The 3 primary sources analysed in this set of activities are: 1. The Argus newspaper reports on Australians reaction to Britain declaring war on Germany (1914) 2. Keith Murdoch writes to P.M. Fisher about the Dardanelles debacle (1915) 3. E. J. Dempsey writes an anti-conscription poem - first conscription plebiscite (1916)

Newspaper front page activity requiring students to report on the Mongol invasion of China including reasons for the invasion, the Battle of Wild Fox Ridge, the siege of Zhongdu (Beijing) and the leadership of Genghis Khan. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: The Mongol Expansion

Set of activities that include a passage to read to the class on Mongol tactics and strategies, matching the key word/concept with its definition, short answer questions on selected Mongol tactics and a long narrative response: Imagine you are an arlok (commander) in the Mongol army. You have laid siege to the great walled city of Beijing. Write a narrative of the day you succeed in gaining entry. Don’t forget to use all your senses (what you see, smell, taste, hear and touch) as well as your feelings and emotions. A summary of the features of a narrative text type are provided for students to be able to scaffold their response. The lesson is designed for Year 8 students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Australian involvement in the Vietnam War and activities based on the source including who wrote the source, what we know about the writer, how their presence at the historical incidents impacts their writing, whether the information is reliable and the purpose of the writing. The 3 sources are: + Allen May recounts a battle with the Viet Cong at Long Tan, 1966 CE + Bob Gibson explains why he enlisted for the Vietnam War, c.1967 CE + Bill White speaks to the Sydney Moratorium Marchers, 1970 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum. Higher School Certificate Course Peace & Conflict Option A: Conflict in Indochina, 1954-1989. The outcome being developed is: NSW HT4-5 identifies the meaning, purpose and context of historical sources.

This bundle covers the requirements of the Stage 6 Higher School Certificate course for the NSW Ancient History Syllabus for the Australian Curriculum. Historical Periods - Option G: Spartan Society to the Battle of Leuctra 371 BCE It includes: Metalanguage Video: The Spartans documentary series Worksheet: The Spartans documentary series Presentation: Leonidas Presentation: Secondary sources + Source-based activity: Horses and hunting. How did the Spartans spend their leisure time? + Source-based activity: What happened at the Hyakinthia Festival? + Source-based activity: Were the helots slaves? + Source-based activity: Was the agoge a school or a military bootcamp? + Source-based activity: What was so unusual about Spartan marriage customs? + Source-based activity: Who was Tyrtaeus? What were the themes of his poetry? + Source-based activity: Why was the krypteia so bloodthirsty? + Source-based activity: Why was the Battle of Leuctra so important? + Source-based activity: Why did the Spartans revere the Menelaion? + Source-based activity: How much freedom was given to Spartan girls? + Source-based activity: What was so important about the Temple of Apollo at Amyklai? + Source-based activity: What happened at the Gymnopediae Festival? + Source-based activity: What contribution did the perioikoi make to Spartan society? + Source-based activity: Was Spartan cultural life Spartan? + Source-based activity: What did Sparta gain in the Messenian Wars? Source-based activity: What was Alkman’s contribution to Spartan literature? Source-based activity: Who was Lycurgus, really? Source-based activity: What was Brasidas’ role in the Peloponnesian War? Source-based activity: What was the role of the Spartan kings? Source-based activity: What happened at the Sanctuary of Artemis Orthia? Source-based activity: Was Cleomenes I a great Spartan leader? Source-based activity: What happened at the House of the Bronze Athena? Source-based activity: Why did Spartiates eat at a syssitia? Source-based activity: What happened at the Festival of Karneia? Source-based activity: Why did the Spartans win the First Battle of Mantinea? Source-based activity: What were the main features of the Spartan economy? Source-based activity: What was the Spartan contribution to the Battle of Thermopylae? Source-based activity: Why did the Spartans found a colony at Taras? Source-based activity: Why did the Spartans allow old men to rule the state? + Spartans at the Gates of Fire worksheet + Activity: 3 Primary sources Revision: Who Am I? Word search Sequence the events Exposition assessment task Revision: True or false?

Live too far from the Dordogne to organise a class visit to the Lascaux Cave? Fret no more. Let Lonely World Travel take you on a tour through the Palaeolithic Lascaux Cave complex. This Powerpoint presentation is a great way to introduce students to prehistoric Europe and the problems and issues of conservation and the impact of tourism.

This worksheet accompanies the documentary, Auschwitz. The Forgotten Evidence. The video was originally shown on the History Channel and is available on You Tube. The video examines the question about why the Allies did not know about what was happening at Auschwitz and when they did, why they did not bomb the facility. The interviews with Holocaust survivors are powerful.

