Edwin O. & Craig, Albert M. Japan: Tradition and transformation , North Sydney,
NSW, Allen & Unwin, 1990.
Shively, Donald H. and McCullough, William H., The Cambridge History of Japan Volume 2: Heian
Japan , CUP, 1999.
Smith, Bradley, Japan: A History in Art, 1979.
Stanley, Amy, “Adultery, Punishment, and Reconciliation in Tokugawa Japan”, Journal of Japanese
Studies, Vol. 33, No. 2 (Summer, 2007), pp. 309-335 URL: http://www.jstor.org/stable/25064722
Tipton, Elise, K., Modern Japan : a social and political history, London: Routledge (85), 2008
Tokyo National Museum- e-museum, Gallery of National Treasures, http://www.emuseum.jp/
Tsukahira, Toshio G. & Harvard University. East Asian Research Center. (1966). Feudal control in
Tokugawa Japan; the Sankin Kotai system,. Cambridge : East Asian Research Center, Harvard
University; distributed by Harvard University Press
Turnbull, Stephen, Warriors of Medieval Japan, Oxford, OUP, 2007.
Wakita, Haruko. & Walthall, Anne. & Tonomura, Hitomi. (1999). Women and class in Japanese
history. Ann Arbor : Center for Japanese Studies, the University of Michigan
Women in World History, “Murasaki Shikibu” Female Heroes of Asia: Japan, Women in World History,
http://www.womeninworldhistory.com/heroine9.html
Documentaries
Warriors- Shogun - (2011), SBS , 2011
The Japanese Sword and the Japanese Aesthetic, Metropolitan Museum New York. Watch on this
website:
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http://history.docuwat.ch/videos/asia/the-japanese-sword-and-the-japanese-aesthetic-
/?channel_id=7&skip=0
Memoirs of A Secret Empire- PBS Documentary. Rise and fall of the Tokugawa watch on this website:
http://history.docuwat.ch/videos/asia/japan-01/?channel_id=7&skip=0
Historical Movies
Kurasawa, Akira, Seven Samurai, 1954, (Setting 1587-1588 Sengokku/ Warring States)
Kurasawa, Akira, Kagemusha, 1980, (Setting 1575- Battle of Nagashino)
Kurasawa, Akira, Samurai Trilogy1954 – 1956, (Setting- 1600 - 1612 trilogy centered around the life
of Miyamoto Musashi, from the Battle of Sekigahara to his duel with Kojiro Sasaki on Ganryu Island)
Goemon- Director- Director: Kazuaki Kiriya, 2009, Set in Sengokku Jiddai
Texts in Translation
Sadler's (translator) The Tale of the Heike (The Heike Monogatari, is an epic account (in prose) of the
struggle between the Taira and Minamoto clans for control of Japan at the end of the 12th century in
the Genpei War (1180-1185).
Japanese Text Initiative, University of California at Berkley,
http://sunsite.berkeley.edu/jhti/search%20gateway.html
Kojiki (712 CE) (History/Mythology of Japan) http://www.sacred-texts.com/shi/kj/index.htm
Nihon Shoki ( 720) (History/Mythology of Japan) http://www.sacred-texts.com/shi/nihon0.htm
Engi Shiki (927) (translation by Felicia Gressitt Bock), , http://sunsite.berkeley.edu/jhti/cgi-bin/jhti/kensaku.cgi (Ancient
kami-civil code. This was a compilation of religious law and civil law)
Matsuo Basho, The Narrow Road to the Deep North, 1600s,
http://apdl.kcc.hawaii.edu/roads/Basho_Oku_2011.pdf
Izumi Shikibu/Lady, “The Diary of Izumi Shikibu”, A.D. 1002-100,
http://web.archive.org/web/20000819004857/http://www.cs.cmu.edu/afs/cs.cmu.edu/user/mmbt/
www/women/omori/court/izumi.html
Murasaki Shikibu- The Tales of Genji/Genji Monogatari - Text in Translation:
http://ebooks.adelaide.edu.au/m/murasaki-shikibu/tale-of-genji/
Sei Shonagon- The Pillow Book (ie diary) Text in translation pdf-
http://isites.harvard.edu/fs/docs/icb.topic787484.files/eas97ab_pillowbook.pdf
Japanese Archaeology
Asian Historical Architecture, (Galleries and information)
http://www.orientalarchitecture.com/map.php
Japanese Archeology.com, “Kanai Higashiura Iseki – Remains found of Kofun-Period man
wearing armour”, Japanese Archeology, http://japanesearchaeology.com/2012/12/11/kanai-
higashiura-iseki-remains-found-of-kofun-period-man-wearing-armor/
Keally, Charles T., “Kofun Culture”, Japanese Archeaology, 27 April 2009, http://www.t-
net.ne.jp/~keally/kofun.html
Oriental Architecture, “Kamakura Period”,
http://www.orientalarchitecture.com/japan/kamakura/index.php
Himeji Castle, Columbia University, http://www.columbia.edu/itc/ealac/V3613/himeji/tpage.htm
UNESCO, “Himieji Castle World Heritage Site,” http://whc.unesco.org/en/list/661
(Video, galleries, descriptions).
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Maya
Christie, Jessica Joyce, Maya Palaces and Elite Residences: An Interdisciplinary Approach, Austin,
Texas, University of Texas Press, 2003
Coe, Michael D.,The Maya (Sixth ed.), New York, Thames & Hudson, 1999.
Demarest, Arthur Andrew, Ancient Maya: The Rise and Fall of a Rainforest Civilization, New York,
Cambridge University Press, 2004.
Demarest, Arthur Andrew, Rice Prudence M., and Rice, Don Stephen, The Terminal Classic in the
Maya Lowlands: Collapse, Transition, and Transformation. Boulder, Colorado, University Press of
Colorado, 2004.
Houston, S.D., Maya Glyphs, London, British Museum Publications1989.
Lucero, Lisa Joyce, Water and Ritual: The Rise and Fall of Classic Maya Rulers, Austin, Texas,
University of Texas Press, 2006.
Sharer, Robert J. and Traxler Loa P., The Ancient Maya (6th, fully revised ed.), Stanford, California,
Stanford University Press, 2006.
Webster, David L., The Fall of the Ancient Maya, London, Thames & Hudson, 2002.
Whitlock, Ralph, Everyday Life of the Maya, London, Batsford1976.
