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NSW Syllabuses

History K–10 - Stage 4 Depth Study 6: Expanding Contacts

Outcomes

A student:

  • HT4-2

    describes major periods of historical time and sequences events, people and societies from the past

  • HT4-3

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

  • HT4-4

    describes and explains the causes and effects of events and developments of past societies over time

  • HT4-6

    uses evidence from sources to support historical narratives and explanations

  • HT4-7

    identifies and describes different contexts, perspectives and interpretations 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-2, HTLS-3, HTLS-4, HTLS-5, HTLS-6, HTLS-8, HTLS-9, HTLS-13

Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this period:

6a   Mongol Expansion

OR

6b   The Black Death in Asia, Europe and Africa

OR

6c   The Spanish Conquest of the Americas

OR

6d   Aboriginal and Indigenous Peoples, Colonisation and Contact History

NB: Where appropriate, this depth study may include some references beyond the end of the period of c.1750 (such as 6d).

    Topic 6a: Mongol Expansion (c. AD 1206 – c. 1368)

  • The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan) (ACDSEH014)
  • Students:
  • identify the extent and geographical features of the Mongol homeland A
  • describe the features of Mongol nomadic life AIUDD
  • describe key political and economic features of Mongol society ACCWE
  • describe the life and impact of Temujin (Genghis Khan) on Asia and the Middle East A
  • The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)
  • Students:
  • outline the organisation of Genghis Khan's Mongol army A
  • describe the Mongol policies used in governing their empire including laws and taxes ACCIU
  • using a range of sources, describe how the Mongols treated conquered peoples ACCICTLEUDD
  • The extent of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest (ACDSEH078)
  • Students:
  • locate the extent of the Mongol conquests and expansion across Asia and Europe A
  • describe the impact of Mongol rule on Chinese social structure ACC
  • explain the cultural and religious consequences of Mongol rule in China AIUEUDD
  • explain how and why life in China changed under Mongol rule AIUCCTCCWE
  • The consequences of the Mongol expansion, including contributions to European knowledge and trade routes (ACDSEH079)
  • Students:
  • using a range of sources describe and assess the significance of Mongol expansion, including contributions to European knowledge and the increase in commerce with Asia and Europe ACCTLWE
  • assess the reign and contributions of Kublai Khan to the Chinese empire and the wider world ACCEU

    Topic 6b: The Black Death in Asia, Europe and Africa (14th-century plague)

  • Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)
  • Students:
  • locate the extent of human settlements in 14th-century Asia, Europe and Africa AN
  • describe the everyday life of men, women and children in the 14th century and life expectancy at this time DDEUPSC
  • describe what doctors understood about diseases and their treatment in this period
  • outline what European people believed about religion and the power of God in this period IUEUDD
  • The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069)
  • Students:
  • outline the extent of trade between Europe and Asia in the 14th century AWEN
  • explain how trade and travel contributed to the outbreak and spread of the Black Death ACCT
  • The causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)
  • Students:
  • describe the causes and symptoms of the Black Death
  • use sources to identify common treatments of the disease and discuss their effectiveness PSC
  • outline responses of social groups to the spread of the disease, including flagellants and the impact on monasteries EUDD
  • The effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
  • Students:
  • assess the impact of the Black Death on Asian, European and African societies ACCT
  • using a range of sources, discuss different interpretations of the impact of the Black Death on European society LICTCCTPSC
  • Other immediate and long-term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility (ACDSEH072)
  • Students:
  • describe short-term and long-term effects of the Black Death on medieval societies A
  • assess the role of the Black Death in breaking down the feudal system in Europe CCT

    Topic 6c: The Spanish Conquest of the Americas (c.AD 1492 – c.1572)

  • Pre-Columbian life in the Americas, including social organisation, city life and beliefs (ACDSEH016)
  • Students:
  • locate and identify the major civilisations and cities of the Pre-Columbian Americas in this period
  • outline the organisation of society in the Pre-Columbian Americas CCIU
  • describe key aspects of life in at least ONE city of the Pre-Columbian Americas, eg Teotihuacan, Tenochtitlan (Aztec), Machu Picchu (Inca) IUWEDD
  • describe the beliefs of at least ONE Pre-Columbian society in the period IUDD
  • When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073)
  • Students:
  • outline and explain the reasons for Spanish conquest and settlement in the Americas
  • identify the societies that the Spanish conquered in the Americas
  • describe how geographic features influenced Spanish conquest of at least ONE society
  • The nature of the interaction between the Spanish and the Indigenous populations, with a particular focus on either the Aztecs OR Incas (ACDSEH074)
  • Students:
  • using a range of sources, describe different perspectives on the first-contact experiences between the Spanish and Aztec OR Inca society DDIU
  • explain how the Spanish conquered and controlled Aztec OR Inca society CCEU
  • The impact of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
  • Students:
  • explain how either the Aztecs OR the Incas were affected by the Spanish conquests, eg the introduction of new diseases, horses and gunpowder CCEU
  • using a range of sources, investigate at least ONE example of the wider impact of the Spanish conquests of the Americas, eg the introduction of new foods and increased wealth in Europe LICTIU
  • The longer-term effects of colonisation, including slavery, population changes and lack of control over resources (ACDSEH076)
  • Students:
  • assess the long-term effects and legacy of colonisation by the Spanish in the Americas EUIUCCT

    Topic 6d: Aboriginal and Indigenous Peoples, Colonisation and Contact History

  • The nature of colonisation of ONE Indigenous community such as North America, the Pacific region, China, Africa, South-east Asia or South Asia
  • Students:
  • define the concepts of invasion, occupation, colonisation and settlement CCCCT
  • describe the main features of the chosen Indigenous culture prior to colonisation IUSE
  • explain how and why colonisation occurred IUCC
  • The nature of contact following colonisation of the chosen Indigenous people
  • Students:
  • describe the key aspects of contact between the Indigenous people and the colonisers
  • using a range of sources, describe some of the differing experiences of contact between Aboriginal and non-Aboriginal peoples such as impact of disease, land disputes, dispossession, frontier wars ICTEUIUCCTDDAHC
  • describe and assess the life of ONE of the chosen Indigenous people in contact with the colonisers IUPSCDD
  • The consequences of the colonisation of the chosen Indigenous people
  • Students:
  • explain the results of colonisation for the chosen Indigenous people and non-Indigenous peoples CCEUIUCCTDD
  • The nature of British colonisation of Australia
  • Students:
  • recall the nature of early British contact with Aboriginal and Torres Strait Islander peoples in Australia AHC
  • describe the differences between Aboriginal and non-Aboriginal relationships to Land and Country AHC
  • using a range of sources, describe some of the differing experiences of contact between Aboriginal and Torres Strait Islander peoples and non-Aboriginal peoples AHCICTEUIUCCTDD
  • outline the developments in government policies towards Aboriginal and Torres Strait Islander peoples to 1900 AHCCC
  • describe and assess the life of ONE Aboriginal and Torres Strait Islander individual in contact with the British colonisers AHCIUPSCDD
  • explain the results of colonisation for Aboriginal and Torres Strait Islander peoples and non-Aboriginal peoples to 1900 AHCEUIU
  • A comparison of the colonising movement
  • Students:
  • compare the Aboriginal and Torres Strait Islander peoples' experiences of colonisation with those of the chosen Indigenous culture AHCEUIUDDCCT