Subject description

Modern History is a 10-credit subject or a 20-credit subject at Stage 1 and a 20-credit subject at Stage 2.

In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements, the ideas that inspired them, and their short‑term and long‑term consequences for societies, systems, and individuals.

Students explore the impacts of these developments and movements on people’s ideas, perspectives, circumstances, and lives. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies.

The developments and movements have been subject to political debate. Students consider the dynamic processes of imperialism, revolution, and decolonisation, and how these have reconfigured political, economic, social, and cultural systems. Students also look at how recognition of the rights of individuals and societies has created challenges and responses.

In the study of Modern History at Stage 2, students investigate the growth of modern nations at a time of rapid global change. They engage in a study of one nation, and of interactions between or among nations.

In their study of one nation, students investigate the social, political, and economic changes that shaped the development of that nation. They develop insights into the characteristics of a modern nation, and the crises and challenges that have confronted it. Students also consider the ways in which the nation has dealt with internal divisions and external challenges, and the paths that it has taken.

At Stage 2, students explore relationships among nations and groups, examine some significant and distinctive features of the world since 1945, and consider their impact on the contemporary world.

Students investigate the political and economic interactions of nations and the impact of these interactions on national, regional, and/or international development. They consider how some nations, including some emerging nations, have sought to impose their influence and power, and how others have sought to forge their own destiny.

Through their studies, students build their skills in historical method through inquiry, by examining and evaluating the nature of sources. This includes who wrote or recorded them, whose history they tell, whose stories are not included and why, and how technology is creating new ways in which histories can be conveyed. Students explore different interpretations, draw conclusions, and develop reasoned historical arguments.

Capabilities

The capabilities connect student learning within and across subjects in a range of contexts.

The SACE identifies seven capabilities.

Literacy

Students extend their literacy skills through accessing historical sources in print, oral, visual, spatial, and electronic forms. Historical sources include letters, speeches, biographies, photographs, films, artefacts, sites, and archived material. Students use their literacy skills to interpret meaning from a variety of documented and living sources, including those who have experienced historical events, and those who study and interpret them. Students analyse and evaluate sources, ideas, perspectives, and interpretations, and draw conclusions. They examine texts for authority, reliability, and relevance, and consider whose stories are told, not told, and why. Students create texts to communicate, explore, discuss, explain, and argue a point of view, selecting and employing appropriate text structures and language to develop reasoned historical arguments, supported by evidence. 

Numeracy

Students extend their numeracy skills through the historical inquiry process, by recognising patterns and relationships chronologically and spatially, through the use of scaled timelines and maps. Students may support their views with data, some of which are numerical in nature. They further develop their numeracy capability as they analyse, interpret, and draw conclusions from statistical information; for example, in relation to change over time. 

Information and communication technology (ICT) capability

Through the historical inquiry process, students extend their information and communication technology capability, particularly in relation to their investigation, analysis, interpretation, and communication of historical concepts, ideas, and information. Students use digital tools to locate and access information, create multimodal texts that communicate historical information, and understand the concept of contestability. They use ICT skills and understandings to investigate and identify the source and credibility of evidence, and to consider perspectives on historical information. Students investigate digital evidence, social media, archives, and the interpretations and representations of the past they convey, including how and why these sources are constructed and the audiences they serve. They explore how the use of ICT is transforming ways in which history is made, documented, and interpreted, and creating new spaces in which histories can be told and heard. Students 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

Critical and creative thinking is integral to the historical inquiry process. Students consider the implications of missing or contestable information in their investigation of historical topics. Through their historical inquiry, students extend their skills in posing thoughtful questions; selecting, interrogating, and cross-referencing sources; and developing interpretations based on an assessment of the evidence and how it was constructed, and on reasoning. Students analyse, evaluate, and synthesise alternative interpretations and representations of the past. They think critically about who wrote or recorded histories, whose histories have been told, whose histories have not been included and why, and new spaces in which histories can now be told and heard. 

Personal and social capability 

Through their study of how individuals, groups, and societies interact and influence change in history, students enhance their personal and social capability. They explore the ideas that shaped developments and movements, and the growth of modern nations, and the impact of these events, experiences, and phenomena on people’s ideas, perspectives, circumstances, and identity. Students investigate and appreciate the perspectives and experiences of others, through the practice of empathy. They extend their research and presentation skills to express and justify their views to others while acknowledging the contestability of sources and conclusions. Students develop increasing social awareness and are encouraged to draw conclusions about their world.

Ethical understanding

Students apply and extend their skills in ethical understanding when investigating the diverse perspectives and circumstances that shape the actions and possible motivations of people and groups. Students explore the values, beliefs, and principles that formed the basis of judgments and actions of people in the past. They consider ethical and safe research processes, including respecting the rights and work of others, acknowledging sources, and observing protocols when approaching people and organisations. 