Journals
American Antiquity
Audio-Visual
National Geographic, Quest for the Lost Maya, 2013,
http://education.nationalgeographic.com.au/education/quest-for-lost-maya/?ar_a=1
Nighfire Films, Breaking the Maya Code, 2008, http://nightfirefilms.org/breaking-the-maya-code/
The History Channel, Palenque: Metropolis of the Maya, 2005.
Websites
University of Pennsylvania, “Painted Metaphors: Pottery and Politics of the Ancient Maya”, Almanac,
University of Pennsylvania http://www.upenn.edu/almanac/volumes/v55/n28/maya.html
Foundation for the Advancement of Mesoamerican Studies, http://www.famsi.org/
Diedrich, Cajus, et.al. (eds.)“Pre-Columbian Aztecs,” World Museum of Man and Prehistory- The
History of Man though the Study of Tools and Weapons,
http://www.worldmuseumofman.org/mayan2.php
National Geographic, “Archeology”, National Geographic,
http://science.nationalgeographic.com/science/archaeology/
Micronesia -Nan Madol
“Conversation: Land of the Flying Stones; Preserving Micronesia's mysterious Nan Madol”,
Archeology, Volume 63 Number 3, May/June 2010
http://archive.archaeology.org/1005/etc/conversation.html
Ayres, William, “Nan Madol, Madolenihmw, Pohnpei”, Pages, University of Oregon,
http://pages.uoregon.edu/wsayres/pohnpei/NanMadol.html
Ayres, William S. “Archaeology at Nana Madol, Ponape”, SAA Bulletin, Vol. 10 Nov. 1992, ANU-
eJournal, https://ejournal.anu.edu.au/index.php/bippa/article/viewFile/480/469
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Cyclopean ruins and remains on the Caroline Islands : the ruins of Nan Madol and Lelu in the 1860s as
seen through the eyes of 'A Master Mariner', Mangilao, Guam, Micronesian Area Research Center,
University of Guam, 1998. (National Library of Australia)
Whiting, Alfred, Nan Madol Ruins, Ponape, 1954.
Fields, Jack, Pacific Digital Library, “Megalisthic Ruins of Nan Madol”, (Ten page journal article)
http://www.pacificdigitallibrary.org/cgi-bin/pdl?e=d-000off-pdl--00-2--0--010---4-------0-1l--10en-50--
-20-about---00-3-1-00bySR-0-0-000utfZz-8-00&a=d&cl=CL2.32&d=HASH0129cbc653b7a7826567cc9f
Hviding, Edvard and Rio, Knut M. (eds), Made in Oceania : social movements, cultural heritage and
the state in the Pacific, Sean Kingston Publishing, Wantage, 2011.
Anderson, Atholl, Green, Kaye and Leach, Foss (eds), Vastly ingenious : the archaeology of Pacific
material culture : in honour of Janet M. Davidson, Otago University Press, Dunedin, N.Z., 2007.
Kaufmann, Christian Wick, Oliver (eds) (trans, Nigel Stephenson, Nora Scott] Nukuoro : sculptures
from Micronesia, Fondation Beyeler; Hirmer, Riehen, Switzerland : Munich, 2013.
Noa, Madeleine, “Nan Madol – Venice of the Pacific”, History’s Mysteries,
http://www.historicmysteries.com/nan-madol-venice-of-the-pacific/
Metropolitan Museum of Art, “Heilbrunn Timeline of Art History, Thematic Essay- Nan Madol”,
http://www.metmuseum.org/toah/hd/nmad/hd_nmad.htm
Smithsonian, “Nan Madol: The City Built on Coral Reefs”, Smithsonian Magazine,
http://www.smithsonianmag.com/history/nan-madol-the-city-built-on-coral-reefs-147288758/
UNESCO, “Ceremonial Centres of the Early Micronesian States: Nan Madol and Lelu” UNESCO,
03/01/2012, http://whc.unesco.org/en/tentativelists/5652/
Young, Don et. al. "A Field Trip to Nan Madol", Pathfinder Teaching and Learning Units. (available
online), University of Hawaii, Honolulu. Sea Grant Program, Pacific Mathematics and Science Regional
Consortium, Pacific Resources for Education and Learning, Honolulu,
http://eric.ed.gov/?id=ED461520
Maori and Moriori
Brown- MacMillian, Maori and Polynesian; The Origin, History and Culture, Hutchison, London, (19th
Century text) ahttp://www.archive.org/stream/maoripolynesiant00brow#page/n7/mode/2up
Aoterangi, Wirihana, Fragments of ancient Maori history, (translated by Tiatoa, of Kaihu, near
Dargaville); collected by John McGregor, Auckland : Champtaloup & Edmiston, 1923.
Davidson, Archeology Article Pdf,
http://www.tepapa.govt.nz/SiteCollectionDocuments/Tuhinga/Tuhinga22_019_Davidson.pdf
Aukland Regional Council, “Middens”, Eyes in the Field,
https://chi.net.nz/Documents/Midden_Handout.pdf
Darlington Robert, Wood, Ashley, Hawkins, Tom and Hastings, Terry, “CHAPTER 9 DEPTH STUDY 2:
THE ASIA–PACIFIC WORLD; Polynesian expansion across the Pacific (c. 700–1756), History Alive 8,
Jacaranda, Brisbane, 2012.
Davis, Denise and Solomon, Māui. 'Moriori', Te Ara - the Encyclopedia of New Zealand, updated 9-
Nov-12, http://www.TeAra.govt.nz/en/moriori
Furey, Louise, Maori gardening : an archaeological perspective,
Wellington, N.Z. : Science & Technical Pub., Dept. of Conservation, c2006.
Orbell. Margaret (trans./ed.), Waiata : Maori songs in history : an anthology, Auckland, Reed, 1991.
Kawhia, “Kawhia Kai, Kawhia Moana, Kawhia T'angata”, Kawhia.Maori.nz, Spiritual and Ancestral
Home of Tainui, http://www.kawhia.maori.nz/
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King, Michael, Nga iwi o te motu = One thousand years of Maori history,
Birkenhead, Auckland : Reed Books, c1997
Pataka.org, “The Moriori”,
http://www.pataka.org.nz/wp-content/uploads/THE_MORIORI_11.pdf
Schwimmer, E. G. “Warfare of the Maori”, Journal of the National Ibrary of New Zealand, No. 36
(September 1961), Online,
http://teaohou.natlib.govt.nz/journals/teaohou/issue/Mao36TeA/c29.html
SPAR, “First Hundred Years”, Southern Pacific Archaeological Research,
http://www.spar.co.nz/firsthundredyears.html
Sorrenson, M.P.K., Ko te whenua te utu = Land is the price : essays on Māori history, land and politics,
Auckland, Auckland University Press, 2014.
