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NSW Syllabuses for the Australian curriculum

History K–10 - Stage 4 Depth Study 5: The Asia-Pacific World

Outcomes

A student:

  • HT4-2

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

  • 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

  • HT4-9

    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-2, HTLS-6, HTLS-8, HTLS-9, HTLS-11, HTLS-12, HTLS-13

Students investigate ONE of these Asia-Pacific societies in depth:

5a  Angkor/Khmer Empire

OR

5b  Japan under the Shoguns

OR

5c  The Polynesian expansion across the Pacific

NB: Where appropriate, this depth study may include some references beyond the end of the period c. 1750.

    Topic 5a: Angkor/Khmer Empire (c. AD 802 – c. 1431)

  • The way of life in the Khmer Empire, including social, cultural, economic and political features (including the role of the king) (ACDSEH011)
  • Students:
  • identify key sites and the extent of the Angkor/Khmer Empire during this period A
  • describe everyday life in the Angkor/Khmer Empire ADDWE
  • outline key cultural, economic and political features of life in the Angkor/Khmer Empire ACCIU
  • identify the roles and relationships of key groups in the Angkor/Khmer Empire ACC
  • The reasons for Angkor's rise to prominence, including wealth from trade and agriculture (ACDSEH060)
  • Students:
  • describe the status and power of the king ACC
  • explain how the wealth from trade and agriculture contributed to Angkor's rise to prominence AWE
  • The cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061)
  • Students:
  • using a range of sources and the site of Angkor as an historical source, describe what it reveals about Angkor/Khmer life and culture. This could include: AIULICTSEEUDD
  • the construction of the temples
  • the system of water management
  • religion
  • agriculture
  • Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)
  • Students:
  • outline theories about the decline of Angkor and assess which factors were most significant ASECCTEUCC
  • explain the significance of Angkor today

    Topic 5b: Japan under the Shoguns (c. AD 794 – 1867)

  • The way of life in Shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun) (ACDSEH012)
  • Students:
  • sequence the Nara and Heian periods and the Kamakura, Muromachi and Tokugawa shogunates AN
  • identify key places in Japan during this period A
  • outline key cultural, economic and political features of this society, including the increasing power of the shogun ACCIUICT
  • describe the everyday life of men, women and children in Japan under the shoguns ADDWE
  • identify the roles and relationships of key groups in this society using sources ACCDD
  • The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the shogun over foreign trade (ACDSEH063)
  • Students:
  • outline how the Tokugawa Shogunate took control of Japan by AD 1603 ACC
  • describe how the Tokugawa Shoguns revived the feudal system in Japan ACC
  • explain how foreign trade was controlled by the Tokugawa Shoguns AWE
  • The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
  • Students:
  • describe how the Japanese used land and forests as resources ASEWE
  • outline the Tokugawa Shogunate's policies on forestry and land use ASE
  • Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
  • Students:
  • explain why the Tokugawa Shoguns isolated Japan from the rest of the world from AD 1639 AIU
  • identify examples of modernisation and westernisation in Japan in this period and explain their impact A
  • assess the importance of Western influence on the decline of the Shogunate ACCT
  • explain how the Shogunate have influenced modern Japan

    Topic 5c: The Polynesian expansion across the Pacific (c. AD 700 – 1756)

  • Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
  • Students:
  • identify the geographic extent and natural features of Polynesia
  • outline theories about the origin and spread of Polynesian settlers throughout the Pacific
  • locate the Pacific regions settled by the Polynesians
  • describe the different societies of Polynesia IUDD
  • The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island's palm trees (ACDSEH068)
  • Students:
  • describe key environmental resources of Polynesian societies SE
  • assess Polynesian uses of environmental resources in this period, including: DDSE
  • the extinction of the moa in New Zealand
  • the use of religious/supernatural threats to conserve resources
  • the exploitation of Easter Island's palm trees
  • The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of ariki and related tribal roles in Maori and in Rapa Nui society (ACDSEH066)
  • Students:
  • describe everyday life in ONE Polynesian society during this period WEDD
  • describe key political features of ONE Polynesian society CCIU
  • explain key economic activities of ONE Polynesian society WE
  • The cultural achievements of ONE Polynesian society, such as the Ta moko, the haka and hangi in Maori society and/or the moai constructed on Easter Island (ACDSEH067)
  • Students:
  • using a range of sources, describe the cultural achievements of ONE Polynesian society, such as the role of the ariki and related tribal roles in Maori and Rapa Nui society (Easter Island) IULICT