Intercultural understanding

Students consider the different beliefs and values of a range of groups across languages, cultures, and nations, and develop an appreciation of the diversity in the modern period. They study the interactions of modern nations and develop an understanding of the nature, causes, and consequences of conflict, dispossession, and interdependence. Students examine different contemporary perspectives on historical experiences, events, ideas, and phenomena. They explore the relationships between different groups within society and their historical contexts, and consider how these contribute to individual and group actions in the contemporary world. 

Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives

In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.

The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:

• providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences
• recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society
• drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present
• promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities.  

Learning requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Modern History.

In this subject, students are expected to:

1. understand and explore historical concepts
2. understand and explore the role of ideas, people, and events in history
3. analyse ways in which the development of the modern world has been shaped by both internal and external forces and challenges
4. analyse interactions and relationships in the modern world, and their short-term and long-term impacts on national, regional, and/or international development
5. apply the skills of historical inquiry to examine and evaluate sources and interpretations, and support arguments
6. draw conclusions and communicate reasoned historical arguments.

Content

Stage 2 Modern History is a 20-credit subject.

Students study one topic from ‘Modern nations’ and one topic from ‘The world since 1945’, selected from the following list of topics:

In their study of a topic from ‘Modern nations’, students investigate the concepts of ‘nation’ and ‘state’, and the social, political, and economic changes that shaped the development of a selected nation. Through their study, they develop insights into the characteristics of modern nations, crises, and challenges that have confronted them, ways in which nations have dealt with internal divisions and external challenges, and the different paths that nations have taken.

In their study of a topic from ‘The world since 1945’, students investigate the political, social, and economic interactions among nations and states, and the impact of these interactions on national, regional, and/or international development. They consider how some emerging nations and states sought to impose their influence and power, and how others sought to forge their own destiny.

Students complete two historical skills assessments based on the topic they have studied from ‘Modern nations’, for the school assessment. They also complete an argumentative essay based on the topic from ‘Modern nations’, in the external examination.

Students explore relationships among nations, states, and groups, and examine some significant and distinctive features of the world since 1945, to understand the contemporary world.

Through their studies, students build their skills in historical method through inquiry, by examining and evaluating the nature of sources. This includes who wrote or recorded the sources, whose history they tell, whose stories are not included and why, and how technology is creating new spaces in which histories can be conveyed. They explore different interpretations, draw conclusions, and develop reasoned historical arguments. They explore the historical concepts of continuity and change, cause and effect, perspective and interpretation, and contestability.

Note: for the purposes of study of this subject, the term ‘groups’ encompasses both formal and informal groups of people, including, but not limited to, societies and organisations.

Students complete three historical skills assessments based on the topic they have studied for ‘The world since 1945’, for the school assessment. They also complete a historical study based on an aspect of the world since c.1750.

Skills of Historical Inquiry

The following skills are an essential part of the craft of historical inquiry. These skills are integrated into the learning and assessment requirements of Stage 2 Modern History.

Students:

• analyse historical evidence and explore historical concepts 
• pose hypotheses and/or ask focusing questions to guide, and develop a coherent plan for, inquiry
• research and select historical sources on the basis of relevance 
• evaluate the origin, reliability, usefulness, limitations, and contestable nature of sources 
• analyse, interpret, and synthesise evidence from different types of sources to develop and sustain a reasoned historical argument 
• recognise and evaluate differing perspectives on the past, such as different cultural perspectives, to understand the contestable nature of historical knowledge and interpretation, draw reasoned and supported conclusions, and develop empathetic understanding
• interrogate the nature of evidence provided from different sources, such as creative works (e.g. art, music, film); personal recollection; and social media, web pages, media, and other emerging technologies
• communicate ideas and arguments appropriate to purpose and audience 
• compare and contrast evidence to interpret and understand the past and present, and to make predictions about the future
• practise ethical scholarship, including the use of appropriate referencing techniques. 

Modern nations

Topic 1: Australia (1901–56)

Australia emerged as a nation since federation, with its national identity predominantly shaped by three major events: the First World War, the Great Depression, and the Second World War. As a consequence, Australia developed domestic policies and forged international relationships that sought to influence the nation’s social, economic, and political future. 

A background study introduces students to Australia’s emergence as a nation and its response domestically and externally to the First World War, the Great Depression, the Second World War, and their impacts.

The following are focus areas for study in this topic:

• the response to economic challenges
• a changing society
• political responses to the challenges.

Background study

The search for national identity

• An economic, social, and political overview of Australia at Federation, including imperial links, the White Australia Policy, and the status of and attitudes towards Aboriginal and Torres Strait Islander peoples.
• The impact of the First World War on Australia, with a focus on national identity.
• National identity reflected in the arts, including the film industry.
• The impact of the Second World War on Australian identity and the move to the American alliance. 

