John Schumann's 'I Was Only 19' gives a narrative of a 19-year old conscript in the Australian Army in 1968-69, at the time of the Vietnam War. The song describes selection, training, experiences in Vietnam and reflections on the war after his return. The terms and concepts in the song are explained and are followed by a set of activities. The set of activities includes: 1. What did you learn about the experiences of Anzac soldiers at Gallipoli and after the war? 2. How did the song make feel? Why? 3. How does John Schumann use language and tone to help you feel this way? 4. Is the song for or against war? Why?

Unit of work for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 4: The Western and Islamic World The Vikings It includes: + Who were skalds? Source-based activity + Why did the Vikings settle Iceland? Source-based activity + Who were jarls? Source-based activity + What weapons were used by the Vikings? + The Vikings. Who were they? documentary worksheet + Crash Course World History the Mongols worksheet + Thralls. Slaves to the Vikings Poweroint presentation + Viking Houses Powerpoint presentation + Viking Ships Powerpoint presentation + Key words and concepts activities + 4 cloze activities + Viking jigsaws + The Vikings Word Search + Acrostic poem and Mix and match + Sequence the events + Worksheet to video BBC Vikings (2012) Episode 1 + Worksheet to video BBC Vikings (2012) Episode 2 + Crack the Code + Walk in his/her shoes - Empathetic activity

This Powerpoint presentation covers liberation of the camps, psychological effects of experiencing the Holocaust, impact on Europe's population, emigration, creation of the State of Israel, bring war criminals to trial, historical sites and memorials, international war crimes legislation, resurgence of anti-Semitism, finding war criminals, Holocaust Remembrance Day. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Teaching program for the unit of work, The Holocaust. It meets the requirements for the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study : The Holocaust

Eric Bogle's 'And the Band Played Waltzing Matilda' is a classic story of an Anzac soldier at Gallipoli and living with the injuries he sustained there. The song is highly evocative and told in the first person. The soldier describes his experiences at Gallipoli and afterwards in hospital and after returning to Australia. The set of activities includes: 1. What did you learn about the experiences of Anzac soldiers at Gallipoli and after the war? 2. How did the song make feel? Why? 3. How does Eric Bogle use language and tone to help you feel this way? 4. Is the song for or against war? Why?

This unit of work meets the requirements of: Stage 5 History K-10 Syllabus for the Australian Curriculum Depth Study 2: Australia and Asia 2a: Making a Nation. Australia 1900-1914 This bundle includes: Program: Making a Nation. Australia 1900-1914 Mapping activity: The Australian colonies Sequencing and explanation Assessment task Terms and concepts Activity: City occupations 1900-1914 Video: Australia’s Federation (BTN) Worksheet for video: Australia’s Federation (BTN) Puzzles: Crossword and Word Search Cloze activity: Federation Activity: Characteristics of Australian Country Life 1900-1914 Puzzle: Crack the Code Deconstructing a visual image: Shearing the Rams Extended writing activity: Empathetic activity Video: Constructing Australia. Pipe Dreams Worksheet for video: Constructing Australia. Pipe Dreams Source-based activity: How innovative was the social legislation 1900-1914? Source-based activity: How popular was the Immigration Restriction Act? Source-based activity: How significant was the Harvester Judgment? Source-based activity: Were the South Sea Islander People slaves or guest workers? Source-based activity: What were the consequences of the Constitution Act for Aboriginal peoples? Source-based activity: Why did Australians fight in the Second Anglo-Boer War? Video: From sheep to chardonnay Worksheet for video: From sheep to chardonnay

Warawi is an Eora girl who lives on her traditional land in 1788. This episode of My Place looks at the day she met the Grub People for the first time. The worksheet focuses on the character off Waruwi, her traditional life and the impact of the Europeans. This resource includes answers. The resource is part of a unit of work for Stage 3, The Australian Colonies for the NSW History K-10 Syllabus for the Australian Curriculum.

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.

This worksheet and answers are designed for the 6-minute animated Ted Ed documentary, The Rise and Fall of the Berlin Wall. It covers post-WWII events resulting in the division of Berlin, the creation of the first fence to prevent emigration and loss of workers from East Germany, the construction of the concrete wall in 1961-2, the fortifications immediately behind the wall and events leading to the opening of border crossings in 1989. The video is available on YouTube.

This worksheet and answer sheet accompanies the 2006 feature film, Kokoda. It focuses on reasons for the Australian 39th Battalion being on the Kokoda Track in 1942, conditions and difficulties for Australian soldiers, the two battles of Isurava and the aftermath of the battles. It includes analysis of 3 scenes from the film that depict fighting conditions.

