A ppt which includes workbook expectations, notetaking expectations, behaviour expectations and an assessment outline. This is followed by some context information about the drive to imperialism. The early imperialism era (15th Century) is explained. Students take notes about the economic theory of mercantilism and are introduced to terms like ‘mother country’, ‘colony’ and ‘raw materials.’ Information about early imperialist powers (Portuguese, Spanish, French, British and Ottomans) is summarised. Then there is an explanation of the period when imperialism went out of fashion (the first half of the 19th Century). Some of the obstacles are explained – yellow fever, malaria, sleeping sickness and the nagana disease. An explanation of how the economic theory of ‘free trade’ (Adam Smith’s laissez-faire theory) spelled the death of mercantilism. Why imperialistic activity re-emerged with dramatic suddenness in 1870. The reasons for the renewed ‘drive for empire’ are explained. 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.

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.

Prior to students learning about moral issues in The Hunger Games, they must first learn what morals are and have a chance to identify them in other texts. This PowerPoint teaches students what terms including moral, morality and immoral mean. Students are also introduced to the news genre and its purpose. They learn about how regular news stories are structured and their common language before reading a news story with a moral issue in it. After reading the article there are a series of comprehension questions which could be answered individually or as a class depending on the abilities of your learners. These questions increase in difficulty and were written using verbs from Bloom's taxonomy. Resource 2: A copy of the newspaper article students explored in this lesson (taken from an Australian newspaper in 2017).

Resource 1: PowerPoint This lesson introduces the concept of lying broadly before zooming in to focus on how the moral issue is shown in the novel. Students are introduced to the types of lie (white lie, fabrication, bold faced lies). Discussion questions are posed on the PowerPoint to encourage students to share their views on the issue. There is a short clip from the film Liar Liar to provide a humorous stimulus for discussion. Following this students will read the feature article 'Are white lies dead in the age of social media?' As they read the various language and visual features will be pointed out to them (as they will be writing a feature article for their mid term assessment). After reading the article there are activities for students to complete including defining some terms from the article and answering literal, inferred and applied level comprehension questions. Subsequently, the lesson introduces the various types of lies in the novel. The PPT includes extracts from the text where people are shown discussing lying or telling a lie. These extracts are followed by discussion/comprehension questions. Resource 2: a feature article taken from 'The Australian' (newspaper) in 2017 about white lies which students will explore in this lesson.

A PowerPoint designed to introduce year 9 students to photography. It addresses areas including the Importance of knowing your subject, audience, and medium. Introduction to key terms e.g. body language, visual features, foreground, and salience. A range of images (e.g. from Vietnam war) with questions to prompt student analysis and discussion. Some info about framing your subject and the rule of thirds.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. The first of two lessons about Unfair Dismissal in Australia. It begins with a video of leading industrial advocate Miles Heffernan explains what your rights and options are if you believe that you have been unfairly dismissed, and what the difference is between unfair dismissal, unlawful dismissal and unlawful termination. A definition of Unfair Dismissal is provided along with an explanation of who to turn to if you believe your employment has been terminated unfairly. It includes some short response and summarising activities in response to videos (including news footage about unfair dismissal claims). The second ‘Unfair Dismissal’ PowerPoint. It includes revision questions and a flow chart for the process for bringing an unfair dismissal claim. The impacts of unfair dismissal on a work environment. Processes that employers should follow before terminating someone. Examples and non examples. An interesting case study involving McDonalds reported on Sunrise in 2015 with post-viewing questions. An explanation of ‘onus of proof’ and some justifiable reasons to dismiss an employee. Reasons you cannot be fired (a review of discrimination). A handout to be used across both lessons (with the questions, key information and writing space). A long case study about a man sacked over eating a Snickers bar and a shorter version of the same case study which I used with the class.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 4 - students are to write a paragraph describing themselves. Students are introduced to the key term ‘friendship.’ They are asked to describe their friendship group in a few sentences. Students are to brainstorm the main reasons they fight with parents, siblings and friends. A metaphor (relationship bank accounts) is explained. Students list the deposits and withdrawals they make in three relationships of their choosing. Students read an explanation of some of the reasons why we fight with people we love: jealousy, one-way relationships, rejection, stress, disloyalty, revenge and peer pressure. Next to each they need to list examples of this from popular culture texts (e.g. movies, tv programs, celebrity feuds etc.) Lesson 5 introduces students to the key terms ‘interpersonal’ and ‘intrapersonal intelligence.’ Following this, there is a passage about workplace behaviour which they need to read. There is a workplace scenario which students can read and respond to. Students then need to define aggressive, assertive and passive communication based on what they read in a handout / further research. There is a classifying activity for students to test their understanding of these terms. There is a paragraph writing activity about what students believe they should do if a work colleague does something that annoys them. Afterwards 3 workplace scenarios are listed. Students need to rate how stressful they would find that situation from 1-5 and how they would try to solve it. Lesson 6 introduces students to the key term ‘self-concept.’ This is followed by an explanation of 5 different ways you could describe yourself. Afterwards, ‘self-esteem’ is defined along with terms optimism and pessimism. Two things that influence our self-esteem are noted. Students are to summarise what they have learned in this lesson. Afterwards they read information about ‘characteristics of low self esteem’ and how this can affect your quality of life. Some causes of low self esteem are explained as well as some tips for how to build one’s self esteem and who you could go to for help. The lesson concludes with a poster making activity (tips for improving self-esteem). Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons.