Selby, Rachael and Laurie, Alison J. (eds) Māori and oral history : a collection,
Wellington, NOHANZ, 2005.Wilson, John, “Maori Arrival and Settlement”, Te Ara-The Encyclopedia of
New Zealand, New Zealand Government http://www.teara.govt.nz/en/history/page-1
Virtual New Zealand, “Moriori Culture”, http://www.virtualoceania.net/newzealand/culture/moriori/
VUOW, “Ancient History of the Maori”, Victoria University of Wellington, (Links to Sources),
http://nzetc.victoria.ac.nz/tm/scholarly/tei-corpus-WhiAnci.html
If you want to do more on Maori myth and Legends the other two authors I recommend are Margret
Orbell and A.W. Reed.
Also a good resource to fill the gaps you might be missing can be found from the Journal of the
Polynesian Society: http://www.jps.auckland.ac.nz/index.php
All their publications are online and easy to find.
Te Ara, New Zealand History Online, http://www.nzhistory.net.nz/culture/explorers/polynesian-
explorers
Te Ara, ‘Ideas of Maori Origins’ http://www.teara.govt.nz/en/ideas-of-maori-origins/page-1
One thing to note is when teaching Polynesian migration to New Zealand and the consequent
settlement of Maori over the country is that scholarship has changed dramatically over the last 100
years. Because Maori history was dominated by white anthropologists interpreting Maori oral
traditions things like the Greet Fleet Tradition (NZ being settled originally by seven canoes) and their
instance of no pre-Polynesian Moriori culture already in NZ at the time of the fleets arrival –
sometimes when you are reading resources (depending on when the resources were written) the
history can become confused and entwined with myth. Looking at this website on this highlights the
changes in historiography.
Mississippian (Mound Builders)
Abrams, Elliot M.; Freter, AnnCorinne (eds.). (2005). The Emergence of the Moundbuilders: The
Archaeology of Tribal Societies in Southeastern Ohio. Athens: Ohio University Press.
Chappell, Sally A. Kitt (2002). Cahokia: Mirror of the Cosmos. Chicago: University of Chicago Press.
Feder, Kenneth L. Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology’’. 5th ed.
New York: McGraw Hill, 2006.
Lankford, George E.; Reilly, F. Kent; Garber, James (eds.). Visualizing the Sacred: Cosmic Visions,
Regionalism, and the Art of the Mississippian World. University of Texas Press.
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Fleet, Kate, European and Islamic Trade in the Early Ottoman State: The Merchants of Genoa and
Turkey (Cambridge: Cambridge University Press, 2006).
Greene, Molly, A Shared World: Christians and Muslims in the Early Modern Mediterranean
(Princeton: Princeton University Press, 2000).
Goffman, Daniel, The Ottoman Empire and Early Modern Europe (Cambridge: Cambridge University
Press, 2002).
Hess, Andrew, “The Battle of Lepanto and its Place in Mediterranean History,” Past and Present 57,
1972, 53-73.
Hess, Andrew, “The Ottoman Conquest of Egypt (1517) and the Beginning of the Sixteenth-Century
World War,” International Journal of Middle East Studies 4, 1973, 55-76.
Imber, Colin, The Ottoman Empire, 1300-1650: The Structure of Power; second edition, Palgrave
Macmillan, 2009.
İslamoğlu-İnan, Huri (ed.), The Ottoman Empire and the World Economy (Cambridge: Cambridge
University Press, 2004.
Kritovoulos, History of Mehmed the Conqueror, trans. Charles Riggs (Princeton, NJ: Princeton
University Press, 1954.
Murphey, Rhoads, “Süleyman I and the Conquest of Hungary: Ottoman Manifest Destiny or a
Delayed Reaction to Charles V’s Universalist Vision,” Journal of Early Modern History, 5, 2001, 197-
221.
The Encyclopaedia of Islam
The New Cambridge History of Islam
Polynesian History
American National Biography Online, “Kamehameha I”, http://www.anb.org/articles/20/20-
01236.html
Anderson, Atholl. and Barrett, James H. and Boyle, Katherine V. The global origins and development
of seafaring / edited by Atholl Anderson, James H. Barrett & Katherine V. Boyle McDonald Institute of
Archeological Research, University of Cambridge ; David Brown Book Co. [distributor] Cambridge :
Oakville, CT 2010.
Daws, Gavan , The Shoal of Time: A History of the Hawaiian Islands,1968.
Dukas, Neil Bernard A Military History of Sovereign Hawaii, Mutual Publishing, Honolulu, 2004.
Hawaii History.org, “Kamehameha I”,
http://www.hawaiihistory.org/index.cfm?fuseaction=ig.page&PageID=398
“The law of the Splintered Paddle”,
http://www.hawaii.edu/uhelp/files/LawOfTheSplinteredPaddle.pdf
Kamakau, Samuel, Ruling chiefs of Hawaii (Revised ed.). Honolulu: Kamehameha Schools Press, 1991.
PBS, “Wayfinders”, PBS, http://www.pbs.org/wayfinders/polynesian.html
Īī, John Papa; Pukui, Mary Kawena; Barrère, Dorothy B. Fragments of Hawaiian History (2 ed.).
Bishop Museum Press, Honolulu, 1983.
Whitfield Potter, Norris, Kasdon Lawrence M., Rayson, Ann, History of the Hawaiian Kingdom. Bess
Press2003.
Westervelt, William D. , Hawaiian historical Legends, 1923, in sacred-texts.com, http://www.sacred-
texts.com/pac/hhl/index.htm
Documentary
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Nebenzahl, Kenneth. Mapping the Silk Road and Beyond: 2,000 Years of Exploring the East, Phaidon
Press 2004.
Palmer, Martin. The Jesus Sutras: Rediscovering the Lost Scrolls of Taoist Christianity. NY: Ballantine
Wellspring, 2001.
Pan, Yihong. “Marriage Alliances and Chinese Princesses in International Politics from Han through
T’ang.” Asia Major, 3rd. series, vol. x, parts 1-2 (1997), pp. 95-131.
Rossabi, Morris ed. China among Equals: The Middle Kingdom and Its Neighbors, 10th-14th Centuries.
