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The unit of work and the digital resource has been created for stage 4 year 8 History class
with a variety of learning abilities in mind while also ensuring tasks were based on the key
fundamental factor Understanding by Design and backward mapping. The unit of work has
developed and created for a school located in inner Western Sydney and has a population of
1050 students who 80% of those students come from a Non-English speaking background.
The unit of work will allow all students across all learning abilities to engage and complete
all set tasks and activities within the topic the Ottoman Empire. The activities and task will
ensure students all fully engaged and immersed in the class with maximum learning is
occurring (Wiggins and McTighe, 2011).

The approach I have undertaken when constructing this unit of work is switching the first
two sections of the History curriculum topic the Ottoman Empire (C.AD1299- C.1683)
around. The topic will start with the section significant development rather than the way of
life in the Ottoman Empire, because I wanted the students to understand the significants
behind that era. It is the stepping stone to get them immersed into the topic and progress
through the levels of difficulty through Blooms taxonomy and allow them to use higher
order thinking (Light, 2017). Furthermore, it gives EAL/D students assistance and scaffolding
to accumulate new knowledge and ensure the next lesson always built on content and
knowledge from the previous lesson (Vygotsky, 1978).

The Understanding by Design further enhances the student’s curiosity and engagement to
learning by not only completing formative and summative assessments task but also
through real life experiences, such as excursions to Auburn Gallipoli Mosque, designing and
creating tiles, inquiry based research and presentations. According to Davies (2006) it is
imperative to have that variety in activities as it accommodates for the various leaners
within a class. As it has been identified a classroom teacher can have up to as many as seven
learning abilities within a class at any given time (Light, 2017).

The incorporation of cross-curriculum themes within the unit of work further develops
students higher order thinking and students can draw on other strengths from different
curriculum areas to assist. The use of literacy, numeracy and Information and
communication technology based activities further intrigues interest and engagement and
allows students to gain soft skills that can be transferred to other curriculum area and
outside of the classroom walls. With the increased use of peer activities this will enable the
gifted and talented students to assist and boost their peers who come from an EAL/D
background.

In conclusion, this unit of work will allow all types of learners to immerse themselves with
the content, learn and grow in a fun and hands on environment, while ensuring resources
and tasks are relevant to the 21st century learner.
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UNIT OUTLINE
Subject: History Stage 4 Course: History Number of Weeks: 4
Unit title: The Ottoman
Empire (Depth Study 4: The
Western and Islamic World)
Key Concepts/ Big Ideas The importance of this learning
The following historical concepts are integrated into This unit of work will enable stage 4 students to be able to analysis and use of sources, be able to
the lesson sequences: identify and place events in chronology order, identify different terms and concepts, understanding
different perspectives and interpretations, show empathetic understanding and conduct individual
Continuity and change: changes and continuities in and group research.
the Ottoman Empire during this period

Cause and effect: what may have influenced

changes in the Ottoman Empire during this period

Perspectives: different points of view about the

Ottoman Empire held by people from the past and
today

Significance: the significance/importance of the

Ottoman Empire

Empathetic understanding: why people from the era

of the Ottoman Empire lived and thought as they
did
Unit context within Scope and Sequence/Purpose
This will be topic 3 delivered term 3 over 4 weeks.
Syllabus Outcomes
A student:
 describes and assesses the motives and actions of past individuals and groups in the context
of past societies HT4-3
 identifies the meaning, purpose and context of historical sources HT4-5
 identifies and describes different contexts, perspectives and interpretations of the past HT4-7
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 locates, selects and organises information from sources to develop an historical inquiry HT4-8
 uses a range of historical terms and concepts when communicating an understanding of the
past HT4-9
 selects and uses appropriate oral, written, visual and digital forms to communicate about the
past HT4-10

Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-5, HTLS-7, HTLS-9, HTLS-10, HTLS-11,
HTLS-12, HTLS-13
Literacy Focus Numeracy Focus ICT Focus Differentiation
-Map activities -Timeline worksheet -Videos -Students from a diverse range of learning abilities will be
-Writing tasks -Architect work through the -YouTube Clips accommodated for to ensure they are understanding and
measuring of the parts to be -computer Software grasping the content.
placed together. program -The tasks have been differentiated to accommodate for
-Presentations the students learning ability
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Week/ Syllabus Content Teaching and Learning Resources Differentiati