Focus areas

The response to economic challenges

• The Great Depression in Australia, including mass unemployment and the role of support agencies.
• Economic challenges between and after both wars, including rationing and infrastructure development.
• The search for new trading partners after the Second World War.
• The role of migration in economic development.

A changing society

• Social policies in response to times of prosperity during the 1920s, including the needs of returned service personnel, mass unemployment in the Great Depression, and the changing roles of women on the Home Front during and after both wars.
• The contributions, challenges, and successes of Aboriginal and Torres Strait Islander peoples. 
• The impact of new forms of leisure and entertainment on society. 
• The nature and impact of mass migration from Europe.

Political responses to the challenges

• The aims of the Australian political system post-Federation.
• The reasons for, and influence of, the development of political parties. 
• The role of ideas and individuals in development of the Australian political system.
• Australia’s role in the United Nations.

Topic 2: United States of America (1919–45)

Between the First and Second World Wars,  the United States experienced a significant social transformation and economic collapse. War, boom, and depression shaped a national identity and resulted in a range of new and diverse domestic and foreign policies. This was an era that established the United States as a global power for the remainder of the 20th century.

A background study introduces students to the changing identity of the United States and the nature of its role in regional and global affairs. They investigate ways in which people, groups, and institutions contributed to domestic and international policies and responded to internal and external challenges.

The following are focus areas for study in this topic:

• isolationism and interventionism
• depression and the New Deal
• The United States of America as a superpower.

Background study

A return to normalcy 

• The responses of the United States to the First World War.
• The nature, causes, and consequences of internal divisions in society and the aims and beliefs of different groups.
• The influenza pandemic.
• Relations with other American nations. 

Focus areas

Isolationism and interventionism

• Response to Wilson's 14 Points and the League of Nations.
• The influence of internal economic and social conditions on isolationism and interventionism from the Roaring Twenties.
• The role of key individuals and groups in shaping foreign policy.
• Conflict between isolationism and interventionism up to and including the attack on Pearl Harbor.

Depression and the New Deal

• The causes, course, and consequences of the Great Depression, and its impacts on different social, geographic, economic and racial groups.
• The aims and effectiveness of political and social responses, including Roosevelt's New Deal.
• The significance of the Great Depression in shaping values and the role of government in everyday lives.

The United States as a superpower

• The nature and impact of the United States' global wartime involvement.
• The attack on Pearl Harbor and the United States military entry into the Second World War.
• The social, political, and economic experiences of women and minorities, including African Americans, and Native Americans up to 1945.
• The emergence of a new national identity and the role of the United States as a superpower. 

Topic 3: Germany (1918–48)

From 1918 to 1948 Germany experienced the demise of an empire, the birth of a republic, the rise and fall of a dictatorship, and its division into two nations. These events had a profound impact on both Germany and Europe.

A background study introduces students to the end of the First World War, when the catastrophic experience of Total War had caused horrific losses to peoples and nations and left Germany a devastated and divided nation.

The following are focus areas for study in this topic:

• the liberal experiment
• the creation and consolidation of a dictatorship
• Germany in war and defeat

Background study

The aftermath of defeat

• An overview of Germany at the end of the First World War, to highlight the main social, economic, and political consequences of defeat.
• The impact of the post-war settlements, particularly the Treaty of Versailles, on Germany.
• The nature, aims, and establishment of the Weimar Republic.

Focus areas

The liberal experiment 

• The changing economic conditions, including reparations, hyperinflation, and the Great Depression, and their impact across German society. 
• The Weimar Republic's responses to political threats from the left and right, which challenged its stability and legitimacy.
• The changing nature of German culture and society as reflected by developments in architecture, art, music, and cinema.

The creation and consolidation of a dictatorship

• The aims, methods, and appeal of the Nazi movement, which resulted in its move from political fringe to government.
• The role of key individuals and groups working for and against the Nazi accession to power culminating in the Enabling Act.
• The consolidation of the Nazi state including the institutionalisation of anti-Semitism.
• The experience of dictatorship for people and groups including women, minorities and those who resisted the Nazi state from within Germany.

Germany in war and defeat

• The impact of the Second World War on the German people.
• The radicalisation of violence and terror including the 'Final Solution'.
• External and internal opposition and the defeat of the Nazi State.
• The post-war division and de-Nazification of Germany.

Topic 4: The Soviet Union (1945–1991)

Following enormous losses suffered during the war, the Soviet Union emerged as a superpower determined to protect its interests. A succession of leaders responded to calls for reaction and reform demonstrated through their domestic and foreign policies. Ultimately, the Soviet Union disintegrated during the Gorbachev era to create a new political landscape.