A Unit plan designed for a 10 week term of 11 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. A Scope and Sequence suggesting topics to be covered throughout the term is also included within the document (as taught by me in 2020). A handout version of the learning intentions and success criteria for students to glue into their books and refer to throughout the term. 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. Designed for use in 70 minute lessons. The end of term assessment for this unit was an essay.

A lesson designed to teach students how to read legislation and explain it in written form. It begins with a warm up quiz to test students retention of information from earlier in the unit (e.g. define key terms, + some multiple choice - why we have laws, what happens when laws are broken, police officers duties etc.) Then it includes an overview of some driving laws which exist to protect us followed by some print and video public service announcements showing the risks of actions like speeding, drink driving etc.) to prompt discussion. Some other laws including smoking, alcohol and violence related laws are also included. Students are then introduced to the Criminal Code Act 1899 (QLD) as this is a document students will engage with during their assessment. They are shown the table of contents and how to use it to find the specific crime they are looking for (screenshots are included in the PPT). Using Wilful Damage as an example we read the definition and the elaboration provided in the sub sections. We then look at the punishment and some information from a law firm about when wilful damage is defendable. Students are shown a table (graphic organiser) which they are to use to write a summary of that law in their own words. We then looked at the specific instances when a higher penalty would be given for this crime, how to report wilful damage and what to do if you have been accused of committing this crime (and the differences in penalty for someone over 18 vs a minor). Students then engaging with the Summary Offences Act of 2005 and have to complete the same graphic organiser for the crime ‘public nuisance.’ This is followed by an explanation of what a penalty unit is and what the current QLD penalty unit is worth (as of 1 July 2020). The lesson concludes with a viewing activity where a lawyer discusses public nuisance in QLD. To be successful at the end of the lesson, students should know: • How to navigate the legal documents and how to reference them appropriately (the section and the relevant sub sections.) • What are penalty units? • How much are penalty units worth? • Why repeat offenders have heavier penalties. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store – Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a multimodal presentation. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.’