Sequenc Strategies including assessment on
e for learning.
Significant Brainstorming activity where the Groups to
developments students will construct a mind have
WEEK 1 and/or cultural map on any key concepts, ideas students
achievements that or knowledge they have on the from a range
reflect the power
and influence of the Ottoman empire. Class of learning
Ottoman Empire, discussion afterwards. abilities in
such as the fall them.
of Constantinople in
AD 1453, art Students will undertake the
and architecture
Kahoot quiz to capture data on
(ACDSEH053)
the students pre-conceived Students
knowledge of the topic. from an
• Identify and EAL/D can
describe participate
significant Students will need to set up as the
developments
and/or cultural their Goggle classroom Kahoot quiz
achievements of accounts/ access as all work will have
the Ottoman done in the class will need to be images as
Empire in art and uploaded to Goggle and a copy well.
architecture printed and pasted in their
workbooks.

Students will need to access the http://profesorjuliodapenalosada.blogspot.com/2016/01/los- Extension for

following site titled imperios-en-los-balcanes-1871-1914.html students
IMAGENESHISTORICAS.BLOGSP who finish
OT.ES and will need to locate off early
would be to
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and download 2 maps titled identify and
each one titled; label the
Map 1- The rise of the Ottoman reminder of
Empire (1299-1453). the Empires
Map 2- The growth of the that were
Ottoman Empire (1453 to 1683). present
Students to label the maps during that
based on the development of era and to
the Ottoman Empire. label the
surrounding
seas and
oceans.
Student to watch the following https://www.youtube.com/watch?v=pg1NpMmPv48
video and will need to make
notes on the importance of
geometry in Islamic design.

Students are to examine the Extension

significant impact of art and students to
architecture during the early research and
years of the Ottoman Empire, identify
during the conquest of other
Constantinople, during the impacts the
Suleiman the Magnificent, Selim Ottoman
I and Mehmed II. The students Empire has
will be required to create a on the
visual representation of the Western
important information and countries.
provide their findings on a 6
slide PowerPoint document.
All videos
https://www.youtube.com/watch?v=NmNJyqvr5ZQ and movies
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Sequence and explain Students to watch the following throughout
significant video on the introduction to the this unit of
developments in art and architecture during the work will
extending the strength
and influence of the Ottoman Empire and answer the have
Ottoman Empire in following questions. subtitles
the Middle East and 1. Under which empire did enabled on
Europe, e.g. the Battle the dynasty to build
of Kosovo, the fall of large and beautiful
Constantinople, and
buildings occurred? Extension
the Sieges of Rhodes
and Vienna 2. How many Mosques did Students to
the architect Sinan research and
Build? find out the
3. Wat is calligraphy five pillars of
4. Why in mosques Islam and
calligraphy, composed how each
from the Quran is used? pillar fitted
5. Where is the Suleiman into the
Mosque located? governing of
6. List the colours of the the Ottoman
tiles found inside Empire
Suleiman mosque.

Discussion and mind-mapping

exploring the significant
developments and/or cultural
achievements of the Ottoman
Empire in art and architecture.
Students
Students to use a computer grouped into
program that will allow them to groups with
create a new tile design that will a variety of
be acceptable to use throughout learning
the mosque. Students will need abilities.
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to create the design so it can fit
on a tile with the measurements
of 10cm by 10cm. The students
will need to provide a 300-word
written response on why those
shapes have been selected, their
significants and how they would
be incorporated into the
mosque. Extension
students
Students will be allowed to print
their appropriate tile designs on
the tiles to provide it as a gift to
the Mosque while they are on
their excursion to the Auburn
Gallipoli Mosque.

