Engaging and relevant. This is the essence of my teaching and learning resources. You'll find a wealth of History, Agricultural Technology, Retail Services, Aboriginal Studies and more.
Engaging and relevant. This is the essence of my teaching and learning resources. You'll find a wealth of History, Agricultural Technology, Retail Services, Aboriginal Studies and more.
Analysis of newspaper article, Museums avoid displaying human remains ‘out of respect’ written by Maev Kennedy and published in The Guardian newspaper. This resource is part of a unit of work on ‘Treatment and Display of Human Remains’, NSW Ancient History Syllabus for the Australian Curriculum. Preliminary HSC course.
Analysis of ezine article by Sarah Levitt, Displaying replica bones and skeletons published on Honouring the Ancient Dead web site. This resource is part of a unit of work, Treatment and Display of Human Remains for the *NSW Ancient History Syllabus for the Australian Curriculum.
Analysis of the magazine article by Catherine Hickley, Should museums display human remains from other cultures?. This resource is part of a unit of work on The Treatment and Display of Human Remains. NSW Ancient History Syllabus for the Australian Curriculum.
Analysis of the 2017 article by Chip Colwell, published in Atlas Obscura, The long ethical arc of displaying human remains. This resource is part of a unit of work, The Treatment and Display of Human Remains. NSW Ancient History Syllabus for the Australian Curriculum.
Hohenschonhausen Prison in East Berlin was a secret prison where dissidents were held, interrogated and tortured by the Stasi. This ezine article contains external photographs of the prison, photographs of the surveillance, interrogation and holding facilities. I have included extracts from Anna Funder’s Stasiland in which the author is taken on a tour of these rooms. The activities focus on the role of the facility in enforcing Stasi control over the German Democratic Republic. The resource can be used as part of a unit of work on the non-fiction text, Stasiland, as part of a unit on the Cold War, or as part of a unit on human rights.
Miriam Weber is the author’s inspiration for the investigative journalism behind Stasiland. This resource provides the character’s history, character, living with trauma and significance of her character to the text. The first activity requires students to look through Chapters 2, 3, 4 and 28 to discover Miriam’s personality and relationships. The second activity asks students to write an extended response to the question: To what extent has Miriam’s life been affected by the Stasi? In your response refer to:
• Surveillance
• Restricting personal freedoms
• Denial of human rights
• Torture
• Concealing the truth.
Students must use quotes from the text to support their response.
This set of activities examine closely the passage in Chapter 13 where Anna Funder interviews Karl-Eduard von Schnitzler. Student activities relate to the subtle use of words and phrases to mean very different things by the interviewee and the interviewer, the way in which Funder interprets body language and tone of voice, the language used to indicate the interviewee genuinely believed in the values of the East German state and Funder’s views as explicitly expressed and suggested in the language used.
Assessment task on Raimond Gaita’s biography, Romulus My Father. The topic is: ‘Romulus’s life is marked by tragedy and chaos. Nevertheless, he never loses his passion for living.’ Discuss.
The resource includes guidance for students including structure and language features of a discussion and a marking guide (rubric) to the question.
The resource is designed for Australian Stage 6 students studying the VCE/HSC
Torture and its impact on people is a recurrent theme in Stasiland. This resource provides background information on what constitutes torture, reasons for torture, the legal status of torture, its impact on individuals and on whole societies. The resource provides photographs from the Hohenschönhausen Prison Museum and extracts from the text as a means to examine the impact of physical and psychological torture on characters in the text.
This activity involves students examining quotes from the text, Stasiland, and attributing them to the correct characters. Page references are provided.
An ordinary citizen who claims she has no story to tell the interviewer, Julia is a victim of Stasi oppression. The nature of the surveillance, control of her life and interrogations have a deep impact on Julia. The activities in this resource include analysing a variety of passages relating to Julia and completing a timeline of her life from Chapters 9-11.
Unit of work on Raimond Gaita’s memoir of his father, Romulus, My Father. This unit includes:
Activities for Chapters 1-6
Activities for Chapters 7-13
Discussion assessment task
Analysis of book review
Analysis of visual images
Setting
Newspaper article - Profile: Raimond Gaita
Sequence the events
Metalanguage activity
Close study of a passage: Frogmore
Australia in the 1950s
Character profile: Romulus Gaita
Character profile: Raimond Gaita
Character profile: Christine Gaita
Character profile: Vacek Vilkovikas
Character profile: Hora
Character profile: Mitru
Who Said? Quotes activity
Word Search
Information report assessment on selected themes
Raimond Gaita’s memoir Romulus My Father a portrait of love - book review
Understanding the “-isms” in Romulus, My Father
From Frogmore, Victoria ezine article
Theme: The relationship between animals and people
Theme: Childhood trauma
Theme: Discrimination against New Australians
Which chapter is that?
3 Cloze activities
Who am I?
True or false?
Crack the Code revision activity
Intertextuality and Romulus, My Father
Herr Winz is a former-Stasi counter-espionage operative who is living in the past when his power and authority was significantly greater than that of his life in the re-united Germany of the 1990s. This activity includes background information and extracts from the text relating to his physical attributes and personality. Students are asked to use this information to write their own description of him.
Assessment task for the text Stasiland: It is not only the subject matter but also the use of different perspectives that makes Stasiland confronting. Discuss this statement making detailed reference to your prescribed text. (2017 Higher School Certificate). Included is an overview of the Discussion Text Type, how to answer a discussion question using correct language features and structure and a marking guide (rubric) to the task. The task is designed for Australian Stage 6 students of the VCE/HSC.
This resource gives an overview of the time context to the memoir, Romulus, My Father including the political, economic and social status of Australia in the 1950s and how the decade is reflected in the text. There are passages from the text that reflect the times and how the characters interact with the music, laws, discrimination and values of the 1950s. Students analyse these passages to look at these links.