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NSW Syllabuses

History K–10 - Stage 4 Depth Study 4: The Western and Islamic World

Outcomes

A student:

  • HT4-3

    describes and assesses the motives and actions of past individuals and groups in the context of past societies

  • HT4-5

    identifies the meaning, purpose and context of historical sources

  • HT4-7

    identifies and describes different contexts, perspectives and interpretations of the past

  • HT4-8

    locates, selects and organises information from sources to develop an historical inquiry

  • HT4-9

    uses a range of historical terms and concepts when communicating an understanding of the past

  • HT4-10

    selects and uses appropriate oral, written, visual and digital forms to communicate about the past

Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-5, HTLS-7, HTLS-9, HTLS-10, HTLS-11, HTLS-12, HTLS-13

Students investigate ONE of the following depth studies topics:

4a   The Vikings

OR

4b   Medieval Europe

OR

4c   The Ottoman Empire

OR

4d  Renaissance Italy

  • Suggested Site Studies include:
  • a museum visit
  • a virtual historical site
  • a virtual archaeological site

    Topic 4a: The Vikings (c. AD 790 – c. 1066)

  • The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007)
  • Students:
  • locate the Viking homelands
  • identify the geographical features that helped shape Viking society and history
  • using a range of sources, eg the Viking sagas, outline key social, cultural, economic and political features of Viking society CCIUICTL
  • describe the everyday life of men, women and children in Viking society WEDD
  • discuss the role of the Norse gods in Viking society IUDD
  • Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
  • Students:
  • identify the extent of Viking exploration and trade
  • identify the regions conquered and/or settled by the Vikings
  • explain how and why Viking expansion occurred, including developments in weaponry and shipbuilding technologies CCT
  • discuss the theory that Vikings discovered America
  • Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)
  • Students:
  • explain and assess the impact of the Vikings on subject peoples in England and northern Europe, including the Danelaw DDEU
  • discuss the significance of the Norwegian (Viking) and Norman invasions of England in 1066 CCPSC
  • outline what sources reveal about different perspectives on the Vikings, for example those of English monks ICTCCTLEU
  • The role of a significant individual in the expansion of Viking settlement and influence (ACDSEH049)
  • Students:
  • investigate and assess the role of significant individuals involved in the expansion of Viking settlement and influence, eg Erik the Red or Leif Ericson CCT
  • use sources to identify different perspectives on the chosen individual LEUDD
  • discuss how the Vikings have influenced the world today

    Topic 4b: Medieval Europe (c. AD 590 – c. 1500)

  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
  • Students:
  • identify the extent and key sites of Medieval Europe
  • describe everyday life of men, women and children in Medieval European society WEDD
  • outline key cultural, economic and political features of Medieval European society IUCCEU
  • identify the roles and relationships of key groups in Medieval European society, using a range of sources LICTCC
  • Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
  • Students:
  • identify and describe significant developments and/or cultural achievements of Medieval Europe in at least ONE of the following areas: architecture, art, medieval manuscripts, literature and music IU
  • explain the changing relations between Islam and the West during the medieval era, including the Crusades IUDDEU
  • using a range of sources, outline what is revealed about different perspectives on the Crusades ICTCCTLEU
  • Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
  • Students:
  • outline the main features of at least ONE of the following: EU
  • crime and punishment
  • military and defence systems
  • towns, cities and commerce
  • describe the ways your chosen topic changed or remained the same
  • The dominance of the Catholic Church (ACDSEH052)
  • Students:
  • identify ways in which the Catholic Church influenced life in Medieval Europe IUEUDD
  • The role of significant individuals (ACDSEH052)
  • Students:
  • using a range of sources, investigate and assess the role of significant medieval individuals, eg Charlemagne, Eleanor of Aquitaine, Saladin, William Wallace or Joan of Arc LICTCCT
  • use sources to identify different perspectives on the chosen individuals LEUDD
  • discuss how Medieval Europe has influenced the world today

    Topic 4c: The Ottoman Empire (c. AD 1299 – c. 1683)

  • The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009)
  • Students:
  • identify key sites and the extent of the Ottoman Empire during this period
  • describe the everyday life of men, women and children in the Ottoman Empire WEDD
  • outline key cultural, economic and political features of the Ottoman Empire IUCC
  • Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in AD 1453, art and architecture (ACDSEH053)
  • Students:
  • identify and describe significant developments and/or cultural achievements of the Ottoman Empire in art and architecture IU
  • sequence and explain significant developments in extending the strength and influence of the Ottoman Empire in the Middle East and Europe, eg the Battle of Kosovo, the fall of Constantinople, and the Sieges of Rhodes and Vienna IUCC
  • Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)
  • Students:
  • explain how the Ottomans maintained relationships with subject peoples, both Muslims and non-Muslims, including the policy of religious tolerance IUCCDDEU
  • using a range of sources, outline what these sources reveal about different perspectives on the Ottoman Empire ICTCCTLIU
  • The role of significant individuals in maintaining the strength and influence of the Ottoman Empire (ACDSEH055)
  • Students:
  • investigate and assess the importance of significant individuals, eg Selim I, or Suleiman the Magnificent, in extending and maintaining the strength and influence of the Ottoman Empire CCCCT
  • use sources to identify different perspectives on the chosen individuals LEUDD
  • discuss how the Ottoman Empire has influenced the world today

    Topic 4d: Renaissance Italy (c. AD 1400 – c. 1600)

  • The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH010)
  • Students:
  • explain why this period is known as the Renaissance
  • identify on a map the city-states of Italy during this period
  • describe the everyday life of men, women and children in Renaissance Italy DDWE
  • describe key economic and political features of Renaissance Italy IUCC
  • Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states (ACDSEH056)
  • Students:
  • using a range of sources, investigate and explain the importance of at least ONE of the following achievements of Renaissance Italy: painting, sculpture, architecture, science and technology, literature and humanist thinking IULICTCCTPSC
  • describe how the patronage of wealthy families encouraged these developments and/or cultural achievements CC
  • Relationships between rulers and ruled in ONE Italian city-state (ACDSEH057)
  • Students:
  • discuss the relationships between rulers and ruled in ONE Italian city-state, eg Pisa, Florence, Naples, Venice or Rome CC
  • The role and achievements of significant individuals (ACDSEH058)
  • Students:
  • investigate and assess the importance of significant individuals, eg Cesare Borgia, Lucrezia Borgia, Caterina Sforza, Leonardo da Vinci, Michelangelo, Artemisia, Niccolo Machiavelli, Galileo Galilei CCTDD
  • use sources to identify different perspectives on the chosen individuals LEUDD
  • The spread of Renaissance culture to the rest of Europe and its legacy (ACDSEH059)
  • Students:
  • explain how ideas from Renaissance Italy spread to the rest of Europe and outline its legacy IU