Students to watch an https://www.youtube.com/watch?v=1oean5l__Cc&t=934s

introduction documentary video
on the Ottoman Empire era
based on the Ottomans Vs the https://www.youtube.com/watch?v=aGzUY161pSo
Christians. Followed by the
video on the masters of the
Mediterranean, to allow the
students to immerse into the
content. Students will then be
required to complete a timeline
of all the major events that have
occurred from the rise of the
Ottoman Empire to the collapse
of the Empire. Students will also
examine the strengths and
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influences the Ottoman Empire
had in Middle East and Europe
during the Battle of Kosovo, the
fall of Constantinople, and the
Sieges of Rhodes and Vienna.
Students to have the timeline
uploaded to Google classroom.

Students to watch a short video https://www.youtube.com/watch?v=jQ37zhk9i3o

on the fall of the Constantinople
and how the Ottoman siege was
used to conquer the city.
Students will need to address
the following questions;
1. Why did it seem logical
for the Ottomans to
want to capture
Constantinople?
2. What were the
weaknesses of the
weapons especially the
early cannons?
3. What reasons did Sultan
Mehmet give for
attacking
Constantinople?
4. List the ways the city of
Constantinople was
defeated by both land
and sea
5. Explain why
Constantinople’s name Students to
was changed? And what construct a
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does its new name timeline
mean? detailing the
6. Describe how the series of
ottoman Empire events that
encouraged religious have led to
tolerance the Conquest
Class discussion address why of
the conquest of Constantinople Constantinop
was so significant in the le from
expansion of the Ottoman
Empire. August 1452
to May the
29th 1453
Students will be assigned into
groups of 4 and will be required
to deliver a 3-minute oral
presentation to the class on the
extension of the Ottoman Empire
and identify how significant
events were addressed to assist
with the expansion.

Students to watch season 6 https://www.youtube.com/watch?v=axjn5-Twtr8

episode 6 the battle for the
Mediterranean Sea and will need
to produce a table of comparison
to show how the Ottomans took
control of the Mediterranean Sea
and how they overcome issues
that had arisen compared to their
Europeans enemy’s.
Students table to be uploaded to
Google Classroom and a copy
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pasted into their workbooks once
done.

The way of life in the The students will be required to Extension

Ottoman Empire construct a map of the Ottoman students will
(social, cultural, Empire on the computer and will be required
economic and need to label the following cities to identify
political features) Constantinople, Baghdad,
WEEK 2 and the roles Vienna, Cairo, Mecca and the
and relationships of Medina and identify the distance countires/
different groups in from Turkey to those cities. cities listed
society and will need
(ACDSEH009) The students will be required to to find what
work in groups of 4 and will need the capital is
to create a visual representation or country
of the city of Constantinople to and will need
invite tourist to the place the
students will need to construct a to identify
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• identify key sites 3D model that shows how far it is
and the extent of Mehmediye Mosque, Sultan away from
the Ottoman Suleiman Mosque, Topkapi Australia.
Empire during this Palace, the Grand Bazaar and
period Hagia Sophia during the reign of
Suleiman. The students will need EAL/D
to provide an 800-word report students will
that explains their designs, their have the
reasons for the layout and how maps already
their model will increase the
provided to
number of tourist to the city of
Constantinople. And an itinerary. them as a
• describe the digital copy.
everyday life of
men, women and
children in the
Ottoman Empire The students to watch the video
on the everyday life of the
people in the Ottoman Empire https://www.youtube.com/watch?v=sb5wbHByo6E
and will need to create a social
hierarchy of the Ottoman people.
The students can use images to
show the status of each group in
regard to wealth and class.

The Students to work in groups

of 4 and will need to deliver a
presentation, a play or an Students
interview that identifies and from
shows the living conditions, their different
daily life tasks/ activities for learning
either women, men or the
children. (Teacher will assign abilities
each group their category to placed in
ensure there is an even spread) groups
together.
The Students to watch the
following two documentaries on
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• outline key the Ancient Warfare: Janissaries https://www.youtube.com/watch?v=AfsgZbmq4lY
cultural, economic & will need to distinguish the https://www.youtube.com/watch?v=7Iv2pOqqIaQ EAL/D
and political difference between the https://www.youtube.com/watch?v=2dev85I209c students will
features of the information provided on each
Ottoman Empire documentary, identify the https://www.youtube.com/watch?v=h686CT_4VQ8 be required
similarities and provide a to compare
convincing conclusion on which and contrast.
documentary had the most
valuable, reliable and correct
information.

