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NSW Syllabuses

History K–10 - Stage 5 Depth Study 1: Making a Better World?

Outcomes

A student:

  • HT5-1

    explains and assesses the historical forces and factors that shaped the modern world and Australia

  • HT5-2

    sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia

  • HT5-4

    explains and analyses the causes and effects of events and developments in the modern world and Australia

  • HT5-6

    uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia

  • HT5-9

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

  • HT5-10

    selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences

Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-6, HTLS-8, HTLS-11, HTLS-12, HTLS-13

Students investigate in depth how life changed in the period through the study of ONE of these major developments:

1a   The Industrial Revolution

OR

1b   Movement of peoples

OR

1c   Progressive ideas and movements

  • Suggested Site Studies include:
  • a museum visit
  • a local site of significance
  • a heritage site
  • an historical reconstruction site
  • a virtual historical site
  • a virtual archaeological site

    Topic 1a: The Industrial Revolution (1750–1914)

  • The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire) and of Australia (ACDSEH017)
  • Students:
  • outline the main reasons why the Industrial Revolution began in Britain WE
  • describe key features of the agricultural revolution in Britain, including the emergence of a cheap labour force WECC
  • locate the growth and extent of the British Empire from 1750 to 1900 A
  • identify the raw materials Britain obtained from its empire, eg sugar from Jamaica, wool from Australia, and cotton and tea from India ASE
  • identify key inventors and their inventions and discuss how some of these inventions affected transport and manufacturing in this period WECCT
  • explain how industrialisation contributed to the development of Britain and Australia in this period WECCTNL
  • The population movements and changing settlement patterns during this period (ACDSEH080)
  • Students:
  • outline and explain population movements in Britain, eg movement from country villages to towns and cities, and emigration to other countries NICTCCT
  • The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
  • Students:
  • describe the changes to the way of life of men and women who moved from the country to towns and cities
  • use a variety of sources to investigate working conditions in factories, mines and other occupations, with particular emphasis on child labour CCEUWEICTLDD
  • The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
  • Students:
  • discuss positive and negative consequences of the Industrial Revolution, eg the growth of cities and pollution and the development of trade unions DDEUCCTWEPSC
  • assess the short-term and long-term impacts of the Industrial Revolution, including: SECCTL
  • global changes in landscapes
  • transport
  • communication

    Topic 1b: Movement of peoples (1750–1901)

  • The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018)
  • Students:
  • outline the key features of the Industrial Revolution in Britain WE
  • explain how the agricultural revolution caused British people to move from villages to towns and cities to create a cheap labour force WESECCT
  • outline how the Industrial Revolution influenced transportation of convicts to Australia and the migration of free settlers CC
  • identify the movement of slaves out of Africa and the movement of convicts and free settlers out of Britain N
  • The experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
  • Students:
  • investigate the main features of slavery, including transportation EUL
  • select an individual slave sent to the Americas, or a convict or a free settler who came to Australia and use sources to construct the story of their experiences CCTEULPSC
  • Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)
  • Students:
  • use a variety of sources to investigate and report on the changing way of life of ONE of the following: CCICTLEUPSC
  • convicts
  • emancipists
  • free settlers
  • describe the impact of convicts and free settlers on the Indigenous peoples of the regions occupied AHCCC
  • The short- and long-term impacts of the movement of peoples during this period (ACDSEH085)
  • Students:
  • describe both the immediate and longer-term consequences of transporting African slaves to the Americas WEEU
  • assess the impact of convicts and free settlers on the development of the Australian nation CC
  • sequence and annotate the time span of the following: the Enlightenment, the American War of Independence, the French Revolution and the Industrial Revolution N
  • identify underlying ideas associated with the Enlightenment, the American War of Independence, the French Revolution and the Industrial Revolution, eg individual rights and freedoms CC
  • briefly outline each of the following ideas: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism
  • The reasons why ONE key idea emerged and/or developed a following (ACDSEH086)
  • outline and explain the origins of the chosen key idea
  • The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it from, for example, workers, entrepreneurs, land owners, religious groups (ACDSEH087)
  • Students:
  • describe the main features of the chosen idea
  • identify the ideas of supporters and opponents and explain their differences CCT
  • trace changes in attitude to the idea over the period CCTCC
  • The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088)
  • Students:
  • assess the short-term and long-term impacts of the idea on Australia and the world CCCCTEU
  • discuss the relevance of the idea today CCCCT