This unit of work is 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 It includes: + What was Monash’s role in the Battle of Hamel? Source-based activity + Why do Australians celebrate a military defeat? Source-based activity + What were the experiences of Australian POWs in WWI? Source-based activity + Was the Gallipoli evacuation a strategic success or recognition of a failed strategy? Source-based activity + Did German-Australians need to be interned in WWI? Source-based activity + What was the impact of WWI on returned servicemen? Source-based activity + Beneath Hill 60 worksheet for video + The Battle of Passchendaele worksheet for video + The Last Charge (Beersheba) worksheet for video + Australia: the Story of Us worksheet for video + 4 Cloze Activities + Sequence the events + Write an exposition + Word Search + Crack the Code + Key terms and concepts + Deconstructing a Visual Image - Anzac Cove + 3 Primary source analyses + Write an explanation Ezine article - Anzac Day: How it came to occupy a sacred place in Australian’s hearts Newspaper article - 100 years on: The Battle of Polygon Wood Ezine article - Indigenous Anzacs: Letters home from Aboriginal WWI diggers reveal humour, sadness Information report Ezine article: Effects of WWI lingered long in Australia Revision activity: True or False?

Held in honour of the Battle of Thyrea, this annual festival was held in July and included singing, dancing and the snatching of cheese from the altar in the Temple of Artemis Orthia. The purpose of the festival was to emphasise tradition and maintain the Spartan way of life. This source-based homework task supports student understanding of the NSW Ancient History syllabus Higher School Certificate course Part II: Ancient Societies Option I: Spartan Society to the Battle of Leuctra When cheese has a higher purpose than just being food...

Mongol military success lay with the use of terror, high level of horsemanship, communication and the use of spies and informers. In this set of activities students examine these factors before writing a narrative response, imagining they are a Mongol soldier outside the walls of Samarkand in 1218. The activity is to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a): The Mongol Expansion Great opportunity to explore the use of terror as a weapon in military conflict and social control.

Much has been written of the 1838 Myall Creek Massacre of Kamilaroi people by European settlers in New England NSW. But how did people at the time respond to news of the event? What are the responses now? How have people responded when they learned that their ancestors were perpetrators or victims of the event? This source-based homework task supports student understanding of the outcomes in the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1: The Making of the Modern World The Industrial Revolution/Australia in the 1800s Students examine a range of primary and secondary, visual and written resources to discover the background to the Myall Creek Massacre, the event, and the aftermath. The activity concludes with an examination of responses to the event today. Students then explore some of the values of social responsibility: coming to terms with wrongdoing by and against our ancestors and the appropriateness of forgiving/apologising for these wrongdoings. Thought-provoking concepts that will generate plenty of discussion and engagement.

This worksheet supports the History Australian National Curriculum Syllabus Stage 4 Depth Study 6: Expanding Contacts (d) Aboriginal and Indigenous Peoples, Colonisation and Contact History. It guides students in describing and assessing the importance of land use and ownership by Aboriginal people and Europeans in the 1800s and investigates whether conflicting views were just about ethnic traditions or about these many other factors.

This Powerpoint presentation supports the teaching of the History Australian Curriculum Syllabus Stage 4 The Ancient to the Modern World Depth Study 4: Mediaeval Europe. It traces the history of the Knights Templar, positive impact on Mediaeval Europe and negative impact on the peoples of the Middle East. There are activities at the conclusion of the presentation that are suitable for Gifted and Talented students and students in regular mixed-ability classes. The activities can be modified for students in specialist classes for Emotional Disorders, Autism, Intellectual Disability and Behaviour Disorders.

This is a source-based homework task to support student understanding for the NSW Stage 6 Ancient History Syllabus Higher School Certificate course Part II Ancient Societies Option I - Spartan Society to the Battle of Leuctra. Students examine archaeological and written evidence relating to Fifth Century BCE Spartan Festival of Hyakinthia, a major annual celebration in Spartan society where many social and religious practices underpinning the values and beliefs in Spartan society were repeated. Raises some important questions about Spartan society's acceptance of institutionalised brutality against youth and paedophilia. But don't be scared off by these issues - there are good discussions on societal values to be had.

This is a source-based homework task to support student understanding of the NSW History syllabus of the Australian Curriculum Stage 5 Depth Study 2 - Australia & Asia 2a - Making a Nation: Australia 1900-1914 Students analyse a variety of primary and secondary, written and visual source materials to decide on the popularity of the Immigration Restriction Act, 1901 and make decisions around why discriminatory laws are inappropriate today.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 6 - School Developed Topic: Australia in the Vietnam War Era Students analyse a range of primary and secondary, written and visual sources to decide how attitudes towards Australian Vietnam veterans changed after the end of the Vietnam War in 1975. Efforts to improve public perceptions and to improve their own political power and wellbeing lay in the hands of the veterans themselves. A real historical case study in going from zero to hero.

Alexander victory at Issus was more about good fortune, good luck and being a popular military leader who could talk his men around. This homework task is to support student understanding of the NSW Ancient History syllabus Higher School Certificate course Part III - Personalities in their Times Option H - Alexander the Great Students analyse a variety of primary and secondary, visual and written sources to determine why Alexander the Great was successful at the Battle of Issus in 333 BCE. Bravado and popularity certainly count for a lot!