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NSW Syllabuses

History K–10 - Life Skills The Ancient World

Outcomes

A student:

  • HTLS-2

    demonstrates an understanding of time and chronology

  • HTLS-3

    investigates how people lived in various societies from the past

  • HTLS-4

    explores the features of a particular society or time

  • HTLS-5

    recognises the significance of people and events in the past

  • HTLS-8

    uses sources to understand the past

  • HTLS-11

    uses historical terms to describe the past

  • HTLS-12

    investigates the past using historical skills

  • HTLS-13

    selects and uses a variety of strategies to organise and communicate information about the past

Related Stage 4/5 outcomes: HT4-2, HT4-3, HT4-6, HT4-9, HT4-10

The following ancient societies provide possible frameworks for addressing the content of this topic area and are suggestions only.

The options relate to Stage 4 Depth Studies 2 and 3.

The Mediterranean World 

  • Egypt
    OR
  • Greece 
    OR
  • Rome
OR

 

The Asian World 

  • India 
    OR
  • China
  • Content

  • Students investigate some aspects of ancient history, a period defined by the development of cultural practices and organised societies
  • The features of the ancient world and how it is the same as or different to today
  • Students:
  • use the language of time to describe the ancient world, eg 'a long time ago', BC/AD, BCE/CE N
  • recognise objects from the ancient world, eg coins, clothing, tools
  • compare the similarities and differences between the present day and the ancient world, using ICT and other sources as appropriate CCTICT
  • How people lived in the ancient society
  • Students:
  • recognise features of a particular ancient society, eg housing, food, clothing, writing tools, recreation, celebrations, education, work, transportation
  • recognise some aspects of everyday life in a particular ancient society using one or more sources, eg stories, images, multimedia
  • investigate one or more aspects of everyday life in a particular ancient society, using ICT and other sources as appropriate LICT
  • recognise some traditions of a particular ancient society that are different to the present day, eg celebrations, religion, death and funerary customs CCTDDIU
  • explore the practices of a particular ancient society, using ICT and other sources as appropriate, eg roles of men and women, crime and punishment, warfare and defence systems IUICTCCDDEU
  • The role of significant people or events in ancient societies
  • Students:
  • identify significant people and/or events of a particular ancient society, eg Cleopatra, Alexander the Great, the destruction of Pompeii
  • investigate one or more significant people and/or events of a particular society, using ICT and other sources as appropriate ICTL
  • The location and geographical features of ancient societies
  • Students:
  • identify the location of a particular ancient society
  • use a map to identify significant locations of an ancient society, eg cities, trade routes, invasions N
  • recognise geographical features that influenced the development of ancient societies
  • explore how the geographical features of a particular ancient society influenced its development, eg access to water, availability of natural resources, climate SE
  • Significant myths, legends and legacies from ancient societies
  • Students:
  • respond to one or more of the myths and legends which are associated with societies and civilisations of the past, eg Romulus and Remus, Poseidon, the destruction of Troy L
  • explore the legacy of a society or time for our world cultural heritage, using ICT and other sources as appropriate, eg art, music, architecture, dance, drama, science, medicine, language, governance IUCCT
  • Suggested Site Studies include:
  • a museum visit
  • a virtual historical site
  • a virtual archaeological site