Berkeley: University of California Press, 1983.
Rossabi, Morris. Khubilai Khan: His Life and Times. Berkeley: U. of California Press, 1987.
Rossabi, Morris. Voyager from Xandadu: Rabban Sauma and the First Journey from China to the West.
Tokyo: Kodansha International, 1992.
Rudelson, Justin Jon. Oasis Identities: Uyghur Nationalism Along China's Silk Road. Columbia
University Press, 1998.
Russell-Smith, Lilla. Uygur Patronage in Dunhuang: Regional Art Centres on the Northern Silk Road in
the Tenth Century. Brill, 2005.
Schafer, Edward H. The Golden Peaches of Samarkand; A Study of T'ang Exotics. Berkeley, University
of California Press, 1963.
Stein, Aurel. On Ancient Central-Asian Tracks. Chicago: University of Chicago Press, edition 1974.
Thubron, Colin. The Silk Road: Beyond the Celestial Kingdom . Simon & Schuster, 1990.
Tucker, Jonathan and Antonia Tozer (Photographer). The Silk Road: Art and History. Philip Wilson
Publishers Ltd., 2003.
Vainker, Shelagh. Chinese Silk: A Cultural History. The British Museum Press, 2004.
Wang, Helen. Money on the Silk Road . British Museum Press 2005.
Watt, James C. Y. When Silk was Gold: Central Asian and Chinese Textiles. New York: Metropolitan
Museum of Art in cooperation with the Cleveland Museum of Art: Distributed by H.N. Abrams, 1997.
Whitfield, Susan et al. The Cave Temples of Dunhuang: Art and History on the Silk Road. British
Library Publishing Division, 2000.
Whitfield, Susan. Life along the Silk Road. Berkeley: University of California Press, 1999.
Whitfield, Susan. The Silk Road: Trade, Travel, War and Faith. Chicago, IL : Serindia Publications, 2004.
Wood, Frances. The Silk Road: Two Thousand Years in the Heart of Asia. London: British Library, 2003.
Wriggins, Sally Hovey. Xuanzang: A Buddhist Pilgrim on the Silk Road. Boulder, Colo.: Westview Press,
1996.
Wright, Arthur. Buddhism in Chinese History. Stanford, CA: Stanford University Press, 1959.
Yu, Ying-Shih. Trade and Expansion in Han China. Berkeley: University of California Press, 1967.
Primary Sources in Translation
The Kyrgyz Epic Manas, http://www.silk-road.com/toc/index.html
Marco Polo, The Travels of Marco Polo, University of Connecticut Internet Archive,
https://archive.org/details/travelsofmarcopo92polo
Chinese Accounts of Rome, Byzantium and the Middle East, c. 91 B.C.E. - 1643 C.E., East Asian History
Sourcebook, Fordham Internet History Sourcebook,
http://www.fordham.edu/halsall/eastasia/romchin1.asp
Budge, E.A. Wallis.(ed), The Monks of Kubla Khan Text based on The Monk of Kublai Khan, Emperor
of China; or The History of the Life and Travels of Rabban Sawma, Envoy and Plenipotentiary of the
Mongol Khans to the Kings of Europe and Markos who as Yahbh-Allaha III Became Patriarch of the
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Contents
A Content Descriptors T Content Descriptors M Content descriptors
Historical skills Historical skills Historical skills
All the following skills will be All the following skills will be All the following skills will
studied during this unit. studied during this unit. Relevant be studied during this unit.
Relevant skills will be skills will be emphasised for each Relevant skills will be
emphasised for each topic. topic. emphasised for each topic.
Chronology, terms and Chronology, terms and concepts Chronology, terms and
concepts identify links between events concepts
identify links between to understand the nature and identify links between
events to understand significance of causation, change events and change over
causation and consequences and continuity over time time
Historical questions and Historical questions and research Historical questions and
research formulate, test and modify research
investigate historical topics propositions to investigate investigate historical
historical issues issues
Analysis and use of sources Analysis and use of sources Analysis and use of
identify the origin and identify the origin, purpose and sources
purpose of historical sources context of historical sources identify historical
sources
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Electives Big Trouble in Islam and the Rest Invasion and The Sky is Falling
Western Europe Assimilation
An alternative study of a transformative epoch in a pre modern society may also be chosen. Any
alternative elective should be chosen on the basis that the transformation has been interpreted and
represented in different ways, and has been the subject of some controversy.
For the half standard (0.5) unit, students investigate the significant issues related to at least ONE of
the electives with a consideration of the historical issues in relation to a chosen historical period or
phenomena.
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Big Trouble in Western the reasons for transformation and how the society
Europe became transformed
conditions in the society prior to transformation, with
specific reference to the politics, economy, culture,
religion and daily life
the economic, demographic and environmental challenges
to Western European Societies
the emergence of internal and external forces for change
and transformation and their relative significance
the nature of resistance to change and transformation
the outcomes of transformation on the politics, economy,
culture, religion and daily life
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Fall of Rome,
Anglo-Saxon Migrations 5th - 8th Centuries AD, The
Development of Western Christendom AD300 - AD1056,
Viking Expansions 8th - 11th centuries AD
Islam and the Rest the geographic and historical context of the Arab
Peninsula
the doctrines and development of the religion of Islam,
7th - 8th centuries AD
the forces which led to the Islamic expansion and the
contributions of individuals
the conditions of societies prior to contact with Islam
the nature of the appeal of Islam and the means by which
Islamic authorities encourage conversion
resistance to Islamic expansion within the boundaries of
your chosen historical context
the outcomes of Islamisation on politics, economy,
culture, religion and daily life
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Arab peninsula,
Iberian peninsula, South-East Asia, Western Africa
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Invasion and Assimilation the geographic and historical context of the society being
studied
conditions in the societies prior to transformation, with
specific reference to the politics, economy, culture,
religion and daily life
the political, economic, demographic and environmental
challenges
the nature of military technology, strategy and tactics
notions and ideologies underpinning conquest and
assimilation
the emergence of internal and external forces for change
and transformation and their relative significance
resistance to invasion and the nature of assimilation
the outcomes of transformation on the politics, economy,
culture, religion and daily life
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Mongols, Early
Mughals, Normans, Founding the Japanese Empire,
Ottomans
The Sky is Falling the nature of the ecological underpinnings of the society,
culture, economy, religion and political systems of the
society selected
factors driving environmental change in the physical
environment of the society selected
the ways in which environmental change drove
transformation in the society, culture, economy, religion
and political systems
the outcomes of ecological transformation on the society,
culture, economy, religion, political systems and the
environment
the contestable nature and silences of the surviving
evidence and the historical arguments around these
historical contexts from which to choose: Easter Island,
Maya, Anasazi, Fall of Rome, Black Death, Nan Madol/
Micronesia
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The reasons for transformation and how the society became transformed
Conditions in the society prior to transformation, with specific reference to the politics, economy,
culture, religion and daily life.