A background study introduces students to the Soviet Union's new role as it adjusted to peacetime conditions. They then investigate ways in which people, groups, and institutions contributed to growth, stagnation and discord in response to internal and external challenges.

The following are focus areas for study in this topic:

• the search for a new Communist solution
• consolidation and stagnation
• collapse of the Soviet Union

Background study

A nation leads the union

• An overview of the Soviet Union before 1945.
• The economic, political, and social system that dominated the Soviet Union.
• The ethnic and religious diversity of the Soviet Union.

Focus areas

The search for a new Communist solution

• The nature and impacts of key aspects of the Communist state.
• The relationship between the Soviet political system and its economy.
• The renunciation of Stalinism and moves towards liberalisation of the economy.
• The impact of policies and events on everyday lives, including the lives of women.

Consolidation and stagnation

• The promotion of nationalism through the arts, technology, and sport.
• The nature and response to dissent within the Soviet Union and the Communist Party.
• The social and economic challenges facing the Soviet Union.

Collapse of the Soviet Union

• Internal tensions resulting from the introduction of reforms such as Perestroika and Glasnost.
• The growth of separatist movements, based on ethnic divisions, and the catalyst for the formation of independent republics.
• The role of significant people, groups and forces, both internal and external (including Europe and central Asia), that contributed to the collapse of the Soviet Union.

Topic 5: Indonesia (1942–2005)

Indonesia is an extensive archipelago of thousands of islands that together constitute the world’s fourth most populous nation. As a result, Indonesia encompasses a wide diversity of ethnic groups, cultures, and languages.

A background study introduces students to how this makes the experience of nationalism and subsequent governments unique as the latter pursue their policy of ‘Unity in Diversity’ (Bhinneka Tunggal Ika). They consider how at each stage of its history (post-colonial, Sukarno, Suharto, and the post-Suharto era), Indonesia engages in economic reform while struggling with the ethnic and political demands of minority groups.

The following are focus areas for study in this topic:

• a nation emerges
• the Suharto years
• ‘Unity in Diversity’ (Bhinneka Tunggal Ika).

Background study

Nascent nationalism

• An overview of Indonesia in 1942 as background for more intensive study of the period, including the Indonesian nationalist movement in the 1930s and the idea of Indonesia as a nation.
• The reasons for the Japanese occupation of Indonesia, the nature of the occupation, and its effects on Indonesian nationalism.
• The declaration of Indonesian independence in 1945.
• The Netherlands’ attempts to re-establish colonial rule.

Focus areas

A nation emerges

• The background, role, and significance of Sukarno’s presidency, including ‘Guided democracy’, the reasons for the growth of the Indonesian Communist Party, and the role of the military.
• The nature and causes of internal divisions in Indonesian society.
• The nature and significance of the 1965 coup, including the mass killings of 1965–66; and the rise to power of Suharto and the army.
• Indonesian foreign policy to 1965, including the Bandung Conference, the confrontation with Malaysia, and the annexation of West Irian.

The Suharto years

• The transmigration program and conflicts between settlers and Indigenous populations, pro-democracy movements, and the reasons for the invasion of East Timor in 1975.
• Separatist movements in Aceh, West Papua, and East Timor.
• The social and economic impact of the 1997 Asian economic crisis.
• The reasons for, and consequences of, the fall of the Suharto Government (1998).

‘Unity in Diversity’ (Bhinneka Tunggal Ika)

• The expansion of democracy with direct elections for parliament (1999) and President (2004).
• The path to independence of East Timor.
• The social and economic impact of the 2004 Tsunami.
• The 2005 Aceh settlement and peace treaty.

Topic 6: China (1949–1999)

The emergence of China as the most populous communist state had global ramifications that continued for the remainder of the 20th century. Its growth as a dominant world power resulted from a combination of internal processes and engagement with other nations.

A background study introduces students to the policies under Mao Zedong that resulted in the Great Leap Forward and the Cultural Revolution. They consider the ways in which post-Mao China responded to those changes, underwent reform and modernisation following new social, political, cultural, and economic challenges.

The following are focus areas for study in this topic:

• Mao and the consolidation of the Revolution
• the search for harmony
• the road to modern China

Background study

The establishment of the People’s Republic

• An overview of the rise of the Chinese Communist Party.
• The economic, political, and social systems of the People's Republic of China.
• The status of Taiwan, Tibet, Hong Kong, and Macau.

Focus areas

Mao and the consolidation of the revolution

• The role of Mao Zedong and the Communist Party in post-war reconstruction, the treatment of ethnic, religious, and political opponents.
• The struggle to define and control the periphery of China, including the integration of Tibet, the Korean War, and the start of planned Han migration to Xinjiang.
• The social, political and economic aims and impacts of The Great Leap Forward on China.

