A PowerPoint designed to explain the rules of articulate and a slide which displays an articulate style board with Modern History categories (People, Geography, Historical concepts/skills, Events, Random, Groups) A series of cards designed for units taught in Senior Modern History Frontier Wars Russian Revolution Vietnam Independence Movement Waves of Feminism World War Two (the Holocaust) Communist China (Mao) The Cold War Australian experiences in the Vietnam War Scramble for Africa Apartheid in South Africa

Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). A PowerPoint designed to engage students / excite them as they ‘tune in’ to the new unit. It includes: a review of my classroom expectations (as well as the positive and negative consequences). Some interesting facts about Ned Kelly. Some questions about the front and back cover of the novel Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. After getting the students to make predictions about the novel, they complete a K-W-L chart about what they already know about Ned Kelly and what they would like to know. Subsequently we go through what the two assessments for the term will be. We then review some important parts of the novel and how they work (contents, a map of Kelly Country and the Introduction). Some info about the language features in the novel is provided as well as a spelling list of 24 words taken from the novel and ACARA’s English glossary. Students will define these for homework throughout the week. Some extra information is included at the end of the PowerPoint if you happen to finish early. 2)** A handout containing the map, contents, intro and spelling words.**

The significance of the use of atomic bombs during World War II, The contestability surrounding the use of atomic bombs during World War II, The causes and effects of the use of atomic bombs during World War II. The Beginning of the Nuclear Age, why the atomic bomb was developed, how it was tested, why America decided to use it against Japan, why this decision was contested by some scientists, it looks at the discrimination towards victims of the bombing (and how they came to be known as the hibakusha) and President Truman's justification for what he did. This PPT includes extracts from a documentary which recreates the bombing of Hiroshima (using reenactments) and explains the science behind the bomb. It includes images of the destruction to buildings, medical side effects (e.g. cataracts, scarring, radiation, birth defects etc.) It also includes drawings made by survivors depicting the black rain, bodies in the water etc.

A lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 4). Followed by a review of the events in Chapter 4 of Black Snake. It then includes activities based on the opening section of Chapter 5 (including answering comprehension questions.) Students will be successful if they can: Identify the motivation of the narrator at the beginning of chapter 5 and explain the narrator’s viewpoint. Students will review the term modality and consider whether the language used by the writer (narrator) is high / low modality. There is also a creative writing activity for students to complete (an imaginative recount based on an excerpt from this chapter). A copy of the lesson plan Chapter 5 handout - the activities contained in the PowerPoint for distributing to learners. Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

A comprehensive scaffolding booklet which students are to use to conduct their inquiry prior to writing their essay. Teachers may opt to provide some or all sections of this to students based on their ability. It can also be broken up into handouts and used within specific lessons (chunking) with incremental deadlines to ensure students are on track to have found useful sources and analysed/evaluated these making notes about key features to mention within their essay. The booklet includes: • A brainstorming mind map for students to reflect on what they have learned throughout the term (used to aid them to select a topic to focus on in their essay) • A list of key individuals, groups and events prior to and during the Vietnam War (they must investigate an individual / group) to learn about their social, political or ideological views & their impact on the independence movement • Tips for developing a key inquiry question (including an example for another topic) • Tips for developing apt sub questions which are open and incorporate any of the 7 historical concepts which are prioritised in the Queensland syllabus • A graphic organiser for the student to reflect on their key and sub questions • A retrieval chart for students to keep their research organised. Students were advised that they needed to “Locate at least 10 historical sources (minimum two books and five primary sources – the rest can be from journal articles / websites / online sources) that present the perspectives of different people in response to your questions.” • Graphic organisers (using T.A.D.P.O.L.E acronym for students to note key details from sources that are worthy of analysis in their essay. I also added a section where they are prompted to reflect on the usefulness and reliability of the source (as students should be evaluating some of the sources within their essay). • Tips for developing a hypothesis (students should do this prior to writing their essay). • Tips for writing the essay including a suggested word count breakdown for each paragraph. There is information about the TEEASC body paragraph structure recommended on the History Skills website (as an alternative to TEEL). NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay.