The students will need to identify

the requirement for having a
successful Janissaries and what
characteristic will they need to
have to ensure if their territory
was invaded they can defeat the
enemy.

Students to investigate and write

a short bibliography on each of
the wives of the Sultan and
identify what their role was EAL/D
during the reigns of Sultan students to
Suleiman the Magnificent. only pick 1 or
2 of the
The students will need to write wife’s of the
down how they think a visit to Sultan write
one of the Sultan Suleiman wife their
would be and anything feelings, bibliography.
then the students to read the
translated copy from a Genoese
letter titled A Visit to the wife of
Suleiman C1550 and will be
required to identify what
surprised them in that piece of
work and what they predicated if
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its present in the letter or
different.

The teacher is to introduce the

concept of Fratricide through a
video and visual aids. The https://www.youtube.com/watch?v=vN7LgUIOAVw
students will need to examine
the policy of fratricide under the
reigns of Selim and draft a new
policy that is more human and
modern that can still be applied
within the 15th century.

Students to participate in inquiry

based learning through action
research by finding the
requirements of been a Grand
Vizier during the reign of
Mehmet II the Conqueror, Selim
I or Suleiman the Magnificent.
Students to produce the answers
in a table format

Students to access the following

sites to be able to get a virtual
experience of the Sultan’s
Topkapi Palace, halls,
courtyards, pavilions bazaar,
Suleiman mosque, and Selim
mosque. The students will be
required to produce a descriptive
piece of work that explains one
of the placed to encourage their
friend who has never been to go
and visit the site.
www.discoverislamicart.org/exhibitions/ISL/the_ottomans/index.ph
p
www.theottomans.org/english/art_culture/index.asp.
https://www.youtube.com/watch?v=4q9VD4V4-js
www.3dmekanlar.com/en/topkapi-palace.html
http://videovisionone.com/tokapi-harem-istanbul-turkey-bbc-world-
wonders/
http://islamicart.museumwnf.org/exhibitions/ISL/the_ottomans/i
ndex.php
https://www.youtube.com/watch?v=4q9VD4V4-js
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Student in pairs will need to
research and present their
findings o the technological and
scientifically developments under
the reigns of Mehmet II and
Suleiman the Magnificent. The
students will need to write a
1000-word report that identifies
what the developments were,
how they came about, under
who’s reigns where they
developed or established and
their significant now within the
21st century.

Students to watch and listen to

the following video on the
Ottoman trade and will need to https://www.youtube.com/watch?v=cbwkJlDjN9I&t=170s
make notes on the countries that
the Ottoman Empire traded with,
the types of goods/ services that
were changed, how the dealings
were made and how the goods
and services were delivered.

Collaborative class discussion to

occur and discuss the
importance and significants of
the Ottoman trade and students
to makes notes from the class
discussion.
Relationships with Students to watch the following https://www.youtube.com/watch?v=6pyjhvSnVNE
subject peoples, video on the Non-Muslim rights
including the policy in the Ottoman Empire- Islamic
of religious History podcast 6. Students will
WEEK 3 then be required to research and
investigate the number of
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tolerance various national groups that lived
(ACDSEH054 ) in the Ottoman Empire, the
different types of religions that
was practiced, the languages
explain how the
that were spoken who was the
Ottomans maintained leader that bought about
relationships with religious acceptance and how it
subject peoples, both was accomplished.
Muslims and non- The work needs to be presented
Muslims, including in the form of a reflective journal
with a word of 1000-word limit
the policy of religious
based on them living during the
tolerance Ottoman Empire.
• using a range of
sources, outline Teacher to introduce the
what these devshirme system and the millet
sources reveal system to the student. Student
about will then be broken up into
different perspecti groups of 4 to participate in a
ves on the class debate. The debate will
Ottoman Empire address the following question
“did the introduction of the millet
system contribute to the fall of
the Ottoman Empire”.

Flipped classroom activity where

the students will be required to
conduct research at home that
looks into the different attitudes
and perspectives of those
Jewish citizen/ merchants,
Christians, Muslims and other
countries and regions towards
the Ottoman Empire.

