This is a comprehension activity on the Iranian Hostage Crisis. It gives a great overview of the issue before delving deeper into its effects on Iran's international relations, particularly with the USA. it is designed for the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate Course National Studies Option G: Iran 1953-1989

In the Persian Empire taxation was paid firstly to the satrap of each province who in turn paid it to the king. It could be paid in coinage but was usually paid in kind - agricultural or industrial produce. Tribute were gifts paid by the satraps and visitors to the king and were similarly, usually paid according to the background of the satrap or visitor. Land ownership could be private, property of the king or royal family or property of a temple. This source-based homework task is designed for students of the NSW Ancient History Syllabus Higher School Certificate course Historical Period: Option D: Persia - Cyrus II to the death of Darius III

Minority ethnic and religious peoples were generally treated well by the Persian administrations, provided they submitted to the Persian rule. As a case in point, the Jewish people were permitted to return to their homeland (following exile imposed by the Assyrians) and even supported in their rebuilding of towns and cities. This source-based homework task is designed to support students of the NSW Ancient History Syllabus of the Australian Curriculum Higher School certificate course Historical Periods: Option D: Persia - Cyrus II to the death of Darius III

A lot has been written on the Greco-Persian Wars. Was Herodotus' story that a phantom appeared to Xerxes at night true? Or did Xerxes have other, more tangible motives? Why would he take on the Greeks after his predecessor was so badly defeated by them. Perhaps the internal politics in the Persian court was a stronger motive than the appearance of a ghost. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Persiods: Option D: Persia - Cyrus II to the death of Darius III

Cambyses II was the master military leader. He employed psychological terror to undermine the morale of the Egyptians before carefully employing forces to defeat them. So successful was he that he had planned to continue to Ethiopia and Libya (which he did) but also to the Carthaginians (which he did not). 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

This timeline provides students with an overview of the Achaemenid Persian kings and key events in their administrations. It is designed for the topic Persia - Cyrus II to the death of Darius III from the NSW Ancient History syllabus for the Australian Curriculum.

This is an assessment task for the topic Persia - Cyrus II to the death of Darius III and is in line with the NSW Ancient History Syllabus for the Australian Curriculum and with BOSTES assessment requirements. The task includes 3 secondary sources on the building program at Persepolis commenced by Darius I and continued by succeeding Achaemenid kings.

This set of activities introduces students to key terms and concepts introduced in the topic Persia - Cyrus II to the death of Darius III and includes a mix and match activity with correct answers.

We get the impression that Spartans in the 6th and 5th centuries BCE were concerned exclusively with military training. The evidence shows that this is far from the truth. The Spartan passion for horse racing would shame the Irish, their passion for hunting would embarrass the French and their enjoyment of music, dance and banqueting would put them in good stead in any modern television music and dance competition. This source-based homework task is designed to build 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

This poster and template was part of a Visual Literacy campaign in a New England NSW high school. It links the techniques of visual literacy to the subject Work Education. Students can see that a job advertisement (for a jackaroo on a cattle station) can be used to demonstrate how the designer of the advertisement has employed an image to emphasise setting, orientation, use of carefully crafted writing that twins with the image and omission of difficulties associated with work in an isolated location to create an advertisement that portrays the job being advertised to its best advantage. Students can select their own image from a job advertisement and replicate the techniques being taught. It also enables students to write extended critical responses to a job advertisement image.

Crossword for the topic, Spanish Conquest of the Americas using key words and concepts from the topic. Includes answers.

Background notes, passage from the text and student activities on the theme of the relationship between animals and people.

Activity requiring students locate the chapter that various events that place in the text, Stasiland.

Set of activities exploring the theme of childhood trauma, its impact on later life and the concept of resilience.

Activity requiring students to locate the chapter that key events occur in the text, Romulus, My Father.

Activity requiring students locate which chapter key events occur in the text, Romulus, My Father.

Activity requiring students to identify the character from Stasiland from the profile description provided.

Playing Beatie Bow - Crossword

Key words and concepts mix and match activity for Ruth Park’s novel, Playing Beatie Bow.

Key word and concepts mix and match activity for the text, Mister Pip.