The emergence of internal and external forces for change and transformation and their relative
significance.
Assessment
Refer to Assessment Task Types Guide on page 12 - 14
Resources
Refer to resources on page 7
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Prerequisites
Nil
Duplication of Content
Nil
Unit Description
This unit examines the role of individuals and personalities in historical causation and compares this
to social structural theories. Students will undertake two case studies in which they explore the role
of a great person within the ‘golden age’ in which they lived.
Students will examine the notion of a Golden Age, and the role of a great people within that age,
with particular reference to political, economic, social, artistic and cultural developments. They will
ask questions such as:
For whom this was a Golden Age?
To what degree Golden Age is a suitable term to describe the lives of ordinary people?
To what extent can a ‘great person’ claim the creation of a Golden Age?
To what extent is our perception of a Golden Age shaped by the surviving sources?
For the standard (1.0) unit, students study TWO of the following electives, which are to be taught
with the requisite historical content described below. For the half standard (0.5) unit, students study
ONE of the electives, which are to be taught with the prescribed historical content prescribed for this
unit and considering the historical issues suggested for the elective
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Content
A Content Descriptors T Content Descriptors M Content descriptors
Historical skills Historical skills Historical skills
All the following skills will be All the following skills will be All the following skills will be
studied during this unit. studied during this unit. studied during this unit.
relevant skills will be relevant skills will be relevant skills will be
emphasised for each topic emphasised for each topic emphasised for each topic
Chronology, terms and Chronology, terms and Chronology, terms and
concepts concepts concepts
identify links between identify links between identify links between
events to understand events to understand the events and change over time
causation and consequences nature and significance of
causation, change and
continuity over time
demonstrate historical use historical terms and demonstrate historical
knowledge and understanding concepts in appropriate knowledge
contexts to demonstrate
historical knowledge and
understanding
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use evidence from different analyse, interpret and respond to evidence from
types of sources to explain synthesise evidence from sources
historical developments different types of sources to
develop and sustain a historical
argument
describe the strengths and evaluate the reliability,
weaknesses of different usefulness and contestable
sources nature of sources to develop
informed judgements that
support a historical argument
Perspectives and Perspectives and Perspectives and
interpretations interpretations interpretations
identify and explain the analyse and account for the identify perspectives of
different perspectives of different perspectives of individuals and groups in the
individuals and groups in the individuals and groups in the past
past past
identify different historical evaluate critically different identify that views of the
interpretations of the past historical interpretations of the past change
past, how they evolved, and
how they are shaped by the
historian’s perspective
evaluate contested views
about the past to understand
the provisional nature of
historical knowledge and to
arrive at reasoned and
supported conclusions
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The Age of Alfred - assess Alfred’s response to the Viking invasions; examine his
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important enemies
explain Phillip II’s association with the Church. How did it help
both parties
account for why the 13th century is called ‘the Summer of
Mediaeval France’. Assess the intellectual and artistic
achievements of the age
explore the principal events and results of Philip IV’s struggle
with the Church. Explain and assess who the beneficiaries were
from these struggles
account for and assess the emergence of national feeling in the
13th century France and explain how this increased the power
of the king
Norman Sicily - Roger I investigate the incursion of the de Hauteville family into the
mezzogiorno and its consequent impact upon Sicily
account for the adventurism of Roger and other Normans in the
early 11th century
investigate the role of the Church in the establishment of the
Sicilian monarchy
account for Roger’s military victories in Sicily, Calabria and
Malta
assess the extent of collaboration, co-operation and tolerance
between Latin Christian, Greek Orthodox Christians, Muslims
and Jews in Roger’s possessions before and after his rule
assess the extent and nature of trade networks before and after
Roger’s reign
assess the costs and benefits of the Norman conquest to
ordinary people
assess the nature and extent of cultural and artistic production
in Norman Sicily under his reign, and beyond. To what extent
did Roger’s policies contribute
explore the costs and benefits of Roger’s use of dynastic
marriage on his power and diplomatic influence
was Roger ‘The Great Count
assess the ‘Assizes of Ariano’; were they truly transformative
assess the historical value of Geoffrey Malaterra’s The Deeds of
Count Roger of Calabria and Sicily and of Duke Robert Guiscard,
his brother
Aztec Empire - assess Montezuma’s choice to transition Aztec society from a
Montezuma II meritocracy to more stratified hierarchical structure
assess the impact of the expansion of the Aztec Empire on the
Zapotec and Yopi peoples
evaluate the perspective of historical sources that portray
Montezuma as weak and indecisive; compare these with other
perspectives
explore primary sources that describe Montezuma, including
the writings of Hernan Cortes
assess the impact of the arrival of the Spanish, including Hernan
Cortes and earlier landings, on the Aztec Empire
explore the different accounts of Montezuma’s death
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Elizabethan England - assess the strengths and weaknesses of the Tudor state as set
Elizabeth I up by Henry VII and VIII and then its condition after Edward VI
and Mary I, in the context of Europe in the Reformation and
Counter-Reformation
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Assessment
Refer to Assessment Task Types Guide on page 13 - 15
Resources
Refer to resources on page 23 - 47
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Content
A Content Descriptors T Content Descriptors M Content descriptors
Historical skills Historical skills Historical skills
All the following skills will be All the following skills will be All the following skills will
studied during this unit. studied during this unit. Relevant be studied during this unit.
Relevant skills will be skills will be emphasised for each Relevant skills will be
emphasised for each topic. topic. emphasised for each topic.