A PowerPoint for the first lesson of the term – an introduction to feminism and the4 British suffragettes. It begins with a basic definition of feminism for students to add to their glossary + the class word wall. Students know they need to copy down whatever text is underlined in my slides. It is followed by a clip from Horrible Histories (on ClickView) about the Suffragettes. This is followed by an opportunity to discuss what students already know about this topic. Students are assigned a homework research task – due the following week. There is a clip from the 1964 Mary Poppins film showing Mrs Banks – a 1st wave feminist. The 4 waves of feminism are summarised before zooming in on Britain’s first wave. There is a YouTube video from 1913, when militant suffragette Emily Wilding Davison threw herself under King George V’s racehorse at a major public event. She died of her injuries and became a suffragette martyr. An extract from Mary Wollstonecraft’s influential text A Vindication of the Rights of Woman (1792) is presented and students must summarise the key ideas. Another primary source an extract from The Declaration of the Rights of Woman (1791) is provided for comparison. There is information about the hunger strikes which were used as a form of protest & the force feeding methods used by the authorities. There are excerpts of prisoner testimonies. An image of a primary artefact (a hunger strike medal) is displayed. Information about some of the advances women achieved in the early 20th century is provided including information about when British women achieved the vote. The trailer for the 2015 film Suffragette is shown and a synopsis is provided. This lends itself well to a discussion of the personal implications of joining the movement for women at the time. To conclude the lesson, students are encouraged to reflect on their learning and compile their own definition of first wave feminism – with examples. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893, which has the scope to span from when Women’s suffrage in New Zealand became law to the present. I decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay under exam conditions. As the unit was taught in term 4, it was a shorter, 6 week unit.

A PowerPoint designed to teach the students how to write a critical summary of evidence for their assessment. It begins by explaining what it is and what the term justify means. There is an overview of the required elements and three potential structures from the History Skills website that students can choose from. There is a video (online tutorial) from YouTube about how to write a critical summary. I have some tips that students should keep in mind when writing their critical summary. Finally, the QCAA example is included along with the marking notes showing which criterion are being addressed. Afterwards, students have time to write their own.

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

An example IA1 task for the ‘Women’s movements since 1893’ which is studied as part of Unit 2 of 11 Modern History in Queensland, Australia. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: 12 relevant sources which showcase a range of perspectives on second wave feminism, have a mix of primary and secondary sources and include some visual sources, a song, extracts from textbooks, newspapers etc. The reference details and appropriate context statements for these sources. A booklet of lined paper for students to write their response on An exemplar response which received top marks (the student redacted some words using a black highlighter during the exam as they knew they were over the word count). This essay has been annotated by the marker which colours representing the various criteria (analysing, evaluating) or important features (e.g. putting forward historical argument, linking back to that argument etc.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PPT explaining the Soweto uprising and its aftermath. The last slide contains a homework activity which requires students to research differing interpretations of the Soweto uprising and write a response to questions. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet to be used while viewing the Bio pic ‘Long Walk to Freedom.’ It includes during viewing questions and post viewing questions about key people, key events, ideologies/beliefs/motives and some empathy-based questions. There is also a homework activity which requires students to do some further research about Mandela. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

The PPT begins with a warm up to help students to retrieve prior knowledge. This is followed by Carlton university’s tips for analysing and evaluating primary sources. Students are then given a worksheet which contains the O-P-V-M chart with some elements removed which students will fill in as the lesson takes place. The PPT goes through each source type beginning with letters giving information about things to keep in mind regarding origin, purpose, value and limitations. There is a letter from Nelson to Winnie which we read and discussed the language choices. There was also one from Winnie to Nelson (1970). Following this information about Winnie Mandela from the South African History website was provided. The next source type was photographs. I utilised a range of photographs about Winnie Mandela. Following this, political cartoons. This was followed by an acronym called P.I.C.T.U.R.E which is handy for unpacking visual sources. There is information about techniques which cartoonists often use to convey meaning (including allusion, symbolism, irony). Then some cartoons from Zapiro and Len Sak were included for students to get an idea of different styles. The next source type was news media which covers newspapers, tv reports, radio reports and eye witness accounts. Following this, official government documents and other government records e.g. speeches and memorandas. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

This resource was designed for a 12 English unit analysing war poetry. It is a suggested structure for a feature article analysing three texts.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x Handout + an answer sheet The lesson includes: • A brief history of Germany (political structures) • Information about conflict which existed pre WW1 (including changing statehoods in Europe.) • Definitions of important ideologies – nationalism, expansionism, imperialism & militarism • Introducing the concept of alliances and the war climate in the build up to World War One • The assassination of Frans Ferdinand and its significance • Germany’s experiences in WW1 (initial success followed by stalemate and defeat) • The Treaty of Versailles and its ramifications for Germany The lesson ends with a group work activity where students are assigned key sections of the Treaty of Versailles which they have to locate online. Once found they must fill in a graphic organiser with a summary + a speculation about the motivation (intended result) for each article. There is a handout of the graphic organiser for this activity. There is also a teacher answer sheet.

