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NSW Syllabuses

History K–10 - Life Skills The Ancient to the Modern 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-6

    explores the significance of changes and developments in the past

  • HTLS-7

    recognises a variety of historical sources

  • HTLS-8

    uses sources to understand the past

  • HTLS-9

    recognises different perspectives of people, events and issues

  • HTLS-10

    uses a variety of strategies to locate and select information for an historical investigation

  • 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, HT4-4, HT4-5, HT4-6, HT4-7, HT4-8, HT4-9, HT4-10

The following societies/empires and historical developments provide possible frameworks for addressing the content of this topic area and are suggestions only.

The options relate to Stage 4 Depth Studies 4, 5 and 6.

The Western and Islamic World

  • The Vikings 
    OR
  • Medieval Europe 
    OR
  • The Ottoman Empire 
    OR
  • Renaissance Italy

OR

The Asia-Pacific World

  • Angkor/Khmer Empire 
    OR
  • Japan under the Shoguns
    OR
  • The Polynesian expansion across the Pacific

OR

Expanding Contacts

  • Mongol expansion 
    OR
  • The Black Death in Asia, Europe and Africa 
    OR
  • The Spanish Conquest of the Americas 
    OR
  • Aboriginal and Indigenous Peoples, Colonisation and Contact History
  • Content

  • During this time, major civilisations around the world came into contact with each other. Students explore a society, empire and/or historical development from this period
  • The features of the ancient to modern world and how it is the same as or different to today
  • Students:
  • use the language of time to describe the ancient to modern world, eg 'a long time ago', BC/AD, BCE/CE N
  • recognise objects from the ancient to modern world, eg coins, clothing, tools
  • compare the similarities and differences between the present day and the ancient to modern world, using ICT and other sources as appropriate CCTICT
  • How people lived in the ancient to modern world
  • Students:
  • recognise some features of a particular society/empire, eg housing, food, clothing, writing tools, recreation, celebrations, education, work, transportation
  • recognise some aspects of everyday life in a particular society/empire using one or more sources, eg stories, images, multimedia
  • investigate one or more aspects of everyday life in a particular society/empire, using ICT and other sources as appropriate LICT
  • recognise some traditions of a particular society/empire that are different to the present day, eg celebrations, religion, death and funerary customs CCT
  • explore the practices of a particular society/empire, using ICT and other sources as appropriate, eg roles of men and women, crime and punishment, warfare and defence systems IUICTCCDD
  • The role of one or more significant people or events in a particular society
  • Students:
  • identify significant people and/or events of a particular society, empire and/or development, eg Erik the Red, Battle of Hastings, the spread of the Black Death, Joan of Arc, Suleiman the Magnificent, Leonardo da Vinci, Galileo Galilei, Genghis Khan A
  • investigate one or more significant people and/or events of a particular society, empire and/or development, using ICT and other sources as appropriate ICTL
  • recognise different perspectives of an event for a particular society, empire and/or development DD
  • use skills of inquiry to investigate one or more mysteries or controversies in history, eg the extent of the voyages of the Vikings, using ICT and other sources as appropriate LICT
  • explore the legacy of an individual, society, empire or event, eg ideas and inventions, using ICT and other sources as appropriate, eg the invention of gunpowder in China ACCTICT
  • The location and geographical features of a particular society, empire and/or historical development
  • Students:
  • identify the location of a particular society, empire and/or development
  • use a map to identify significant locations of a society, empire and/or development, eg cities, trade routes, invasions, explorations N
  • recognise geographical features that influenced the development of societies/empires
  • explore how the geographical features of a society/empire influenced its development, eg access to water, availability of natural resources, climate SE
  • The history and culture of Indigenous groups prior to contact with other cultures
  • Students:
  • recognise Aboriginal and Torres Strait Islander peoples as the original inhabitants of Australia AHC
  • explore the significance of Indigenous cultures IU
  • explore Aboriginal peoples' history and culture through site studies and interaction with local Aboriginal communities AHCL
  • search for evidence of Aboriginal and Torres Strait Islander peoples prior to colonisation through local and regional place names AHC
  • identify important features of Indigenous Australians' and/or Indigenous peoples' culture prior to colonisation/contact, eg tribal structures and kinship, nomadic hunter/gatherer lifestyle, connection with the land, traditional stories, music and dance, artefacts and artworks AHC
  • explore the ways Aboriginal and Torres Strait Islander peoples interact with and value the environment AHCSE
  • compare the beliefs and practices of at least two Indigenous groups, eg connection to land, social structure, celebrations AHCNIU
  • The effect of colonisation and contact on Indigenous groups
  • Students:
  • recognise some differences between contact, invasion and colonisation
  • explore the contact, interactions, invasions and/or relationships between societies, empires and/or developments IU
  • explore reasons for colonisation and contact, eg territorial expansion, acquisition of resources, extension of penal provisions AHCCCT
  • investigate the reactions of Aboriginal people to non-Aboriginal people AHCIU
  • investigate the reactions of non-Aboriginal people to Aboriginal people AHCIU
  • explore the impact of contact on Aboriginal and/or Indigenous peoples, eg culture and spirituality, language, diet and health, tribal structures, land use, traditions AHCCCT
  • Suggested Site Studies include:
  • a museum visit
  • a virtual historical site
  • a virtual archaeological site