Chronology, terms and Chronology, terms and concepts Chronology, terms and
concepts identify links between events to concepts
identify links between understand the nature and identify links between
events to understand significance of causation, change events and change over
causation and consequences and continuity over time time
demonstrate historical use historical terms and demonstrate historical
knowledge and understanding concepts in appropriate contexts knowledge
to demonstrate historical
knowledge and understanding
Historical questions and Historical questions and research Historical questions and
research formulate, test and modify research
investigate historical topics propositions to investigate investigate historical
historical issues issues
develop a coherent frame questions to guide follow a research plan
research plan inquiry and develop a coherent
research plan for inquiry
identify, locate and identify, locate and organise organise relevant
organise relevant information relevant information from a range information from a range of
from a range of primary and of primary and secondary sources primary and secondary
secondary sources sources
practise ethical scholarship identify and practise ethical acknowledge sources
when conducting research scholarship when conducting when conducting research
research
Analysis and use of sources Analysis and use of sources Analysis and use of sources
identify the origin and identify the origin, purpose and identify historical sources
purpose of historical sources context of historical sources
use evidence from analyse, interpret and respond to evidence
different types of sources to synthesise evidence from different from sources
explain historical types of sources to develop and
developments sustain a historical argument
describe the strengths and evaluate the reliability,
weaknesses of different usefulness and contestable nature
sources of sources to develop informed
judgements that support a
historical argument
Perspectives and Perspectives and interpretations Perspectives and
interpretations analyse and account for the interpretations
identify and explain the different perspectives of identify perspectives of
different perspectives of individuals and groups in the past individuals and groups in
individuals and groups in the the past
past
identify different historical evaluate critically different identify that views of
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South East Asian compare and contrast the extent and nature of Indian, Chinese,
Kingdoms and Trade and Arabian trade with the South East Asian archipelago
account for the success for the expansion of Islam in SE Asia and
the survival of Hinduism in Bali
compare and contrast the impact of the Spanish/Portuguese and
Dutch East India Company upon the existing trade and political
structures in the Archipelago, such as in the Philippines, Timor Este
and Java
explore the reconfiguration of the political units of the archipelago
such as the Sultanates
account for the impact and extent of the retreat o the Chinese
traders
assess the impact of the European conflict over the SE Asian trade
and in the race for empire and in particular account for the nature,
extent and effect of British and French extensions of power into SE
Asia
Indigenous analyse the nature and extent of internal interactions between
Australia in the Indigenous groups: trade and warfare
World consider the environmental histories of Australia which explore the
extent of Indigenous agriculture and landscape management
assess the extent and meaning of archaeological evidence of the
18th and 19th century for Makassan interactions and trade with
indigenous Australia
examine the linguistic and cultural evidence for interactions with
the Makassan traders and the evolving nature of the relationship
examine the archaeological and written record for early Spanish,
Dutch, and Portuguese early exploration and contact
Mughals describe the spread of Islam from the 8th Century
account for the successes and failures of the Early Mughals and the
conquest of India
analyse the cause conduct and effects of the Rise of Maratha
analyse the European exploitation of divisions on the subcontinent
analyse the shared interests of Indian autocrats and the European
mercantile companies
Ottoman Expansion analyse the successes and failures of Ottoman attacks on Europe -
and European Bayezid; Murad; Mehment; Suleiman
Resistance determine the nature of Ottoman feudalism and vassal states in
Eastern Europe: Serbia
assess the effects and impacts of major battles - Kosovo Polje;
Nicopolis; Ankara; Varna
analyse the networks for slavery in the Mediterranean.
analyse the conduct and results of the rivalry between Charles V
and Suleiman the Magnificent
account for the existence and conduct of the power of the
Hospitallers in Malta, Rhodes
account for the nature and effects of the relationship between
Cyprus and the Venetians
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Assessment
Refer to Assessment Task Types Guide on pages 13 - 15
Resources
Refer to resources on pages 23 - 47
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Content
A Content Descriptors T Content Descriptors M Content descriptors
Historical skills Historical skills Historical skills
All the following skills will be All the following skills will be All the following skills will be
studied during this unit. studied during this unit. Relevant studied during this unit.
Relevant skills will be skills will be emphasised for each Relevant skills will be
emphasised for each topic. topic. emphasised for each topic.
Chronology, terms and Chronology, terms and concepts Chronology, terms and
concepts identify links between events concepts
identify links between to understand the nature and identify links between
events to understand significance of causation, change events and change over time
causation and consequences and continuity over time
demonstrate historical use historical terms and demonstrate historical
knowledge and concepts in appropriate contexts knowledge
understanding to demonstrate historical
knowledge and understanding
Historical questions and Historical questions and research Historical questions and
research formulate, test and modify research
investigate historical propositions to investigate investigate historical
topics historical issues issues
develop a coherent frame questions to guide follow a research plan
research plan inquiry and develop a coherent
research plan for inquiry
identify, locate and identify, locate and organise organise relevant
organise relevant information relevant information from a range information from a range of
from a range of primary and of primary and secondary sources primary and secondary
secondary sources sources
practise ethical
identify and practise ethical acknowledge sources
scholarship when conducting scholarship when conducting when conducting research
research research
Analysis and use of sources Analysis and use of sources Analysis and use of sources
identify the origin and identify the origin, purpose identify historical sources
purpose of historical sources and context of historical sources
use evidence from analyse, interpret and respond to evidence from
different types of sources to synthesise evidence from sources
explain historical different types of sources to
developments develop and sustain a historical
argument
describe the strengths and evaluate the reliability,
weaknesses of different usefulness and contestable nature
sources of sources to develop informed
judgements that support a
historical argument
Perspectives and Perspectives and interpretations Perspectives and
interpretations analyse and account for the interpretations
identify and explain the different perspectives of identify perspectives of
different perspectives of individuals and groups in the past individuals and groups in the
individuals and groups in the past
past
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English Feudalism
analyse the establishment, characteristics and changing nature of
royal government in England
assess the claims of the four contenders to the English throne
examine the Norman Invasion and the mechanisms for asserting
control. (Battle of Hastings; castle building; harrying the north; the
role of the Church; the Domesday Book)
determine the impact of Henry I’s and Henry II’s legislation
assess the role of the rise of market towns and trade as a challenge
to the traditional feudal economy
examine the extent to which women have and utilise power in the
feudal system
how does the war between Stephen and Matilda highlight the
weaknesses of the feudal system
Absolutism Peter the Great, Russia
assess the structure of the Tsarist State and the extent to which it
was absolute
assess the sources of the legitimacy and power of Tsarist system
and the extent to which it was absolute
consider the methods of control utilised in a large state
assess the impact of Westernisation upon the Tsar’s power
assess the causes and consequences of the policies of territorial
expansion
account for the movement of the capital to St Petersburg and
assess its effectiveness in extending absolutism
Louis XIV, France