Resource 1: A worksheet for a documentary viewing lesson. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the documentary so that students know what to listen out for. The documentary In the Turmoil of the Russian Revolution (2017) is available on ClickView. There are 24 questions for students to record information about as they watch. Additionally, there are 5 extended response post-viewing questions for students to complete for homework. Resource 2: A scanned copy of my handwritten answers which I completed during the lesson and then used to check students’ understanding.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x Handout This lesson includes information about: • Revising what we learned about the Treaty of Versailles – what the Big 3 wanted + the key terms of the treaty • Fallout of the Treaty of Versailles (issues with the reparations payments and the war guilt clause)  How to analyse and evaluate visual sources  A visual source analysis activity • Germany becoming a Republic  Goals of the Weimar Republic  Political opposition in the early stages of the Weimar Republic • The Stock Market Crash + Great Depression and how this impacted Germany • The Golden 20s  Problems which still impacted Germany in this period  The emergence of the Nazi party  The 25 points program (1920) + a groupwork task to engage with this source  The Beer Hall Putsch (1923)  Mein Kampf • Hitler’s ideologies, VABs and motives  Anti Semitism  Nationalism  Anti-democracy • Hitler’s Rise to Power The worksheet is designed to be used at key points in the lesson

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This revision activity was used as an engaging end to the second session in exam block to check for understanding and recall of the content covered over the 2 sessions. (These resources are sold separately in my store). Resource can also be used as a template to create your own jeopardy quiz.

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with answers to the homework analysis activity – analysing a visual source about the revolution. This is followed by information about two key revolutionaries: Vladimir Lenin and Leon Trotsky. There is a YouTube viewing activity about how these two men rose to power. Students have a graphic organiser to fill in as they watch. ‘Leninism’ is explained followed by information about the return of the Bolshevik revolutionaries from exile. Information about why this is a turning point is provided. After this ‘The July Days’ is explained as well as lessons that Trotsky took away from this. Information about the rising political support for the Bolshevik party is provided. Subsequently, information about how the provisional government was overthrown is included. A timeline of the October revolution is provided followed by some checking for understanding activities. The homework task is then explained. (I usually tell students to take a photo of the homework instructions). Additional videos are linked for if you need to kill time. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

A mini lesson (10 slides) designed to introduce students to some political systems. It begins with some terms to add to their glossary: capitalism and communism. This is followed by an image which explains the following system in terms of cows - socialism, communism, fascism, Nazism, bureaucratism and capitalism. Karl Marx and Friedrich Engels’ class struggle theories are summarised. There is a video to help students grasp this entitled “Communism vs. Socialism: What’s the difference?” There is information for students to copy about the Communist Manifesto of 1848 (notes to be copied are underlined). There are also some checking for understanding activities.

Two resources: A PowerPoint and Worksheet The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It is 6 pages. The PowerPoint is designed for use in a 70 minute history lesson. It begins with a summary of Bloody Sunday before giving a more in depth explanation of the event on the subsequent slides. There are underlined notes for students to copy. There is a photograph of the march and some information about the social and political problems which led the workers to write a petition to Tsar Nicholas II. A translated version of the petition is included along with some checking for understanding questions. The next source for exploration is Father Gapon’s description of what happened as the workers approached the winter palace. Then a visual source (a painting entitled ‘Death in the Snow’ is presented (along with 4 questions). Another political cartoon from a French weekly satirical magazine is also shown. Following this information about other events which impacted Nicholas’s popularity are shown including the war with Japan. Information about political opposition to the Tsar is included. There is an explanation of the various political parties and their aims. The October Manifesto (1905) is also explained. There is additional information about the actions taken to avoid a revolution. For homework students have to create a timeline covering 1905-1916. There are instructions on the slide for this task. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’