Part of the series Oxford Big Ideas History Australian Curriculum - Year 8.
The exciting Oxford Big Ideas History series will motivate and engage students. Its wide range of activities and sources will allow students to be successful in the history classroom and support their independent study.
Oxford Big Ideas History:
- promotes deep learning of historical knowledge, understanding and skills while supporting multiple learning styles
- sorts content into meaningful inquiry-based big questions, and is written specifically for the appropriate reading level
- organises learning around the big ideas of history and revisits these ideas with increasing complexity
- features structured inquiry sequences to enable students to monitor their own progress
- is highly illustrated to help visual learners engage with historical inquiry
- is supported by a workbook, obook and teacher kit to offer the complete teaching package at each year level
- offers innovative digital resources, including an interactive obook with Oxford’s new Virtual Site Studies that bring history to life
Research shows that students can have greater success in their studies when the information they learn is connected to key concepts. The Oxford Big Ideas History series provides a framework for developing students’ historical knowledge, understanding and skills through inquiry questions and the use and interpretation of sources. The Australian Curriculum: History also identifies key inquiry questions or big ideas and core historical concepts and skills to be explored at each year level. Every chapter in the series mirrors this approach to ensure students develop deep learning of these big ideas, concepts and skills.
Click on the button below to view sample pages.
What is… Oxford Big Ideas History?
Using Oxford Big Ideas History
Australian Curriculum: History 8—Scope and sequence
1.0 The ancient to the modern world: an overview
- 1.1 How did societies change from the end of the ancient period to the beginning of the modern age?
- 1.2 What key beliefs and values emerged and how did they influence societies?
- 1.3 What were the causes and effects of contact between societies in this period?
- 1.4 Which significant people, groups and ideas from the period have influenced the world today?
The Western and Islamic world
obook: The Ottoman Empire
- 1 How was society organised during the Ottoman Empire?
- 2 What were the most significant achievements and developments of the Ottoman Empire?
- 3 How did the policies and power of the Ottoman Empire change other societies?
obook: Renaissance Italy
- 1 How were societies in Renaissance Italy organised?
- 2 What developments and achievements characterised Renaissance Italy?
- 3 How did Renaissance culture spread and what is its legacy?
2.0 The Vikings
- 2.1 How was Viking society organised?
- 2.2 What developments and achievements led to Viking expansion?
- 2.3 How did Viking conquests change other societies?
3.0 Medieval Europe
- 3.1 How was society in medieval Europe organised?
- 3.2 What developments and achievements influenced life in medieval Europe?
- 3.3 How and why did society in medieval Europe change?
The Asia–Pacific world
4.0 The Khmer Empire
- 4.1 How did the Khmer Empire rise to power and what were its greatest achievements?
- 4.2 How was society organised during the Khmer Empire?
- 4.3 How and why did the Khmer Empire come to an end?
5.0 Japan under the shoguns
- 5.1 What was life in Japan like before the rise of the shoguns?
- 5.2 How did the rise of the shoguns change the way Japanese society was organised?
- 5.3 How did life change under the rule of the shogun and why did this period come to an end?
obook: The Polynesian expansion across the Pacific
- 1 How did Polynesian settlers spread across the Pacific?
- 2 What was life like in Maori societies?
- 3 What were the most significant Maori cultural achievements?
6.0 Mongol expansion
- 6.1 How was Mongol society organised?
- 6.2 How did Mongol conquests and expansion change other societies?
7.0 The Black Death in Asia, Europe and Africa
- 7.1 How were societies organised at the time of the Black Death?
- 7.2 How did the Black Death spread and what were its effects?
obook: The Spanish conquest of the Americas
- 1 How were societies in the Americas organised before the arrival of the Spanish?
- 2 Why did the Spanish colonise the Americas?
- 3 What were the effects of the Spanish conquest in the Americas and around the world?
About the Authors
Maggy Saldais has been actively involved in a range of successful education publishing programs over the last 10 years.
Richard Smith is a history teacher at Melbourne Grammar School. He has worked in government and independent schools for over 35 years in both administrative and teaching roles. Richard is presently the Treasurer of the History Teachers Association of Victoria and is immediate-past president. He chairs the National History Challenge for the History Teachers' Association of Australia, of which he is a past vice-president and treasurer. In 2010, Richard was honoured with the presentation of the HTAV award for outstanding contribution to the teaching and learning of history and to the HTAV.
Associate Professor Tony Taylor has played a pivotal role in the shaping of history education in Australia. In 1999 he was appointed Director of the Australian Government’s National Inquiry into the Teaching and Learning of History and, from 2001–2006, he was Director of the Australian Government’s National Centre for History Education. Recently, Tony has been involved in the development of the Australian Curriculum for History.
Dr Carmel Young is a History consultant with Oxford and has taught History Curriculum and Methods at the University of Sydney. With Tony Taylor, she wrote History: A guide to the teaching and learning of history in Australian schools.
Clare Ridgway-Faye is a teacher of English, Humanities and Classical Studies, currently at Princes Hill Secondary College. She has worked at school level and with Oxford University Press on developing English and History curriculum resources for the Australian Curriculum.
Mark Easton has taught Geography, History and English for over 20 years and during the last 15 years has been a contributing author to many geography, humanities and atlas titles. In 2010 he joined Oxford as a geography consultant to work on a range of titles and to support the use of these resources in the classroom. Mark continues to teach geography part-time at St Margaret’s School and to develop exciting new classroom resources for Oxford University Press.
Bernie Howitt is currently President of the NSW History Teachers’ Association, and has been teaching History since the 1970s. Bernie has worked on syllabus development for both the NSW Board of Studies and ACARA. He has won two NSW Premier’s History scholarships, an excellence in teaching award, and taught in England as a Commonwealth Exchange teacher. He has been a contributor to the Oxford Big Ideas History Australian Curriculum series.
Denis Mootz is currently Secretary of HTAA and a Director of the NSW Professional Teachers’ Council and has taught History, Ancient History and Modern History in NSW secondary schools for 40 years. He is a past President of HTA NSW and has chaired the NSW Board of Studies History Curriculum Committee and worked on other projects at the NSW Board of Studies. Recently he has worked as a museum educator at the Museum of Ancient Cultures at Macquarie University. He has been associated with the Australian History Channel as an educational consultant since 1998.
|Publisher||Oxford University Press|
|Product Type||Student Books,|
|Year Level||Year 8,|
|Author(s)||Maggy Saldais, Tony Taylor, Carmel Young and Clare Ridgway-Faye.|
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