assess the power of the monarchy under the regency of Anne of
Austria and Cardinal Mazarin
what was the nature and extent of the Fronde rebellions
Analyse Louis’ conception of absolute monarchy as god-given
Did ruling without a chief minister like Mazarin increase his power
Consider the move to Versailles as a move based on both strength
and weakness
analyse the structure of the royal court and how it contributed to
absolutism
examine the strengths and weaknesses of his administrative,
economic and military reforms
did his foreign policy strengthen or weaken the absolute monarchy
consider the suitability of the title Sun King
Fredrick the Great, Prussia
examine the nature of Prussia and Fredrick Wilhelm’s rule
consider the tensions between Fredrick II’s enlightenment
education and tendencies and the demands of an absolutist throne
assess Fredrick’s immediate attacks upon Austria (1740-1748) and
the benefits and costs of those campaigns for his rule and control of
Prussia
consider reasons for Fredrick’s military focus up until 1763 and the
impact of his military on his political power
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Confucianism China
examine the conditions that lead to the rise of the T’ang and the
methods they used to join the divided north and South in a
reunified empire
assess the significance of the imperial bureaucracy as a method of
political and social control
consider the reasons for the growing importance of the
examination system and the role the Confucian classics played in
this
analyse whether the Neo-Confucian revival posed a real threat to
the status of Buddhism in China, what were the root causes of the
anti-Buddhist backlash
consider the factors that led to the decline of the T’ang and the rise
of the Song dynasty
account for the revival of Confucian thought under the Song and
assess the consequences of this on Chinese political and cultural life
in what ways did the Confucian assertion of male dominance effect
the position of women in Chinese society
Korea
consider Pre-Confucian systems and its strengths and weaknesses
and the value of the sources for that period
trace the connections between Korea and China and the impact of
Buddhism
analyse the causes and effects of Goryeo use of Confucian principles
examine the reforms of Kins Gwangjong and Seongjong
examine Neo-Confucianism and its impact on the Joseon Dynasty
examine the ideas of Yi Hwang, Yi I and Jo Gwang-Jo
assess the causes, process and effects of the Dong Hak Rebellion
Vietnam
consider Pre-Confucian systems and its strengths and weaknesses
and the value of the sources for that period
connections with China and Buddhism and Taoism
adaptation and Vietnamisation of Confucian thought
the use of Confucian principles in the extension of Chinese power
and conversely its use to promote Vietnamese independence
examine the thoughts of Le Quy Don, Mac Dinh Chi and Nguyen
Khuyen
the representation of Vietnamese philosophy by modern scholars as
Broucheux and Vu
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Assessment
Refer to Assessment Task Types Guide on page 13 - 15
Resources
Refer to resources on page 23 - 47
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Glossary of Verbs
Verbs Definition
Analyse Consider in detail for the purpose of finding meaning or relationships, and
identifying patterns, similarities and differences
Apply Use, utilise or employ in a particular situation
Argue Give reasons for or against something
Assess Make a Judgement about the value of
Classify Arrange into named categories in order to sort, group or identify
Compare Estimate, measure or note how things are similar or dissimilar
Compose The activity that occurs when students produce written, spoken, or visual texts
Contrast Compare in such a way as to emphasise differences
Create Bring into existence, to originate
Demonstrate Give a practical exhibition an explanation
Describe Give an account of characteristics or features
Discuss Talk or write about a topic, taking into account different issues or ideas
Evaluate Examine and judge the merit or significance of something
Examine Determine the nature or condition of
Explain Provide additional information that demonstrates understanding of reasoning and
/or application
Extrapolate Infer from what is known
Hypothesise Put forward a supposition or conjecture to account for certain facts and used as a
basis for further investigation by which it may be proved or disproved
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Show how argument or conclusion is right or reasonable
Manipulate Adapt or change
Plan Strategies,develop a series of steps, processes
Predict Suggest what might happen in the future or as a consequence of something
Reflect The thought process by which students develop an understanding and appreciation
of their own learning. This process draws on both cognitive and affective experience
Relate Tell or report about happenings, events or circumstances
Represent Use words, images, symbols or signs to convey meaning
Reproduce Copy or make close imitation
Respond React to a person or text
Select Choose in preference to another or others
Sequence Arrange in order
Summarise Give a brief statement of the main points
Synthesise Combine elements (information/ideas/components) into a coherent whole
Test Examine qualities or abilities
Translate Express in another language or form, or in simpler terms
Visualise The ability to decode, interpret, create, question, challenge and evaluate texts that
communicate with visual images as well as, or rather than, words
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of sources and evidence for the use of sources and evidence for sources and evidence for the
pre modern world the pre modern world pre modern world
explains key features and discusses key features and describes key features and identifies key features identifies pre modern
structures of pre modern structures of pre modern structures of pre modern of pre modern societies societies
societies and how they shaped societies and how they shaped societies
people’s lives and actions in the people’s lives and actions in the
past past
explains the significance of discusses the significance of describes the significance of identifies individuals identifies some
individuals, events, features individuals, events and individuals and events of the and events of the pre individuals and events of
and developments of the pre developments of the pre pre modern world modern world the pre modern world
modern world modern world
undertakes an historical undertakes an historical undertakes an historical researches an historical researches a topic and
inquiry selecting and using inquiry selecting and using inquiry selecting and using inquiry and locates answers locates answers, with
relevant evidence based on an relevant evidence based on a evidence from some in sources, with guidance assistance
evaluation of reliable and range of reliable and useful appropriate sources
useful sources sources
discusses different historical describes historical identifies some historical identifies one historical identifies one viewpoint
interpretations and interpretations and interpretations and interpretation and about the past
representations using available representations using available representations using available representation
Skills
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particular contexts of pre continuity in the particular continuity in the particular continuity in the particular the particular contexts of
modern societies contexts of pre modern contexts of pre modern contexts of pre modern pre modern societies
societies societies societies
explains the possible discusses the possible describes the possible identifies the responses identifies the
motivations, and the responses motivations, and the responses motivations, and the responses of people to events individuals and groups
of different people to events of different people to events of different people to events involved in events
and developments and developments
explains the significance of discusses the significant describes the significant identifies some issues identifies some sources
issues associated with the issues associated with the issues associated with the associated with the for an historical period
evidence for historical periods evidence for an analysis for evidence for an analysis of evidence for events
historical periods historical periods
undertakes an historical undertakes an historical undertakes an historical researches an historical researches a topic and
inquiry selecting and using inquiry selecting and using inquiry selecting and using inquiry and locates locates answers, with
relevant evidence based on an relevant evidence based on a evidence from some answers in sources, with assistance
evaluation of reliable and useful range of reliable and useful appropriate sources guidance
sources sources
discusses different historical describes historical identifies some historical identifies one historical identifies one viewpoint
interpretations and interpretations and interpretations and interpretation and about the past
