It's 1211 CE and the Mongol army approaches Wild Fox Ridge on the Great Wall. What happened next was the bloodiest battle of the Middle Ages. This set of tasks is designed to support student learning of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a) The Mongol Expansion This worksheet consists of an outline of the battle, a mix and match activity of key personnel and their role, completing a table with details about why the Mongols won and the Chin lost and writing a paragraph to Conn Iggulden's description of the start of the battle in Lords of the Bow. The activities are high on blood, gore and student engagement.

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

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.

The 1979 Iranian Revolution was the result of economic, socio, political and religious reasons with both the Shah and Ayatollah Khomeini being large factors in the demonstrations of 1978-9 that led to the overthrow of Shah Mohommed Reza Pahlavi. This source-based task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Unit of work on the Spanish Conquest of the Americas. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts Option 3: Spanish Conquest of the Americas Bundle includes: + Powerpoint - Aztec Society + Aztec Society Powerpoint activity + Do you want to be an Aztec farmer? + Do you want to be an Aztec merchant? + Do you want to be an Aztec slave? + Do you want to be an Aztec warrior? + Do you want to be an Aztec woman? + 3 Cloze activities + Acrostic poem and Mix and match + Sequence the events + Crack the Code revision activity + Word Search + Guns, Germs and Steel worksheet for video + Conquistadors: Episode 1 - The Fall of the Aztecs worksheet for video + Conquistadors: Episode 2 - The Conquest of the Incas + Terms and concepts + Research: Hernán Cortés + Ezine article, Peruvian Ice Caps Preserve a Legacy of Conquest + Information report + The Great Inca rebellion worksheet for video + Mapping History: The Conquistadors in Central America + Crossword + Armor and weapons of a conquistador + Crossword + Deconstructing a visual image - The Arrival or Conquest of Hernan Cortez in Veracruz + Ezine article: Conquistadors sacrificed and eaten by Aztec-era people + Video: Conquistadors Episode 3: The Search for El Dorado + Worksheet for video: Conquistadors Episode 3: The Search for El Dorado + Newspaper article: Spain fights to dispel legend of Inquisition and imperial atrocities + Video: Conquistadors Episode 4: All the World is Human + Worksheet for video: Conquistadors Episode 4: All the World is Human

Analysis of the song, I Am Australian by Bruce Woodley and Dobe Newton. Designed for Stage 3 students studying the topic The Australian Colonies. NSW History K-10 Syllabus for the Australian Curriculum. Activities include analysis of the song to identify references to Australian geography, famous people and history. Students must then use the structure of the song to write a verse about Australia in the 1800s.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum. It can be taught as part of: Stage 5 Depth Study 4: Rights & Freedoms 1945-Present (as background stimulus) Depth Study 6: School Developed Topic - The Great Depression It can also be used to support student understanding of: Stage 5 Aboriginal Studies - Topic 9: Aboriginal interaction with legal & political systems Stage 6 Aboriginal Studies - Preliminary course Part II - Heritage & Identity Students analyse a variety of primary and secondary written and visual sources to gain an understanding of the causes and effects of the 1938 Day of Mourning - a public recognition of the damage that European invasion of Australia had on the indigenous Aboriginal and Torres Strait Islander peoples of Australia. It was timed to coincide with the non-Aboriginal celebration of 150 years since the British set foot on the shores of Botany Bay and claimed the land for the British Crown. But would non-Aboriginal Australians get the message?

This activity is an analysis of a map showing changes to the Australian colonies 1788-1900 and is a background to the events leading to the Federation of the Australian colonies into one nation on January 1, 1901.

This Powerpoint presentation examines aspects of Nazi ideology that impacted on their treatment of Jewish people. These ideologies include: Lebensraum – Provide living space for the German people by expanding into nearby countries Racial purity – There is a hierarchy of “races” or ethnic groups and some races are more valuable than others. Authoritarianism - The Nazis believed in the virtues of strong government and extensive state power. Decisions were made by a powerful leader (fuhrer). Building a community - Germans believed that everyone should unite and work together to build a people’s community (Volksgemeinschaft). Totalitarianism - The Nazi government tried to control all aspects of public and private life. Militarism - Government or people that a country should maintain strong armed forces and be prepared to use them. Propaganda – The Nazis used every means possible to convince the people that their way of thinking was the only correct way. Economic sovereignty – The entire national economy supported Nazi aims and beliefs, from employment to business and industry.

Is Australian culture becoming too American? This Powerpoint presentation examines this issue, in particular: + What is Americanisation? + What are the effects of Americanisation? + The effects of the powerful US economy; + US-Australian relations before 1941; + World War II and the forging of close relations; + The post-WWII world; + Issues inc. language, fashion, media, the teen audience, food & technology; + Is Americanisation of Australian culture good or bad or a combination of both? + How does Australian culture impact on Americans?