The search for harmony

• The impact of the Cultural Revolution on everyday lives and culture, including women.
• The death of Mao, the struggle for leadership, and the Gang of Four.
• Reforms led by Deng Xiaoping, including the Four Modernisations, and their impact on the economic, social and political development of China.
• Causes of and responses to the Tiananmen Square protests.

The road to modern China

• The characteristics and impacts of construction projects of national unity.
• Responses to political, ethnic and religious dissent.
• The One China Policy, the return of Hong Kong and Macao and the status of disputed territories.
• The nature of changes that led to China becoming a leading world economy.

The world since 1945

Topic 7: The changing world order (1945–   )

The end of the Second World War saw the emergence of new superpowers. Contested spaces and opposing ideologies shaped global economics and politics. Students investigate ways in which the Cold War experience involved complex phases of reaction, reform, conflict, and compromise. They consider how leaders and movements rose and fell, while the issues of alliances, rivalries, and change continued.

The following are focus areas for study in this topic:

• the origins of the superpower rivalry
• the nature of the Cold War
• the end of the Cold War
• the consequences of the Cold War.

The origins of the superpower rivalry

• The origins and early development of the Cold War to 1948. Examples include interpretations of ideological, cultural, and political differences; the creation of NATO (the North Atlantic Treaty Organization); the Warsaw Pact; and the Berlin blockade.

The nature of the Cold War

• The evolving nature and character of the Cold War from 1948 to 1985. Examples include military and non-military rivalries; the arms race and threat of nuclear war; the space race; alliances, cultural/technological/sporting rivalry, and espionage; the nature of the connections with the superpowers; and the impact on people and societies.

The end of the Cold War

• Reasons for, and experiences of, the end of the Cold War. Examples include the impact of political leadership, movements, and demands for change; and changing economic, social, and cultural conditions.

The consequences of the Cold War

• The changing nature of the world order in the period since 1989. Examples include the peaceful reunification of Germany; the formation of the European Union; the disintegration of Yugoslavia; the Soviet-Afghan war; the emerging influence of China; and the rise of nationalism.

Topic 8: Australia’s relationship with Asia and the South Pacific Region (1945–  )

The post-1945 political and economic landscape in Asia and/or the South Pacific was one of change. This encouraged Australia to engage more fully with the region to further its national interests, pursuing policies that responded to perceived threats and new opportunities. Evolving relationships resulted in both conflict and cooperation.

Students investigate the following key areas with specific reference to Australia’s relationship with Asia and the South Pacific. Students may choose to focus on Australia’s relationship with one or more countries, or one or both regions, or a comparison of Australia’s relationships with two or more countries.

The following are focus areas for study in this topic:

• the region post-1945
• Asia
• the South Pacific
• domestic responses.

The region post-1945 

• A brief overview of the economic and political landscape of the region at the end of the Second World War. 
• Exploration of Australia’s changing national interests and concern for perceived threats and challenges. 
• Australia’s foreign policy; and Australia’s engagement with, and influence in, the region.

Asia

• Australia’s responses to perceived threats in the region. Examples include the rise of communism and the Vietnam War; and the reconstruction of post‑war Japan.
• Australia’s economic needs, attitudes, and priorities. Examples include Australia’s approaches to trade and tourism.
• Australia’s response to the region’s needs, attitudes, and priorities that were not aligned with its own.
• Australia’s policies and actions, including regional alliances and forums. Examples include the direction, amount, and conditions of overseas aid; peacekeeping forces in East Timor; and the diplomatic recognition of new nations.

The South Pacific

• Challenges and responses. Examples include environmental issues, regional development, disasters, incidents, political instability, nuclear testing, peacekeeping, and flows of people.
• Australia’s economic needs, attitudes, and priorities. Examples include trade and tourism.
• Regional needs, attitudes, and priorities. Examples include environmental concerns, such as loss of coral reefs, over-fishing, global warming; independence movements; and economic development.
• Australia’s policies and actions, including regional alliances and forums. Examples include relationships with Papua-New Guinea, Fiji, and New Zealand; and the direction, amount, and conditions of overseas aid.

Domestic responses

• The end of the White Australia Policy and the adoption of multiculturalism.
• The changing nature and direction of Australian trade, investments, and engagement. Examples include broadcasting; sporting and cultural exchanges; and the Colombo Plan.

Topic 9: National self-determination in South-East Asia (1945–   )

Since 1945 the South-East Asian region has seen the rapid growth of nationalism and a desire for economic and political independence. As European empires struggled in the aftermath of the Second World War, political movements, ideas, and leaders sought to remove the foreign presence and attain self-determination. The result is a modern South East Asia that has forged national borders and applied different approaches to the construction of national identity.