representations using available representations using available representations using available representation
Skills
communicates ideas and communicates ideas and communicates ideas and communicates ideas, communicates
arguments effectively using arguments using appropriate arguments with referencing with guidance information, with
appropriate language and language and some accurate assistance
accurate referencing referencing
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evidence for the pre modern world evidence for the pre modern world for the ancient world sources for the pre modern
world
evaluates key features and structures of explains key features and structures of describes key features and identifies key features identifies pre modern
pre modern societies and how they shaped pre modern societies and how they shaped structures of pre modern societies of pre modern societies societies
people’s lives and actions in the past people’s lives and actions in the past and how they shaped people’s lives
assesses the significance of individuals, explains the significance of individuals, describes the significance of identifies individuals identifies some
events, features and developments of the pre events and developments of the pre modern individuals, events and developments and events of the pre individuals and events of
modern world world of the pre modern world modern world the pre modern world
analyses the contestable nature of explains the contestable nature of describes contested views of a describes different identifies
different interpretations and representations different interpretations and representations site, event or change, individual or interpretations and interpretations and
related to a site, event or change, individual related to a site, event or change, individual group, and their usefulness in representations of the past representations of the past
or group, and evaluates their usefulness in or group, and analyses their usefulness in explaining the past
explaining the past explaining the past
undertakes an historical inquiry selecting undertakes an historical inquiry selecting undertakes an historical inquiry researches a historical researches a topic and
and using relevant evidence based on a and using relevant evidence based on an selecting and using evidence from a inquiry and locates answers locates answers
critical evaluation of reliable and useful assessment of reliable and useful sources range of appropriate sources in sources
sources
critically evaluates alternative historical analyses different historical explains different historical identifies historical identifies different
interpretations and representations by interpretations and representations selecting interpretations and representations interpretations and viewpoints about the past
selecting and using relevant evidence from a and using relevant evidence from a range of using available evidence representations
range of sources sources
Skills
develops convincing historical arguments develops convincing historical arguments develops reasoned historical develops historical recounts historical
with valid and sustained reasoning by with valid reasoning by synthesising relevant arguments using evidence from accounts using evidence events
synthesising relevant evidence from different evidence from different sources, and by different sources, and with reference from a limited number of
sources, and by acknowledging alternative acknowledging different interpretations to some interpretations sources
interpretations
communicates complex ideas and communicates ideas and coherent communicates ideas and communicates a limited communicates
coherent and sustained arguments using arguments using relevant evidence, arguments using appropriate argument with referencing information with minimal
relevant evidence, appropriate language and appropriate language and accurate language and accurate referencing referencing
accurate referencing referencing
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Australian Curriculum Achievement Standards for T Pre modern History Units 3 and 4 (continued next page)
A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an
grade typically grade typically grade typically grade typically E grade typically
evaluates the extent of explains the extent of explains the extent of describes the key identifies features of
change and continuity related change and continuity related change and continuity related institutions, structures and pre modern societies
to the key institutions, to the key institutions, to the key institutions, features of pre modern
structures and features of pre structures and features of pre structures and features of pre societies and how they
modern societies and the modern societies and analyses modern societies and the changed over time
significance of change for the significance of change for impact of change on society
society society
analyses causes analyses causes describes causes describes causes identifies examples of
contributing to change and contributing to change and contributing to change and contributing to change and change and continuity in
Knowledge and understanding
continuity in particular contexts continuity in particular contexts continuity in particular contexts continuity in particular particular contexts
and assesses their relative and their relative importance and their relative importance contexts
importance
evaluates the possible explains and accounts for explains and accounts for identifies the responses identifies the individuals
motivations, and the responses the possible motivations, and the possible motivations, and of people to events and and groups involved in
of different people to events the responses of different the responses of different developments events and developments
and developments, and how people to events and people to events and
they were influenced by the developments developments
historical context within which
they lived
assesses the significance of explains the significant explains the significant identifies some issues identifies some sources
issues associated with the issues associated with the issues associated with the associated with the for a historical period
evidence for historical periods evidence for an analysis for evidence for an analysis of evidence for events and
historical periods historical periods developments
evaluates representations analyses representations describes representations describes identifies
and interpretations to explain and interpretations to explain and interpretations to identify interpretations and interpretations and
historical issues and to evaluate historical issues and to identify contestability, validity and representations representations
contestability, validity and contestability, validity and usefulness
usefulness usefulness
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summarises some causes of describes some causes of recounts some causes identifies some causes identifies causes of
change and continuity in particular change and continuity in of change and continuity in of change and continuity in change and continuity in
contexts, with explicit instruction particular contexts, with explicit particular contexts, with particular contexts, with particular contexts, with
and occasional assistance instruction and occasional explicit instruction and explicit instruction and continuous and direct
assistance regular assistance direct instruction instruction
summarises change over time in describes change over time recounts change over identifies change over identifies change over
different places, with explicit in different places, with explicit time in different places, time, with explicit time, with continuous and
instruction and occasional instruction and occasional with explicit instruction and instruction and direct direct instruction
assistance assistance regular assistance assistance
locates answers in appropriate locates answers in sources, locates sources, with locates sources, with locates sources, with
sources, with explicit instruction with explicit instruction and explicit instruction and explicit instruction and continuous and direct
and occasional assistance occasional assistance regular assistance regular assistance instruction
develops historical accounts develops historical accounts develops historical develops historical develops limited
using evidence from sources, with using some evidence from accounts from sources, accounts from sources, with historical accounts from
Skills
explicit instruction and occasional sources, with explicit instruction with explicit instruction and explicit instruction and sources, with continuous
assistance and occasional assistance regular assistance direct assistance and direct instruction
communicates ideas and communicates ideas, with communicates ideas, communicates ideas, communicates ideas,
arguments with referencing, with explicit instruction and with explicit instruction and with explicit instruction and with continuous
explicit instruction and occasional occasional assistance regular assistance direct assistance instruction and direct
assistance assistance
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