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

This is a source-based homework task to support student understanding of the History Australian National Curriculum Stage 5 Depth Study 4: Rights and Freedoms (1945-present). Students examine a variety of source-based materials to understand the events of the Coniston Massacre of Aboriginal people in 1928, the causes, main characters and the Government Inquiry that followed reports of the incident. The resource can also be used to support the Stage 5 Aboriginal Studies and Stage 6 Aboriginal Studies syllabuses.

It is the stuff of legend: 300 Spartans battling the Persian army to their deaths at Thermopylae in 480 BCE. The Spartans led the Greek defence and despite their loss, their heroics are remembered today. This source-based homework task is designed to support student learning of the NSW Ancient History syllabus Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra 371 BCE and/or Part IV - Historical Periods Option H - The Greek World 500-440 BCE The Greek loss at Thermopylae bears many similarities with the Anzac loss at Gallipoli. Both sparked legends of heroics, remembrance events and a respect for a worthy enemy. Can students think of more examples? How exactly do military defeats become a matter of pride? Why does the same not apply to other defeats e.g. Singapore in 1942?

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

The National Service Act laid the path to the conscription of young men. They were selected by ballot, drawn publically on television. Men were then issued a letter to appear at specific army camps in each state. They then undertook training and were given a choice of whether they wished to go to Vietnam. For those who did, their training was of limited impact when the realities of war emerged. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

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 package includes: + Program for unit of work + Powerpoint - Charles Perkins and the Freedom Rides + Powerpoint - The Stolen Generation + Newspaper front page - National shame as UN Declaration on the Rights of Indigenous Peoples rejected by Australia! + Video worksheet - First Australians Episode 6: A Fair Deal for a Dark Race + Video worksheet - First Australians Episode 7: We Are no Longer Shadows + Video worksheet - UN Declaration on the Rights of Indigenous Peoples + Source Analysis - What was the impact of the 1965 Freedom Rides + Source Analysis - What did the 1967 Referendum Actually Achieve? + Source Analysis - What really happened at the Kinchela Boys Home? + Source Analysis - Why did Aboriginal people set up a Tent Embassy in 1972? + Source Analysis - What were the causes and effects of the 1938 Day of Mourning? + Source Analysis - Why did the Gurindji people walk off the Wave Hill Pastoral Station in 1966? + Worksheet - Historical Perspectives: The Stolen Generation + Mix and match activity - Key words and concepts + Word Search - Aboriginal Rights and Freedoms + Mind map: Rights of the Child + Literacy activity: Assimilation + Sequence the events + 3 Cloze activities + Walk in his/her shoes - empathetic task

This is a cloze activity on Australian Federation for the unit of work Making a Nation. Australia 1900-1914.

John Schumann's 'I Was Only 19' gives a narrative of a 19-year old conscript in the Australian Army in 1968-69, at the time of the Vietnam War. The song describes selection, training, experiences in Vietnam and reflections on the war after his return. The terms and concepts in the song are explained and are followed by a set of activities. 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 John Schumann use language and tone to help you feel this way? 4. Is the song for or against war? Why?

Unit of work, Australia in World War II. Stage 5 Core Study - Depth Study 3: Australians at War - World War II. NSW History K-10 Syllabus for the Australian Curriculum. This bundle includes: Metalanguage mix and match Video: Kokoda Worksheet for video: Kokoda Video: This Fabulous Century. Japanese attacks on Australia Worksheet for video: This Fabulous Century. Japanese attacks on Australia Video: Return to Sandakan Worksheet for video: Return to Sandakan Video: Gladiators of World War II - The Anzacs Worksheet: Gladiators of World War II - The Anzacs Video: Greek Tragedy: The Australian Campaign in Greece & Crete 1941 (Part One) Video: Greek Tragedy: The Australian Campaign in Greece & Crete 1941 (Part Two) Worksheet: Greek Tragedy: The Australian Campaign in Greece & Crete 1941 (Parts 1&2) Video: Australian POWs Part 1: A Short History Worksheet: Australian POWs Part 1: A Short History Video: Australian POWs Part 2: Capture Worksheet: Australian POWs Part 2: Capture Video: Hellfire. A Soldier’s Story Worksheet: Hellfire. A Soldier’s Story Source-based activity: Who sank the AHS Centaur in 1943 and why? Source-based activity: Did the Battle of the Coral Sea really save Australia from invasion? Source-based activity: What happened on the Sandakan Death Marches? Source-based activity: What is the truth about the Brisbane Line? Source-based activity: Why was conscription introduced in Australia in WWII? Source-based activity: What changes were made by the Australian Commonwealth Government in WWII? Magazine article: My debt to those glorious Rats Ezine article: Dad and the Burma Railway: It changed his life and mine Ezine article: Darwin’s finger of shame points at military Ezine article: Why the World War II invasion of Rabaul has been left out of our national story Ezine article: Life and death on the Thai-Burma Railway Newspaper article - The Story of the Thai-Burma Railway Word search Sequence the events True or false Assessment: Information report Mapping activity - WWII in South-East Asia Visual literacy poster - Diagram 3 Primary source analyses Newspaper article - ‘Weary’ Dunlop