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.
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.
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 . . .
About the Author
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.
Geraldine Carrodus has taught History in Victorian schools for over forty years. She was an examiner in Australian History from the 1970s and was Chair of the Setting Panel and Chief Assessor from 2000 until 2005. She has written or co-written a number of History texts used in schools and has been a regular speaker at HTAV conferences for students and teachers. Geraldine had been part of the consultation process on the Australian Curriculum over the past two years. In 2006, Geraldine was honoured with the presentation of an HTAV award for Excellent and Sustained Contribution to the Teaching and Learning of History and to the HTAV
Tim Delany has taught in a number of Government schools in Australia and England. He has contributed to a number of texts relating to History and International Studies and has managed curriculum projects for the Department of Education in Victoria and for Social Education Victoria (SEV). He is currently Principal of Newborough Primary School in Gippsland, Victoria.
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.
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.
What is… Oxford Big Ideas History?
Using Oxford Big Ideas History
Australian Curriculum: History 9—Scope and sequence
1.0 The making of the modern world: an overview
1.1 What factors affected the movement of peoples from 1750 to 1918?
1.2 How did new ideas and technological developments contribute to change from 1750 to 1918?
1.3 How did imperialism affect the making of the modern world?
1.4 What was the significance of World War I?
2.0 The Industrial Revolution
2.1 How did new technology make the modern world?
2.2 How did changing technology affect people’s lives?
2.3 What is the impact of changing technology on societies?
3.0 Movement of peoples
3.1 What events influenced the movement of peoples around the world?
3.2 How did the movement of peoples affect the lives of slaves, convicts and free settlers?
3.3 What were the short- and long-term impacts of the movement of peoples?
Australia and Asia
4.0 Making a nation
4.1 Why were colonies established in Australia and who was affected?
4.2 How did key events and ideas influence the development of Australia?
4.3 What was life in Australia like at the start of the 20th century?
World War I
5.0 World War I
5.1 What were the causes of World War I?
5.2 How and where was World War I fought?
5.3 How did World War I affect life at home in Australia?
5.4 How is World War I remembered and commemorated?
Series: Oxford Big Ideas History
Primary / High School
For Grades: 9
Published: 20th January 2012
Publisher: Oxford University Press Australia
Country of Publication: AU
Weight (kg): 1.0