Students may choose to focus on one case, or on a comparison of two or more cases. These may be chosen from, but are not limited to, Burma, Cambodia, Timor-Leste, Vietnam, Malaya/Malaysia, and Singapore.

The following are focus areas for study in this topic:

• the case for national self-determination
• building national identity
• the impact of significant individuals, groups, and movements
• the new nation state.

The case for national self-determination

• An overview of South-East Asia between 1945 and c.2005, to explore the decline of imperialism and the growth of nation states. Examples include the importance of perceived cultural, religious, or ethnic uniqueness; reactions to imperial economic systems and the influence of ideology; and the debate between those who advocated for self-determination and those in favour of retaining imperial rule.

Building national identity

• Exploration of the methods used to advance self-determination and those used to retain imperial rule. Examples include the formation of political parties and resistance groups; the use of armed power; the establishment of international and national support networks; civil disobedience; the role of women in social, political, and economic change; the formalisation of national languages; education systems; the popularisation of national dress; and propaganda.

The impact of significant individuals, groups, and movements

• The impact of significant individuals, groups, and movements in supporting and opposing the creation of a new state. Examples include the role and impact of foreign powers and structures (including the United Nations), and their role in supporting or opposing self-determination.

New nation state

• The formal establishment of a shared concept of national identity. Examples include the economic, social, and political systems adopted by new nations; the degree to which the outcomes of the struggle for self-determination have been realised or compromised; and the consideration of those ethnic groups whose interests were not served by the new nation state.

Topic 10: The struggle for peace in the Middle East (1945–   )

The Middle East is a region of cultural diversity and contested territories. Students investigate how the complex relationships between nation states in the region have been shaped by political, religious, ethnic, and cultural identities. They consider ways in which the involvement of external powers, the conflicts, and the attempts at peace brokering have contributed to the shaping of the modern Middle East.

After studying an overview of the Middle East from 1945–60, students may choose to focus on one case, or on a comparison of two or more cases.

The following are focus areas for study in this topic:

• a contested region
• national and regional conflicts
• peace processes
• unresolved issues.

A contested region

• An overview of the Middle East from 1945–60. Examples include the diversity of nations and ethnic, religious, political, and cultural groups; the political and economic interests and influence of international powers; the control of oil resources; Palestine; the establishment of the state of Israel; and the significance of the 1952 Egyptian revolution, the 1953 Iranian coup d’état, and the 1956 Suez Crisis.

National and regional conflicts

• The causes and course of one or more significant conflicts, and the short-term and long-term impacts on nations, states, regions, and peoples. Examples include the Arab–Israeli conflicts (1967, 1973); the Lebanese Civil War (1975–1990); the Iranian Revolution (1979); the Iran–Iraq War (1980–88); the Intifada (1987, 2000); the First Gulf War (1990); the Second Gulf War (2003); the Arab Spring (2011); the struggle of a people for national self-determination; and the impact of conflict on people’s lives and cultures.

Peace processes

• The course and short-term and long-term impacts of peace processes and settlements. Examples include the role of key individuals, movements, nations, regional governments, international powers, and the United Nations in brokering ceasefires and peace settlements; the terms of peace settlements, including how they were negotiated, and how they were viewed by parties to the conflict(s); and the process of monitoring peace and preventing further conflict.

Unresolved issues 

• The ongoing nature of post-conflict issues. Examples include refugees and migration; persecuted minorities; pan-national militant groups; the recognition of and threats to national sovereignty; civil war; military incursions; border protection; and access to resources such as oil, water, and land.

Topic 11: Challenges to peace and security (1945–   )

Since 1945 the world has witnessed a range of challenges to regional and global security by people and groups motivated by political, economic, and/or religious ideologies. These people and groups have frequently worked across borders and posed social, political, and economic challenges to traditional national governments and the wider international community. Their legitimacy, methods, ideology, power, and long-term influence are highly contested.

Students investigate differing perspectives on, interpretations of, and responses to the challenges posed by one or more groups, through one case study or a comparison of two or more case studies.

The following are focus areas for study in this topic:

• the overview of conflicts
• ideologies and tactics of conflict
• the impacts of conflict
• national, regional, and international responses.

The overview of conflicts

• The role of non-state people and groups since 1945 in disputes over contested spaces, political ideologies, religious differences, and struggles for ethnic autonomy. Examples include perspectives that see the same people and groups viewed respectively as ‘terrorists’ or ‘freedom fighters’; perspectives of and on modern nations that trace their governments from a struggle between state and non-state groups; and responses to and of groups that have fought unsuccessfully against states.