A PowerPoint which can run for a few lessons which is about the Second Wave of Feminism. It begins with an explanation of feminist theory taken from a Sociology textbook. This is followed by information about the origins of the feminist movement in the 1960s (USA). The perspectives of Marxist feminists vs Radical feminists are explored. Some context of what was happening in the 1960s was provided (e.g. Civil Rights movement, Peace movement, Music revolution, Sexual revolution etc.) A source of feminist ideologies (Betty Friedan’s ‘The feminine mystique’) and its impact on women’s thinking is explored. This is followed by information about how Australian women’s movements were influenced and shaped by international developments. The goals of these women were explored. The methods used by the women’s liberation movement in the 60s and 70s are listed. Australia’s Bar Room Suffragettes (from Brisbane) are provided as an example. This is followed by an explanation of women’s quest for equal pay. The Women’s Action Committee (WAC) - a group of feminists from Melbourne - are introduced along with their specific goals. Information about a key goal (abortion law reform) is provided. This is followed by information about some key feminists: Germaine Greer, Anne Summers & Zelda D’Aprano. The slideshow concludes with things that improved the lives of women during this era (birth control - the contraceptive pill, equal pay for ‘work of equal value,’ more accessible childcare arrangements, shifting expectations of parenting so that fathers took on more responsibility in child rearing, more representation of women in politics & other legal achievements.) 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 PowerPoint which I think History teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Constructive criticism is also appreciated. 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). A 95 slide PowerPoint which can be used in various ways including: Delivered in lecture style during an introduction to the subject day (2 hour block) Delivered over a couple of lessons during the unit Sent to students for them to read during at home (COVID) learning along with a worksheet which specifies what information students need to look for The PowerPoint includes: An introduction to important terms (race and racism). Information about different types of racism. Information about how Nazi racism degenerated into genocide. Information about the Nazification of Germany (by 1934). A review of what Hitler wanted. Methods Hitler used to pursue his aims. How the Schutzstaffel (SS) was used as a tool of Nazi terror. How propaganda was used to reinforce the appeal of Nazism. Methods Goebbels used to spread propaganda. Examples of anti-Semitic propaganda. Warning signs before the Holocaust (classification, vilification, symbolisation, discrimination and polarisation). Information about the establishment of ghettos. Defining dehumanisation and looking at how this was achieved. How Jews were treated under Nazism. A timeline of anti-Semitic laws and policies (1933-1939). An important event: Kristallnacht. Engaging with sources about Kristallnacht. The lead up to the Holocaust (different phases). The Wannsee conference where ‘the final solution’ was developed. The outcomes of the conference. The tactics the Nazis used to get the Jews to leave the Ghettos. Information about the concentration and extermination camps. Images of the entrance to Auschwitz, the Boxcars, an image of Auschwitz taken from the air, an image of a wooden barrack in Auschwitz Birkenau, a image of the Auschwitz gas chambers, images of sonderkommando processing the bodies into the crematorium etc. which help students to understand the parts of the camp and the level of destruction. The legacy of the Holocaust and the Nuremberg war crimes trials. The development of the United Nations. Different historical perspectives (Orthodox, Revisionist, Intentionalist, Functionalist).

An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their essay. This booklet includes: a pre quiz (to see what students already know), key terms to be defined, a graphic organiser to store their research in (with a column dedicated to evaluating the source). A scaffold to help students to write their essay (a breakdown of what to put in which paragraph). A SWOT analysis for the students to complete at the conclusion of their assessment. An exemplar Inquiry booklet which can be handy for those new to teaching Social. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. Assessment scaffolding resources A list of key terms, language features and text structures that students can use to assist them with their planning A writing booklet which includes a suggested structure for the speech along with sentence starters to prompt student responses A PowerPoint template which has been pre-filled with appropriate headings for the assessment A handout outlining how to reference the following text types in APA formatting: websites, newspaper articles, magazine articles, televised news segments

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. 3 resources: The task sheet and criteria for a year 10 multimodal task requiring students to analyse and evaluate 2 news media texts. A second task sheet with criteria for a student who is being assessed at a grade 6 level (due to being on an Individualised Education Program). A cover sheet to be placed on the front of the work of the student being assessed at below grade level with possible modifications listed on it. This makes it easy to highlight the appropriate ones and then include this as evidence of differentiation for parents / the school. Students will learn to create a multimodal presentation to articulate complex ideas (i.e. an evaluation of news media). They will learn to use persuasive vocabulary and language features, as well as evidence, to justify their opinions. They will also learn to use visual features to persuade in their presentation (i.e. effective PowerPoint images, titles, etc.). Lastly, they will learn how to effectively use non-verbal persuasive techniques to present their speech/presentation.

