4 Cloze activities on the topic Australian Involvement in World War 1. The activities are: + Overview of Australian involvement in World War 1 + The first conscription referendum + The charge at Beersheba + Aboriginal servicemen in World War 1 Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War 1

In 1916 an Australian mining battalion consisting of miners from the North Queensland goldmines, the Hunter Valley coalmines and the Broken Hill and northern Tasmanian mines set about breaking the stalemate on the Western Front by blowing up Hill 60, a German strong-point in Belgium. The film is an excellent depiction the contrasts of life of soldiers on both the Western Front and life on a homestead in North Queensland in 1916. This worksheet 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

In 1953 the Iranian government of Shah Mohammed Reza Pahlavi commenced a suppression of Tudeh, the Communist Party of Iran. There were political and personal reasons why the Shah did this, but it needs to be viewed in the context of the Cold War. The suppression was excessive and included many and extensive human rights abuses. The response of the United States was to support the Shah. This decision did not bode well in the eyes of the Iranian people. This source-based activity 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

Kristallnacht was a clear message to German Jews that they were not safe and that the authorities would not support them against acts of violence. Many attempted to emigrate and seek refuge with non-Jewish friends. Some German non-Jews supported their Jewish neighbours by protesting about events. They suffered retribution by the state. Most non-Jews responded in silence, either because they were not personally affected by events or they tacitly agreed with the pogrom against the Jews. Some gained personally by looting Jewish goods. This source-based task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Set of activities using key terms and concepts from the topic Iran 1953-1989. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

Ayatollah Khomeini returned to Iran on February 1, 1979 to widespread popular support. He has immediate problems to deal with: establishment of an effective government and bureaucracy, taking control of the military, arresting and putting on trial members of the Shah's administration, establishment of the Pasdaran (Revolutionary Guard) and dealing with unrest amongst the people including ethnic minorities. This source-based 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

The Shah's 1963 White Revolution introduced a wide range of political reforms including changes to land ownership and agriculture, female suffrage, changes to education and health programs, factories and the Iranian economy. There were spectacular successes, notably education. However, there were also significant failures including the depopulation of poorer rural peoples and their subsequent move to city slums. This source-based task is deigned for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School certificate course National Studies Option H: Iran 1953 - 1989

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?

Powerpoint on the Myall Creek Massacre Memorial Site. Part of unit of work on The Investigation of Historical Sites and Sources: New England. Designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Preliminary Course Investigating Modern History – The Nature of Modern History Topic 1. The Investigation of Historic Sites and Sources This Powerpoint looks at the Myall Creek Massacre Memorial Site and provides students with activities: You have been employed by Gwydir Shire Council to: 1. Consult on community needs regarding the current Myall Creek Memorial site. Who would you speak to? Why? 2. Enhance the memorial. What would you do to improve the memorial? 3. Produce educational materials based on the importance of the site. What would these be?

Unit of work on The Investigation of Historical Sites and Sources: New England. Designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Preliminary Course Investigating Modern History – The Nature of Modern History Topic 1. The Investigation of Historic Sites and Sources This unit includes: + What were the responses to the Myall Creek Massacre? Source-based inquiry task + Australia on Trial: The Myall Creek Massacre. Worksheet for video + The Myall Creek Massacre Memorial Site Powerpoint presentation and activities

Empathy task for the topic Spanish Conquest of the Americas. Students imagine they are an Aztec commander who has been ordered by Montezuma to engage the Spanish conquistadors in a street battle in Tenochtitlan. Students are provided with the structure and language features of narrative writing and are encouraged to use all their senses in writing a description of what they see, smell, hear, taste, and touch as well as what they sense about their situation. A marking guide (rubric) is provided.

Worksheet for the video, Former Stasi Agents Defend Their Deeds. Includes answers.

Three cloze activities on the topic, Spanish Conquest of the Americas: Conquistadors Why did Pizarro attack the Incas? Spanish exploration of North America

Worksheet to accompany a 9-minute 2009 news item from Deutsche Welle television on efforts by the German Ministry of Information to piece together destroyed East German Stasi files and to allow citizens to access their files. Excellent resource for the teaching of the text, Stasiland.

This scaffolded research activity allows students to focus on Cortés’ personality, influences on his life, motivations to conquer the Aztec Empire, leadership and military skills, treatment of First Nations peoples, positive contributions to the history of Mexico and an assessment of whether Cortés was a hero or a villain. Three sources are provided for students to analyse to gain information on the character of Hernán Cortés. The activities are designed for better-able to Gifted and Talented learners of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: Expanding Contacts 6©: Spanish Conquest of the Americas

This activity analyses the passage from Stasiland when Miriam Weber attempts to escape from East Berlin to West Berlin over the Berlin Wall. It focuses on language, building suspense, humour, effects of light and dark, style, juxtaposing the younger and older Miriams as storytellers, and the impact of the narrrator asking questions in her narrative.

Wired ezine article, Piecing together the dark legacy of East Germany’s secret police. Excellent resource for understanding the computerisation of destroyed Stasi records and the uses of these records. Supports the teaching of Anna Funder’s text, Stasiland. The last activity involves students evaluating whether the enormous cost involved in this reconstruction process is worth the result.

Information report assessment task on the topic Spanish Conquest of the Americas. The topic is: What impact did Spanish conquest of the Americas have on the indigenous peoples? This resource includes information for students on the structure and language features of an information report and a marking guide (rubric). The task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts 6(a): Spanish Conquest of the Americas

Information report assessment task on the topic: Who invented the steam engine? Why was it such an important invention? The resource includes advice to students on the structure and language features of an information report and a marking guide (rubric). The task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 1: Making a Better World? 1(a): The Industrial Revolution

Excellent ezine article from Discover magazine on the impact of Spanish silver mining and refining on the environment in the early 1500s, as reflected in ice core samples. Great way to cover the Australian Curriculum cross curriculum priority of Sustainability in the topic of Spanish Conquest of the Americas. Highly readable, good photographs and a few activities linked to environmental impact of human activity.