Asia Since 1750, Reflection and Editorial

How could you fit the new curriculum investigation into a learning sequence that is logical and coherent for students?

The new History curriculum investigation ‘Asia (1750–Present)’ enables students to examine the development of Japanese imperialism in Year 9.

Teaching early modern India requires an intentional shift away from presenting British expansion as a linear process of conquest, and towards a narrative that centralises Indian agency, economic networks and political negotiation.

Modern history offers several ways of addressing questions of territorial ‘ownership’, but none of these provide a definitive answer in Taiwan’s case.

Understanding why independence unfolded so differently in Indonesia and Vietnam offers insights into the interplay between decolonisation processes and the Cold War.

The Vietnamese people share a spirit of resistance against more powerful countries, most notably oppression by the French.

Connecting the various Mao badge designs to individual expression is a useful way to challenge student assumptions about cultural conformity in Mao’s China.

Conflicts in Japan, China and India since 1750 provide opportunities for students to develop historical skills that enable them to escape linear narratives and engage with different historical perspectives.

A step-by-step approach to structuring the new ‘Asia (1750–Present)’ investigation.

The Saqqara tombs­ offer primary source depictions of daily life that reveal the importance of the Nile River in ancient Egypt.

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