A worksheet for use in 10 History after a unit on The Holocaust. It has during viewing and post viewing questions.

A Scope and Sequence suggesting topics to be covered throughout the term. A revision booklet to help students prepare for the external exam. Some elements are not complete but I left the formatting in just in case you had the time to add them (the evaluation and synthesis 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).

Unit plan designed for a 10 week term of 11 &12 Modern History. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), inquiry questions to guide the unit, the recommended teaching and learning cycle from QCAA, a topic specific learning intentions and success criteria, assessment task details and a list of recommended resources. 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 PPT which goes through important events between 1984 and 1994. It includes photographs, textbook extracts, research from websites etc. to help students gain an understanding of this era. By the end of the lesson students should be able to answer the following question: What roles did de Klerk and Mandela play in the path to democracy? 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 PPT summing up the key events in the second half of the 1970s. It includes information about the 1976 Internal Security Act, the renewed use of death sentences, the emergence of the Black Consciousness Movement, the trade embargo established by the UN (1977), Botha’s ascension to PM (1978). There is also some information about the beginning of the 1980s including the formation of the United Democratic Front. 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 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 PPT with a focus on types of secondary sources and their levels of reliability. It begins with a warm up where students list the types of secondary sources they are familiar with. There is a review of the meaning of bias and the distinctions between a balanced source and one which is pro / anti a specific topic. These is also info about how to determine the usefulness and reliability of a source. Students are given a worksheet with most of the information in the O-P-V-L chart pre filled. They copy the information in for the sections which are missing from their handout. The source types included are: biographies, statistics, textbooks, documentaries, journal articles, historical novels, poems, songs and biopics. 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 PPT to help students to learn about key figures including: H. F. (Hendrik Frensch) Voerwoerd, B. J. (Balthazar Johannes) Vorster, Joe Slovo, Ruth First, Oliver Tambo, Walter Sisulu, Albertina Sisulu, Chief Albert Luthulli, Steven Biko, Kalushi Drake Koda, Desmond Tutu etc. It includes images and information from various websites including Encyclopaedia Britannica and South African History Online. 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 designed for watching episodes 5 and 6 of Madiba (2017). This lesson was used when the year 11’s were on camp as a form of revision for the year 12’s. Episodes available on ClickView. 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 go along with viewing the SBS Viceland tv series ‘Rise Up’ which had an episode about the anti-apartheid movement. The episode is also available on ClickView. The questions have been written to go in the order that the information is provided in the episode. A scanned copy of my handwritten answers is provided. 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 PPT used to combine information from a range of sources about the aftermath and the formation of Umkhonto weSizwe. Information about international reaction to the images of the massacre is provided. The subsequent riots are explained. The government’s reactions including declaring a state of emergency and banning the ANC & PACs are explained. The reasons why ANC decided to adopt armed struggle as a strategy are explored using a range of source. After reading through and discussing these sources, there is an EA style synthesis activity for the students to complete. 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 PPT which explains the lead up to the Sharpeville Massacre including the formation of the PAC. There are terms for the students to add to their glossary including separate development and bantustans. There are images from the massacre, a brief YouTube Video and information from written sources including the Hodder textbook, various newspaper articles. Students read these sources and have a table that they must complete where they list the source and describe the perspective evident in the source. 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).

A PowerPoint presentation which continues on from the Historical Context lesson. It introduces students to various South African politicians from 1924 onwards beginning with James Hertzog. Ideologies / motives + political actions are outlined. Students take notes from the underlined information. Early laws like the ‘Immorality Act’ (1927) are explained. The Sauer Report (1948) is explained. There are some extracts from biographies and autobiographies about Nelson Mandela as well as the Cambridge Senior Modern History textbook. This is followed by laws and policies introduced by the National Party after the General Election up until 1957. 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 word document (Cornell Notes template) which I explain to students before the lesson. I then deliver the lesson in a lecture style format where students choose what to write down. A PPT which I use for my lecture-style lesson. It introduces students to the Dutch East India Company and their influence in Africa. Terms like Boer and Afrikaners are introduced. Information about the conflict between the British colonisers and the Boers is provided. This is followed by information about how the Boers attained self government. The use of language as propaganda is explored e.g. terms like ‘kaffir.’ The PPT ends with some checking for understanding 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).

This PPT was used to introduce an alternative sequence class (11 and 12 students in the same class) to the external assessment. It includes information from QCAA’s subject reports which explains the assessment conditions. This is followed by a series of slides explaining each criterion and looking at example questions. For some of the question types there are recommended response structures and sample answers. 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).

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x PowerPoint 1 x Booklet containing sources and activities which help students to practice synthesising and forming historical arguments based on information from sources Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The sequence of this lesson: This lesson followed on from a lesson about evaluating sources. It begins with a match the definitions activity to see what students remember. This is followed by a warm up where students are shown 6 example exam questions and they have to explain what they believe the question is asking them to do. Following this, the learning intentions and success criteria are unpacked before turning our attention to the core skill for the lesson: synthesis. It begins by defining this term and looking at some words which may appear in a question which would hint that you are being asked to synthesise. This is followed by a 6 step process that students can use when synthesising. This is followed by an example student response to IA1 (essay under exam conditions) taken from the QCAA’s 2021 Modern History Subject Report. After reading this exemplar the class discusses the merits of this work. Following this, the year 12s begin working through the synthesising work booklet (about The Boer War) while I take the year 11’s through some more explicit teaching. It begins with what questions to ask yourself when interrogating sources. This is followed by tips of how to introduce the authors of sources (as this helps the reader know how credible the points are). There are tips for how to talk about two sources simultaneously. We then unpack how synthesising is assessed in the QLD Modern History criteria (guide to making judgements). The importance of creating a sophisticated historical argument is emphasised. This is followed by an example historical argument for a different topic. This is followed by instruction on how to create a purposeful topic sentence for each body paragraph. Next information about what should be featured in supporting sentences and the final linking sentence is provided. Then year 11’s begin working on the independent work booklet while I go through the answers with the year 12s. Students complete any unfinished portions of the booklet for homework.

This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet 1 x Independent Work Booklet with various activities designed to help students practice the evaluation skill Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s. Types of sources: a novel, a Wikipedia article, an Encyclopedia Britannica article, a pamphlet written by Mark Twain (from the perspective of King Leopold), a book written by Arthur Conan Doyle about the Congo, a textbook, a range of political cartoons (4), and a book entitled The Fortunes of Africa.

A PowerPoint used to teach a combined class of 11 and 12 Modern History students. It begins with information about significance (one of the historical concepts). The N.A.M.E acronym for determining whether something is significant is explained. Then the Learning Intention and Success Criteria for the lesson are unpacked. The core part of the lesson begins with information about why we reference and what this might look like in an exam vs an assignment. There is a slide explaining how to in text reference (with examples). This is followed by slides about paragraph writing. Students are presented with two acronyms which they can use – extended TEEL and the TEEASC structure from the History Skills website. There is an example paragraph from an essay about the Cold War written by a student. This is followed by information about how to unpack an exam question and what is required of a ‘to what extent’ response. There is also information about how to do a quick plan before writing an essay / paragraph. For the remainder of the lesson students have 3 questions to respond to in paragraph form (about Leopold II and imperialism in the Congo). Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.