This lesson was designed for the second phase of the unit where students are preparing to write a persuasive text about Ned Kelly. This lesson focuses on reading the events in Chapter Four of Black Snake, responding to questions and considering whether Ned’s actions make him a hero or a villain (or a victim of circumstances). There is a video excerpt of the shootout at Stringybark Creek (from the Heath Ledger film). There is also a clip from the Victoria Police which is intended as a memorial for the policemen killed in action by the Kelly Gang members. It also includes information about the two letters Ned famously wrote expressing why he turned to a life of crime (The Cameron Letter and the Jerilderie Letter). It concludes with information about how the public opinion of Ned shifted from a negative one to a more positive one after the 1960s. The lesson tries to present all points of view so that students can make up their own minds about Ned Kelly and whether he deserves to be held up as an Aussie icon. Handout - proofreading activity (an excerpt from the novel). Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). This is a PowerPoint which can be used in the the first few lessons of the term. It is part of a Frontier Wars unit which culminates in a 2 hour examination (short response to stimulus). The first part of this lesson explains what history is (followed up with a clip), an overview of the assessment for the year, goal setting, rules and expectations. This is followed by an introduction to The Frontier Wars including terms to be copied into their glossary. Subsequently, contextual information is provided to set the scene: an explanation of what Indigenous life was like pre-contact, how Indigenous people came to be in Australia, the cultural achievements of Indigenous people, their beliefs about the land, language and learning, social organization, the role of elders, weapons, art, face & body painting. Finally, I explain what other groups the first Australians met before Cook, touch on the colonial mentality of the English and the reasons why BRitain wanted to colonise Australia (a place so far away). I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a wordsearch. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

A worksheet for students to complete when watching the 2009 film Mao’s Last Dancer. It includes contextual information about how ballet became popular in China. A ClickView link to the film is provided (for absent students / at home learning). There are 8 questions for students to respond to during / after watching the film. There is also some information about some areas where the film differs from the actual events. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A mini lesson on how to write a key inquiry question and relevant sub questions. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A PowerPoint used during assessment phase of the unit (when students are completing a historical inquiry). It begins with information about how to do a BOOLEAN search. This is followed by a list of good places to look for sources online as well as a list of sources I don’t want to see. There is a recommended research process with tips and suggested word counts. This is followed by what information student should put into their IA2 source analysis tables (a reminder of the Features of Evidence which should be noted is provided via the CAMPORUM acronym). Finally, there are examples of what goes on the left and right side of the table.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). This lesson includes: 1 x Worksheet – match the definitions 1 x PowerPoint 1 x Source Booklet – containing 8 sources (a mixture of types) for analysis 1 x Handout containing a graphic organiser for analysing sources 1 x Handout explaining CAMPORUM acronym with tips for what to look for when analysing sources The lesson begins with a matching the definitions warm up (historical concepts and other relevant historical terms). This is followed by a definition of ‘analyse’ and a 9 step process for analysing. A run down of the 7 features of evidence we look for when ‘analysing’ in history (based on those in the QLD syllabus). Students are then introduced to an acronym which will help them to remember what each of these are (CAMPORUM). Students are shown the A standard criteria for analysing and the are unpacked. The year 12 students then begin independently analysing sources in the source booklet and filling in the handout (CAMPORUM tables). The year 11’s then receive focused teaching about the difference between primary and secondary sources, things to keep in mind when discussing the source origins in a written analysis, how the origins of the source may impact its reliability and tips for evaluating the reliability of different source types. There is some information about historical context and why it is crucial to understand the creator’s motive when engaging with a source. This is followed by an explanation of what the sources will look like in the exam (i.e. a context statement, an excerpt from a source and an APA reference). Following this, the gradual release method is used to engage with the first few sources in the booklet. (I have done the first one on the slides to show how to complete the table, we do the second one together, they do the third one in pairs and they do the fourth one independently). The types of sources in the booklet: An extract from Mein Kampf, an extract from a textbook, an extract from the Alpha History website, an extract from The United States Holocaust Memorial Museum website, an infographic, a poem, an artwork and a history magazine. They were chosen to deliver content at the same time as teaching the analysis skill. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback.