Ideologies and tactics of conflict

• The role of key individuals and groups in supporting, opposing, or remaining neutral about guerrilla and other non-state military tactics. Examples include justifications provided by leaders and movements for using non-peaceful methods to achieve change, rather than peaceful ones; tactics of key individuals and groups; and interpretations of history to support particular perspectives. 

The impacts of conflict

• The impacts of conflict on social, economic, and political stability and growth. Examples include changes to national security measures and privacy legislation; the movement of people, including refugees and migrants; the physical, psychological, and social impacts of conflict; the establishment of refugee camps in neighbouring and other countries; the expansion of the arms trade; and social reform.

National, regional, and international responses

• The nature of responses by national governments, coalitions, and international bodies. Examples include the role of the United Nations, non-government organisations, international aid bodies, and advocacy groups; the relationships between local groups and transnational supporters; the resolution of conflict; the control of the arms trade; and the truth and reconciliation commissions.

Topic 12: The United Nations and establishment of a global perspective

The United Nations (UN), established in 1945, has evolved into an organisation created to promote peace and humanitarianism. Students investigate how the UN has had both successes and difficulties, which include responding to a diverse range of crises and adapting to a constantly changing world. Students consider ways in which the debate continues about the effectiveness of the UN to respond to events that vary in scale and complexity.

Students investigate differing perspectives on, interpretations of, and responses to the challenges from the organisation, through one case study or a comparison of two or more case studies.

The following are focus areas for study in this topic:

• the development of the United Nations
• advocacy for human rights
• conflict resolution and peacekeeping
• a global voice.

The development of the United Nations

• The establishment of the United Nations. Examples include lessons learnt from the failure of the League of Nations; the role of individuals and nations in establishing the vision and structures of the UN; structures and organisations of the UN such as UNICEF (United Nations Children’s Fund), UNESCO (United Nations Educational, Scientific and Cultural Organization), and the World Health Organization; mandate, resources and funding; membership eligibility, formal processes, and veto; changes to the UN in response to emerging nations; the status of non-sovereign groups; and humanitarian missions.

Advocacy for human rights

• The role played by the United Nations in support of human rights. Examples include international protocols, conventions, declarations, and standards; the limits of UN authority and influence when dealing with human rights; and the role played by the UN in response to issues such as gender equity, education, apartheid, HIV/AIDS, health, child soldiers, the impact of the international arms trade, and genocide.

Conflict resolution and peacekeeping

• The role and structures of the United Nations in armed conflicts. Examples include the aims and structure of the Security Council; the legal basis for armed intervention and peacekeeping; and the role played by the UN in peacekeeping contexts.

A global voice

• The effectiveness of the United Nations.
• Empowerment approaches to development.
• Raising global issues. Examples include celebrity voices; social media.
• Ongoing challenges with issues of global importance. Examples include the transformation of security; the environment, disease, piracy, and refugees; disaster relief; the limitations of the influence of the UN; and arguments for and against an increased role for the UN.

Evidence of learning

All Stage 2 subjects have a school assessment component and an external assessment component.

The following assessment types enable students to demonstrate their learning in Stage 2 Modern History:

School assessment (70%)

• Assessment Type 1: Historical Skills (50%)
• Assessment Type 2: Historical Study (20%)

External assessment (30%)

• Assessment Type 3: Examination (30%)

Students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake:

• five historical skills assessments 
• one historical study
• one examination.
   

Assessment design criteria

The assessment design criteria are based on the learning requirements and are used by:

• teachers to clarify for the student what he or she needs to learn
• teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

• students should demonstrate in their learning
• teachers and assessors look for as evidence that students have met the learning requirements.

For this subject, the assessment design criteria are:

• understanding and exploration
• application and evaluation
• analysis.

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Understanding and Exploration 

The specific features are as follows:

Application and Evaluation 

The specific features are as follows:

Analysis 

The specific features are as follows:

School assessment

The school assessment  component for Stage 2 Modern History consists of two assessment types:

• Assessment Type 1: Historical Skills
• Assessment Type 2: Historical Study.

Assessment Type 1: Historical Skills (50%)

Students complete five historical skills assessments.

Students apply their skills of historical inquiry to research, explore, interpret, and communicate their understanding of ideas, people, and events in history. They apply their historical literacy skills, using historical sources, interpreting historical texts, and analysing and synthesising evidence to support and develop a reasoned argument on historical questions.

Two assessments must be based on the topic from ‘Modern Nations’ and three assessments must be based on the topic from ‘The World since 1945’.

Tasks may include, but are not limited to:

• an essay
• a sources analysis
• an oral presentation
• a multimodal presentation
• a research assignment
• a role play
• a debate
• an empathetic piece
• a historical report
• an excursion report
• an obituary
• a primary source trail
• a photo-story
• a podcast
• a historical atlas
• a time capsule
• a museum exhibit
• a web page
• a historical media study
• a biographical sketch.

