Worksheet and answers for the documentary Why the Industrial Revolution Happened Here, presented by Professor Jeremy Black. Covers Britain in the 1700s, the Age of Reason leading to scientific and technological developments, the first industrial factories in Birmingham, support for innovation and technological development by the British Government, international trade, development of the British navy as a means to protect this trade, development of banks and the stock exchange, improvements in transport. There is a great example of Josiah Wedgwood's ceramics industry.

This worksheet and answers accompanies the National Geographic documentary, Guns, Germs and Steel, presented by Jared Diamond. It covers the reasons why only 168 conquistadors were able to defeat an Incan army of 7000 and thereby gain control of the empire. His thesis is that cultures with productive farming and grazing practices have larger and more specialised populations. He compares the farming practices, learned knowledge and weaponry of the Spaniards and Incans. He then looks at why the Spaniards had a level of resistance to smallpox while 95% of the Incan population perished.

This assessment task on The Holocaust meets the requirements of the NSW History K-10 Syllabus for the Australian Curriculum and BOSTES requirements. It includes links to syllabus outcomes, marking guide and scaffolding for responses. A special thank-you to the HSIE Faculty staff of Gunnedah High School for the concept and marking guide. The task is designed to accompany the unit of work for Year 10 on the Holocaust.

This video covers the characteristics of nomadic peoples, Temujin's early life, the empires and khanates created by the Mongols, reasons for their military success, positives about the Mongol Empire and negatives about the Mongol Empire. This task is designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion.

The Heuneburg hillfort is dated to the La Tene period of Celtic culture and is a treasure trove of archaeological remains: masonry and brickwork, evidence of trade with the Mediterranean world, jewellery-making, burial mounds, evidence of warfare, metalwork and various types of buildings. But recent finds also give evidence of disease and trade/travel to more distant parts of the world. this source-based task is designed for students of the NSW ancient History Syllabus for the Australian Curriculum. Stage 6 Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts

From brochs in the Pictish kingdoms of Scotland, roundhouses in Ireland and Britain and rectangular houses on the continent, Celtic housing came in many varieties. But there were also adaptions to mountainous areas, such as Switzerland, rocky plateaus, such as central Spain and the shores of lakes. There was also changes in building styles and construction techniques over time. This source-based activity 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 is a set of activities using key words and concepts in the topic The Holocaust. 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: HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

This activity provides students with a primary visual image - a painting of a Mongol cavalryman, and deconstructs the components of the image in order to identify what it was about Mongol mounted warriors that made them particularly effective. Students then use the image and the background work they have completed in class to write a brief speech using the scaffolding provided. The outcome being taught is: HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past. This activity is designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion

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

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

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!

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.

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 resource includes 3 separate primary sources from eyewitnesses to events in the topic Celtic Society 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: + Julius Caesar explains the powers of the Druids, c.58-50 BCE + Strabo describes the Celts of Belgium and France, c.100 BCE + Polybius describes Celtic warriors at the Battle of Telamon, 225 BCE Each source and analysis questions are on a single page. This task is designed for NSW students of the 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 The outcome being developed is: NSW AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic The Mongol Expansion 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: + Nobleman Dmitri survives the Mongol attack on Kiev, 1240 CE + Prince Yuri describes the Mongol conquest of Vladimir, 1238 CE + Wassaf describes the Mongol capture of Baghdad, 1258 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the History K-10 Syllabus for the Australian Curriculum Stage 4 Depth Study 6a: The Mongol Expansion The outcome being developed is: NSW HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process. The sources are colourful and descriptive and I recommend reading it aloud to the class and creating a visual picture of what the eyewitnesses see, hear and sense.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic The Holocaust 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: + Mark Jurkowski describes his experiences in Auschwitz, 1940 CE + Chaim Hirszman witnesses Nazis selecting Jews to live or die, 1942 CE + Martin Luther expresses his anti-Semitic views, 1542 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the History K-10 Syllabus for the Australian Curriculum Stage 5 Depth Study 6: The Holocaust The outcome being developed is: NSW HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process.

Good newspaper article and comprehension questions that give an overview of the history of retailing in Australia. I use it as part of the Australian Retail Services Certificate II (SIR20216) and Certificate III (SIR30316) courses. It raises some great discussion points on changing interface with customers and changing technology.

This poster on the NSW Anti-Discrimination Act focuses on its application to the retail industry. Looks great when enlarged and laminated and is a good reference for students of the Australian Retail Services Certificate II (SIR20216) and Certificate III (SIR30316) courses. Other states will have very similar legislation so the poster can be easily adapted to local needs.

When the British Empire and the Boer republics of the Transvaal and the Orange Free State the Australian colonies were quick to offer men and materiel to the British Home Office. The motives of Australian colonial politicians centred around support for the British Empire. Australian men, on the other hand, were tempted by a sense of adventure. The Second Boer War was in progress when the Australian birth certificate was issued in 1901. There were few questions raised about the either the morality or legality of the acquisition of the Boer republics. This source-based activity is designed for students of the NSW K-10 History Syllabus for the Australian Curriculum. Stage 5 Depth Study 2: Australia & Asia 2a: Making a Nation - Australia 1900-1914

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?