Rationale

‘History is a necessity. Individuals, communities, societies could scarcely exist if all the knowledge of the past was wiped out. As memory is to the individual, so history is to the community or society. Without memory, individuals find great difficulty in relating to others, in finding their bearings, in taking intelligent decisions — they have lost their sense of identity.’ (Marwick, 1989)

History is a process of inquiry into questions of human affairs in their time and place. It explores the possibilities and limits of comparing past to present and present to past. It allows students to develop their critical powers and to grasp the superiority of thinking and evaluation over an impulsive and uninformed rush to judgement and decision. It allows students to gain historical knowledge and skills, and to evaluate competing versions of the past within a rational framework of inquiry. Through an investigation of history, students learn about the differences in human experience, allowing them to compare their lives with those of people of other times, places and circumstances and, in turn, to learn to know themselves.

‘History furnishes students with a liberal education and provides them with a sense of the past, an appreciation of context, continuity and tradition, an understanding of the processes of change, and a perspective on present culture. History is intrinsically interesting as well as providing an understanding of the nature of values and institutions of the world in which we live.’ (History Department, University of Sydney, 1998)

Studying history is essential to the development of informed and active citizenship. Through the insights and understanding gained from a study of history, students are challenged to consider their rights and responsibilities and the contribution they can make in a civil society. History provides a frame of reference that students use to think critically and to develop informed opinions about contemporary national and international issues.

The areas identified for study in this syllabus provide students, in Stage 4, with broad knowledge and understanding about past societies and the ways in which those societies have contributed to the development of the modern world. Stage 4 includes a study of colonisation and its impact on indigenous peoples in Australia and other parts of the world. This provides the context for a study of Australian history in Stage 5, which focuses on major events and issues that have shaped the story of Australia throughout the twentieth century. This study of world and Australian history will provide a foundation for students to question and respond to issues affecting their world and to gain an understanding of concepts essential for informed citizenship.

The syllabus emphasises that skills of interpretation, analysis and empathy; research; and communication should be intentionally developed as students acquire knowledge and understanding. As a result, learning will be deeper, more retrievable, and grounded in actual historical contexts.

The historian of contemporary Australia recognises the viewpoints of the different cultural, ethnic, geopolitical, social and economic groups in our society. Through this syllabus, students and teachers are encouraged to consider the differing viewpoints about the past held by these groups. For this reason, a number of perspectives are included for exploration and analysis when appropriate and relevant. These include Aboriginal, gender, local, national and international, multicultural, socioeconomic and religious perspectives.

The development of values and attitudes is an essential part of the study of history. In the process of historical learning and investigation, students should develop commitment to informed and active citizenship, commitment to a just society, an appreciation of the study of history, empathetic understanding, and commitment to lifelong learning.