The students will be required to Students can

deliver a 3 minutes presentation also deliver a
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to the class to educate them on pre-recorded
the and will be provided with video
formative feedback. Students
can use any form of visual aid to
assist with the delivery of their
content.

The role of Students will be required to work

significant in pairs to research and write a https://www.britannica.com/place/Ottoman-Empire
WEEK 4 individuals conversation that will be
in maintaining the between 2 significant figures of
strength and the Ottoman Empire era and will
influence of the need to record it and delivery it
Ottoman Empire to the class. Students can pick
(ACDSEH055) either of the following Osman I,
Mehmed II, Suleyman II,
Suleman I, Hurrem Sultan,
• investigate and Hurrem Sultan Roselan or
assess the Hadice Turhan. Their video
importance of conversation will need to cover
significant who they have selected, their
individuals, eg biography, significant
Selim I, or contributions to the Ottoman
Suleiman the Empire and how have their
Magnificent, in precedents in the past still
extending and impacts on current times.
maintaining the Students to also identify and
strength and discuss how the Ottoman Empire
influence of the has influenced the world today.
Ottoman Empire

Students to use a seven-Colum

table to compare and contrast
the significant developments/
contribution of the above listed
significant figures in the Ottoman
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• discuss how the Empire and fill in their answers
Ottoman Empire from other student’s video
has influenced the presentation.
world today
Students to search and find a
map and colour in the land/ https://www.britannica.com/place/Ottoman-Empire
territory that was conquered by
each ruler of the Ottoman
Empire. The following site the
Encyclopaedia Britannica can be
provided to the students who
• use sources to struggle to find maps.
identify different
perspectives on Students to use the following site
the chosen and create a fake twitter account http://www.classtools.net/twister/
individuals for a significant figure from the
Ottoman Empire and will need to
publish 3 tweets. Tweets need to
be engaging and relevant to the
message or agenda that
particular individual was pushing
for during the Ottoman Empire.
Other students to tweet at least
once on every student’s tweet.

Students to research and find 2

primary sources and 2
secondary sources to analyse,
compare and contrast. Students
will be provided with 1 sources
which will be the portrait of the
Osman I by John Young, 1808.
https://www.youtube.com/watch?v=FhHVepmZLU0
Students to watch a short video
identifies the fall of the Ottoman
Empire and will need to write a
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Assessment Details
The students will need to hand
in a 1500-word essay that
identifies the role of the
Ottoman Empire and what would
have happened if the Ottoman
Empire did not exist. The
students will need to develop
their understanding and conduct
further research to assist with
answering the question.
newspaper article for the fall of
the Empire.
Outcomes
 describes and assesses the motives and actions of past individuals and groups in the context of
past societies HT4-3
 identifies the meaning, purpose and context of historical sources HT4-5
 identifies and describes different contexts, perspectives and interpretations of the past HT4-7
 locates, selects and organises information from sources to develop an historical inquiry HT4-8
 uses a range of historical terms and concepts when communicating an understanding of the past
HT4-9
 selects and uses appropriate oral, written, visual and digital forms to communicate about the past
HT4-10

Other Empires that may need to

be researched as part of the task
include but not limited to the
Mongols, the Venetian Empire
and the Safavids.
Evaluation of the Learning and
Teaching
The students will be evaluated Students will be evaluated through the following means;
throughout the unit of work - End of topic assessment task
through both summative and - Class discussion
formative assessments - Class presentation
- Group work
- Written tasks
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RESOURCE URL: https://play.kahoot.it/ - /k/1b7d7d26-1e51-4750-af9d-4485a8d45c4e

Screen Shots of the Kahoot digital ICT used in the unit of work.
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Reference list

Davies, P. (2006). How can we recognise them. In Myer, J. & Land.R (Eds) Overcoming barriers to student understanding: threshold concepts and
troublesome knowledge. Abingdon, Oxon: Routledge.

Light, P. (2017). Social interaction and cognitive development: a review of post-Piagetian research. In Developing thinking (pp. 67-88). Routledge.

Vygotsky, L., & Cole, Michael. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Wiggins, G. P., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-quality Units: ASCD.