Modelled on the US Moratorium Marches, the Australian Moratorium Marches of 1970-71 brought together a number of anti-Vietnam War groups in the staging of massive shows of public anti-war feeling. However, they were not effective at all in changing the views of the federal Liberal-National Party Government or conservative groups such as the Returned Services League. But they were a key factor in showing the general public that majority support was behind withdrawing Australian troops from the Vietnam conflict and were a step towards the Labor Party winning the 1972 federal election. This source-based homework task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina

The Warsaw Ghetto was a tragedy that even now defies belief. This source-based task uses primary and secondary sources to identify food and water shortages, inadequate shelter, brutalisation by Nazi soldiers, inadequate heating and the effects that these issues had on the Jewish inhabitants. Special focus is made on the impact of the vulnerable, notably children and the aged. This task is designed for students of the History K-10 Syllabus Stage 5 Depth Study 6: The Holocaust

This worksheet and answers accompanies the SBS program First Australians Episode 7: We Are No Longer Shadows. It covers the life of Eddie Koiki Mabo's life and his struggle for the most essential civil right: the right for Indigenous Peoples in Australia to claim legal ownership over their traditional lands. His success in the High Court in 1992 court meant that Aboriginal and Torres Strait Islander peoples could actually own their land and make decisions with regard to that land such as who can live on it and any economic activities related to the land. But it was also a tremendous moral victory to those who fought for ATSI civil rights. The worksheet is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Topic 4: Rights and Freedoms. It can also be used as part of the NSW Legal Studies Syllabus for the Australian Curriculum. Preliminary Course Part I: The Legal System Law Reform in Action Higher School Certificate Course Option 4: Indigenous Peoples

This is a mix and match activity using terms and concepts in the topic Aboriginal Rights and Freedoms. It is designed for NSW students of the History K-10 Syllabus Stage 5 Depth Study 4: Rights and Freedoms

In 1966 Vincent Lingiari, a Gurindji Elder led his people in imposing a strike on any work at the Vestey's Company property, Wave Hill Pastoral Station. The initial concerns were extremely poor wages and living conditions. The case developed into a legal case on Native Title. The Gurindji people wanted back their land. It was a case of traditional law vs. Australian law. This source-based activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms.

This activity involves students reading the brief biography of a personality or group within the topic Iran 1953-1989 and identifying who is being described from the person or group is from the pictures provided. Students must then imagine they are the compere of an awards show and allocate trophies to: 1. Most popular with the Iranian people; 2. Most influential in the West; 3. Most impact on the life of everyday Iranians; 4. Strongest supporter of traditional Shia beliefs and values. Each award must come with justification why this personality or group was chosen. This activity is designed for students studying the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Worksheet and answers for the video Barbarians: The Mongols. This video is available on YouTube. It is part of the unit of work on The Mongol Expansion for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts The Mongol Expansion

4 Cloze activities on the topic The Mongol Expansion. The activities are: + The Battle of Ain Jalut + Genghis Khan + The invasion of Europe + The failed invasions of Japan Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 5: The Asia-Pacific World 6a: Mongol Expansion (c. AD 1206 – c. 1368)

Xerxes was responsible for completing the monumental and building works of his father, Darius I at Persepolis. Taking inspiration from the various ethnic groups within the empire, he set about his own monumental and building works in the style of the Egyptians, Assyrians, Greeks and Babylonians. The Gate of All Nations, the Apadana (Audience Hall), western fortifications, 'Harem' and elaborately decorated staircases were all Xerxes' additions. This source-based homework task 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 It can also be used as part of: Historical Societies Option D: Persian Society at the time of Darius and Xerxes It can also be used as part of: Historical Personalities: The Near East: Xerxes

There are two coloured jigsaws and solutions that can be cut out, re-constructed and either pasted into student workbooks or onto cardboard and displayed on the classroom wall. There are brief questions attached to each jigsaw concerning Viking life on a farm. the activity is linked to the NSW syllabus for the Australian History Curriculum Stage 4 Depth Study 4: The Vikings Outcome: HT4-10 Selects and uses appropriate oral, written, visual and digital forms to communicate about the past

The perioikoi were the craftsmen, businessmen, traders, nurses and childcare workers of Spartan society. Without them the Spartan military state would not have existed and the military machine that was the Spartan army could not have been as successful as it was. This source-based homework task is designed to develop 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.

Deconstruction of a visual image- the mural ‘The Conquest or Arrival of Hernan Cortes in Veracruz’ to reveal a twentieth-century view of the Spanish conquest of Mexico. Includes student activities.

Analysis of ezine article, written by Daniel Browning entitled, Indigenous Anzacs: Letters home from Aboriginal WWI diggers reveal humour, sadness, posted at the Australian Broadcasting Corporation News site. The article examines letters from Aboriginal servicemen in Europe to their families to assess their experiences and achievements. This resource is part of a unit of work on Australia in World War I, Stage 5 NSW History K-10 Syllabus for the Australian Curriculum.