Worksheet and answers to accompany the TED Ed 5-minute animated documentary, The History of the Cuban Missile Crisis. The video covers the Bay of Pigs invasion, Soviet support for Cuba against further invasions, U.S. “quarantine” of Cuba, the shooting down of a U.S. spy plane and the U.S. firing a depth charge at a Soviet submarine, the decision of Vasili Arkhipov to not fire a missile in response, secret negotiations to resolve the crisis and the subsequent withdrawal of U.S. missiles from Turkey and Italy and Soviet missiles from Cuba.

Worksheet to accompany the 12 minute and 44 seconds Feature History documentary, The Eureka Stockade. The worksheet is designed for Stage 3/4 students of the History Syllabus for the Australian Curriculum. The video examines the causes of the Eureka Rebellion, events and significant outcomes including universal male suffrage, the right to elect men to parliament and the right to free from police harassment. The video is available on YouTube

Skalds were the bards or professional entertainers of Viking society. They specialised in entertaining the paying public: the aristocracy. But they also taught children, gave public recitations of history and mythology and made formal speeches at funerals and important ceremonies. This source-based activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Revision activity for the topic The Mongol Expansion. Students use the decoding key to decode the 6 questions. They then answer the questions from their class notes to answer the questions. The activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts The Mongol Expansion

Can your students walk in the shoes of someone from the topic Iran 1953-1989? This empathetic task is: "The Shah has left and Imam Khomeini has, at last, returned home. As a working-class Tehrani man/woman, you have been selected by the local newspaper to express your views of this momentous event and the instability in the country in 1979. As the reporter gets out his pen and pad you begin your interview ...." There is a marking guide provided. This task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Can your students walk in the shoes of someone from the topic Spartan Society to the Battle of Leuctra? This empathetic task is: "You are a Spartan hoplite at the Battle of Thermopylae. But tonight will be your last night on earth. The Persians have now surrounded the remaining 300 Spartan professional soldiers and the allied conscripts who will be of limited help. As your mates groom their hair, sharpen their swords and prepare their minds, you sit down with your Athenian servant and relate how and why you have come to you have come to be serving Lakonia at Thermopylae. He tells you to begin ..." There is a marking guide provided. This task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Ancient Societies Option G: Spartan Society to the Battle of Leuctra 371 BCE

This is an explanation task on the topic Persia: From Cyrus II to the death of Darius III. It is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the Death of Darius III

Can your students walk in the shoes of someone from the topic The Mongol Expansion? This empathetic task requires students to recount an attack on a the village of Otrar, on the border of the Khwarazm Empire. Unfortunately, your account must be given on your knees before the Great Khan and you will need to explain why 20 warriors died. There is a marking guide provided. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts The Mongols

Can your students walk in the shoes of someone from the topic The Vikings? This empathetic task requires students to recount an attack on an Irish monastery on a winter's night, whilst around the hearth in the longhouse. There is a marking guide provided. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Can your students walk in the shoes of someone from the topic The Holocaust? This empathetic task requires students to imagine they are a guide at the Jewish Museum who is recounting the day he/she arrived at Auschwitz and to recount events of that day. There is a marking guide provided. The task is designed for students of the NSW History Syllabus for the Australian Curriculum. Stage 5 School-Developed Topic Depth Study 6: The Holocaust

Can your students walk in the shoes of someone from the topic Aboriginal Rights and Freedoms? This empathetic task requires students to imagine they are an activist. "Your work in moving for this recognition and apology has finally paid off. You have spoken to so many former-children taken to boys’ and girls’ homes and to parents who have grieved at the loss of their beloved children. You mount the podium to speak to the crowd ...." This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms 1945-present

Sequencing activity for the topic Iran 1953-1989.

Crack the Code activity for the topic Australia in World War I. Students decode the questions and then answer them. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

Key terms and concepts mix and match activity and correct answers for the topic Australia in World War I. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

This is a set of activities using key words and concepts in the topic Celtic Society. It includes an activity where students cut out the key words and concepts and match them with the meanings, finding alternative words and terms for selected technical language and using key terms in their own sentence. The outcome being taught is: AH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms. This task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts

There are 3 parts to this task: 1. Create a model of a Mongol weapon or armour or piece of clothing, 2. Write a brief information report on the item that you have selected, 3. Include an annotated bibliography of at least 4 sources of information for your task. This has been a very popular task over many years and is guaranteed to maintain student engagement. I suggest that you advise school staff of the day that the task is due so that they are aware that models of knives, swords, shields etc. will be coming directly to you at the start of the day. This will avoid misunderstandings. Some of these models have been truly outstanding replicas! This assessment task meets the requirements of the NSW History K-10 Syllabus for the Australian Curriculum and BOSTES assessment guidelines. Stage 4 Depth Study 6: The Mongol Expansion This is a great task to promote History!

The Colonel is a brief, non-fictional narrative of the experiences of a German retired colonel who found his world turned upside down when the Nazi anti-Semitism beliefs became policy. The activities attached to the passage are lower-order comprehension questions followed by an activity requiring students to ask 5 questions of either the Colonel or the write about the impact of Nazi anti-Semitism on individuals and their families. The outcome being taught is: HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry. The activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

This is an assessment task on Celtic Society that includes assessed course outcomes, rubric, marking guideline and student feedback sheet. The task is an essay: Many of the classical writers (Romans and Greeks) believed that the Celts were barbarians, lacking in the refinements of civilisation. Do you agree with them? Use supportive evidence from the sources to help explain your view. The task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts

This activity includes a passage from Abraham Biderman's book, The World of My Past where Abraham describes the life of people in the Lodz Ghetto who have been punished by being allocated the responsibility of cleaning rest-rooms (toilets). The passage is rich in description and pathos. After reading the passage aloud, there are some comprehension questions, followed by an empathy activity where students need to imagine that they are spending the day with these unfortunates. A text type summary for narrative writing is provided. The outcome being examined is: HT5-6 - uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia. Students are also encouraged to develop Empathetic Understanding. These are outcomes from the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Word Search to accompany the topic Celtic Society.