A revision sheet for students to use in lessons prior to their exam. It gives them an opportunity to practice the types of questions they will encounter in their exam. For each question there are numbers in brackets which indicate to students which criteria is being assessed in this question. It begins with questions about what the cognitive verbs ‘decide, justify and explain’ mean. This is followed by questions asking studetns to define key terms and provide examples e.g. Australia’s Sex Discrimination Act, cisgender, sexual harrassment etc. Following this, a list of scenarios are provided and students must circle which are examples of gender discrimination. Next students must brainstorm some stereotypes about the following groups which are perpetuated in the media: mothers, single women, fathers and single men. After this they explain the impact of these stereotypes (in a short response question). They view an advertisement (men’s underwear) and answer 3 questions about this. They receive a profile of a person and answer 3 questions about this. These are followed by a question about what it means to be feminine and masculine. After this they read a small case study involving discrimination and have to identify and explain the viewpoints in this scenario. Following this they must answer some short response questions about this scenario. The final question is an extended response where students must engage with a range of visual and written sources and use these as evidence within their response. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination.

A PowerPoint for a skills focused Modern History lesson focusing on Summarising. It begins with a settling activity (writing definitions of key historical concepts into glossary - empathy, cause & effect, historiography). This is followed by an explanation of paraphrasing, summarising and quoting. I have provided an example of each using the transcript of President Roosevelt’s declaration of war post Pearl Harbor. I have explained some things that you see in sources that students may not be familiar with [sic] and ellipses (…). Subsequently I provided sources about Imperialism for students to summarise to practice the skill. There is a worksheet which contains the sources and room for the students to write their summaries. There is also a TEEEL paragraph writing activity for the final source. 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 Imperialism / The Scramble for Africa.

A selection of thirteen sources which I gathered for a practice exam on eugenics in Germany during World War Two. These are a mix of primary and secondary sources. Context statements are provided to assist students with their analysis and evaluation of these sources. Could be used for a practice exam or to practice skills during lessons / for a revision sheet.

A PowerPoint designed to introduce students to their new topic: China. It begins with some interesting facts about China (with statistics written in 2019 and 2020). This is followed by information about our overarching learning intentions for the unit. A visual timeline of the weeks to complete the task is displayed on the board to emphasise to students why it is important to knuckle down. Then the focus of the lesson begins with an introduction to the historical context of China. Information about how a person’s name is written in sources is provided along with an explanation of the Wade-Giles and Pinyin systems. This is followed by information about what traditional China was like (during the Qing dynasty). There is information about the roles of women and children. An explanation of the prevalent belief system (Confucianism) is provided. A key idea: ‘The Mandate from Heaven’ is explained along with how power could change hands (how dynasties were challenged and overtaken). A summary of each part of the social structure (taken from Inquiry 1 textbook) is displayed to inform students about the relative status of Shenshi, Peasants, Artisans, Workers, Merchants, Traders, Professional Soldiers. Information is provided about their beliefs and foreign policy. The lesson then looks at how the Qing Dynasty was overthrown. Information is provided about The Taiping Rebellion and The Boxer Rebellion. A key figure (Sun Yat-Sen / Sun Yixian) is introduced. This is followed by information about an event: the 1911 Xinhai Revolution. There is a 9 minute YouTube clip for students to watch and then there are some notes for them to copy down (underlined). Finally, summary of events up to the Warlord era (1916-27) are provided.

6 resources utilised in a 12 English Authority unit in Queensland Australia. 1) A PowerPoint taking students through the history of Sudan. It begins by introducing students to key terms including: coup, constitution, fundamentalist, Islam, junta and secession. These terms are integral to understanding the events in Slave as the author's life was influenced by the political events occurring in society at the time. After a brief overview of the early history, it delves into the civil war (1980s-1990s). Lastly it looks at contemporary politics (since 2002). 2) A handout of the notes about the history of Sudan (which were taken from the Oxford dictionary of contemporary world history). This can be given to students who struggle to summarise or used for purposes of revision. 3) Further research about Slave and the Nuba culture. 4) A handout to be given to students at the beginning of the term explaining the purpose of the unit and outlining what the two items of assessment are. 5) A diagram which shows the various influences on the author as she wrote her autobiography.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. Three mini PowerPoints to be used in the drafting phase of the unit. These include information about what each section contains, key points to assist students to write theirs and examples. How to write a rationale for their report How to write an introduction for their report How to write a conclusion for their report A handout of key details to give to the students (so they can continue writing these sections of the report for homework) A unit reflection document