Together, the five assessments comprise a maximum of 5000 words if written, or the equivalent in oral or multimodal form, where six minutes is equivalent to 1000 words.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

• understanding and exploration
• application and evaluation
• analysis.

Assessment Type 2: Historical Study (20%)

Students undertake an individual historical study based on an aspect of the world since c.1750. Students inquire into, explore, and research a historical idea, event, person, or group in depth. They interpret and synthesise evidence to support their argument and draw conclusions.

The focus of the historical study may be chosen by the teacher, or negotiated by a student.

The historical study may be presented in written, oral, or multimodal form. In whichever form, the historical study must enable students to:

• design and answer a specific question 
• apply the skills of historical inquiry to examine and evaluate sources
• develop a reasoned historical argument, based on analysis and interpretation of evidence from sources
• draw conclusions supported by evidence 
• use subject-specific language 
• appropriately acknowledge the sources used.

The historical study should be a maximum of 2000 words if written, or the equivalent in oral or multimodal form, where 12 minutes is equivalent to 2000 words.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

• understanding and exploration
• application and evaluation
• analysis.

External assessment

The external assessment component for Stage 2 Modern History consists of an examination.

Assessment Type 3: Examination (30%)

Students complete a 130‑minute external examination that is divided into two sections:

• Section 1: Essay
• Section 2: Sources analysis.

Section 1: Essay

Students complete a reasoned historical argument in the form of an essay based on the focus areas in the topic they have studied from ‘Modern Nations’.

Examination questions are designed to enable students to:

• demonstrate their understanding of the role of ideas, people, and events in history
• analyse ways in which the development of the modern world has been shaped by both internal and external forces and challenges.

Students choose one proposition from their chosen topic and write an essay discussing the extent to which they agree with the proposition.

Section 2: Sources Analysis 

Students use the skills of historical inquiry to evaluate the origin, reliability, usefulness, limitations, and contestable nature of sources. They analyse, interpret, and synthesise evidence from different types of sources to recognise and evaluate differing perspectives on and interpretations of the past.

The following specific features of the assessment design criteria for this subject may be assessed in the examination:

• understanding and exploration — UE1 and UE2
• application and evaluation — AE1, AE2, and AE3
• analysis — A1.

Performance standards

The performance standards describe five levels of achievement, A to E. 

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well students have demonstrated their learning on the basis of the evidence provided. 

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by:

• referring to the performance standards
• assigning a grade between A+ and E– for the assessment type.  

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E–.

Performance standards

Stage 2 performance standards for Modern History can be viewed below. You can also download in Word format [DOC 48KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades. 

Subject changes for 2021

Stage 2 Modern History

Changes to topics 2, 3, 4 and 6 for greater clarity and comparability of choice.

Topic 2: United States of America (1919-45)

• Change '1914 -1919' to '1919-1945'
• Minor rewording for clarity to introductory paragraph.

Changes to focus areas:

• Isolationism and interventionism
• Depression and the New Deal
• The United States of America as a Superpower

Background study: A return to normalcy

• Changes.

Focus area: Isolation and interventionism

• Changes.

Focus area: Depression and the New Deal

• Changes.

Focus area: The United States as a Superpower

• Changes.

Topic 3: Germany (1918-48)

Minor rewording for clarity to introductory paragraph.

Changes to focus areas:

• The liberal experiment
• The creation and consolidation of a dictatorship
• Germany in war and defeat

Background study:

• Changes.

Focus area: The liberal experiment

• Changes.

Focus area: The creation and consolidation of a dictatorship

• Changes.

Focus area: Germany in war and defeat

• Changes.

Topic 4: The Soviet Union (1945-1991)

• Change to title to 'The Soviet Union (1945-1991)'
• Minor rewording for clarity to the introductory paragraph.

Changes to focus areas:

• The search for a Communist solution - remove dates (1945-64)
• Consolidation and stagnation - remove dates (1964-84)
• Collapse of the Soviet Union - remove dates (1985-91)

Background study::

A nation leads the union

• Changes.

Focus area: The search for a Community solution

• Changes.

Focus area: Consolidation and stagnation

• Changes .

Focus area: Collapse of the Soviet Union

• Changes.

Topic 6: China (1949-1999)

Change '1949-c.2012' to '1949-1999'.

Minor rewording for clarity to the introductory paragraph.

Changes to focus areas:

• Mao and the consolidation of the revolution - remove dates (1949-66)
• The search for harmony - remove dates (1966-89)
• The road to a modern China - remove dates (1989-99)

Background study, to read:

• Changes.

Focus area: Mao and the consolidation of the revolution

• Changes.

Focus area: The search for harmony

• Changes.

Focus area: The road to modern China

• Changes.