An introduction to the topic that students were being assessed on in this particular unit: Eugenics in Nazi Germany. Other relevant terms that were explained in this lesson include euthanasia, hereditary, Aryan, Ubermensch, Untermensch The lesson began by defining eugenics and sources of this ideology. Notes that students were to copy were underlined. Information (historical context) was provided about the places that this happened in the world during the 20th Century. Specific examples of what happened in the USA (Indiana and Chicago) based on information sourced from a reputable journal article. This was followed by some slides looking at how Social Darwinism was used to justify practicing eugenics. From here, I explored what transpired in Germany and how Jewish people became victims. There are slides explaining the Nazi party’s platform and how Jewish people were used as scapegoats to blame for Germany’s manifold problems. A screen shot from a textbook which summarises major anti-Jewish laws that were introduced between 1933-1939. The subsequent slides provided information about specific laws including the 1933 “German Law on Hereditary Disease” and the 1935 “Marriage Health Law.” This is followed by information about 2 key eugenicists / scientists in this era: Dr Ernst Rudin and Dr Josef Mengele. Students will learn about their motives and intentions + their actions (progression from eugenic theory > compulsory sterilization > to the killing of mentally ill patients + experimenting on twins). For homework, students were given a list of scientists from this era. They chose one to research and had to create a poster to communicate their findings to the class.

A PowerPoint designed to teach students how to write an essay under exam conditions in response to historical sources. (In Queensland this is done once a year and students are given half of their sources one week before the exam, the remainder are unseen sources. The question is unseen until the assessment date.) The lesson will help build student assessment literacy as they become familiar with the criteria which they will be assessed with. The lesson begins with tips for how to write a thesis statement (aka historical argument / hypothesis). Students are shown an example introduction (from QCAA’s sample IA1) and they must identify the thesis statement. Students are then shown the example question used by the QCAA. As a class we discuss what we believe the task statement is asking the student to do. We unpack the words ‘to what extent.’ The PPT then goes through each of the criteria one at a time. The syllabus definition is provided along with what is required to get top marks. On the next slides this is followed by a look at a body paragraph which has been written with the criteria in mind (words which demonstrate this skill are highlighted). Sometimes an additional example from the subject report (these have been written by actual students.) This is followed by tips for engaging with sources, preparing for the exam etc. A recommended structure is provided for the introduction, body paragraphs and conclusion is also provided.

A selection of thirteen sources which I gathered for a practice exam on eugenics in Germany during World War Two. These are a mix of primary and secondary sources. Context statements are provided to assist students with their analysis and evaluation of these sources. Could be used for a practice exam or to practice skills during lessons / for a revision sheet.

A PowerPoint designed to introduce students to their new topic: China. It begins with some interesting facts about China (with statistics written in 2019 and 2020). This is followed by information about our overarching learning intentions for the unit. A visual timeline of the weeks to complete the task is displayed on the board to emphasise to students why it is important to knuckle down. Then the focus of the lesson begins with an introduction to the historical context of China. Information about how a person’s name is written in sources is provided along with an explanation of the Wade-Giles and Pinyin systems. This is followed by information about what traditional China was like (during the Qing dynasty). There is information about the roles of women and children. An explanation of the prevalent belief system (Confucianism) is provided. A key idea: ‘The Mandate from Heaven’ is explained along with how power could change hands (how dynasties were challenged and overtaken). A summary of each part of the social structure (taken from Inquiry 1 textbook) is displayed to inform students about the relative status of Shenshi, Peasants, Artisans, Workers, Merchants, Traders, Professional Soldiers. Information is provided about their beliefs and foreign policy. The lesson then looks at how the Qing Dynasty was overthrown. Information is provided about The Taiping Rebellion and The Boxer Rebellion. A key figure (Sun Yat-Sen / Sun Yixian) is introduced. This is followed by information about an event: the 1911 Xinhai Revolution. There is a 9 minute YouTube clip for students to watch and then there are some notes for them to copy down (underlined). Finally, summary of events up to the Warlord era (1916-27) are provided.

A unit plan designed for a Modern History unit about China (1931-1976). The specific focus of the content varies from year to year but the assessment is always an Independent Source Investigation. Designed to meet the requirements of the new senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘National experiences in the Modern World.’ This unit plan includes: • a list of Learning Intentions and Success criteria which are given to students at the beginning of the unit • a description of the assessment and grades breakdown • a list of useful resources (including video links) • recommended content to cover if teaching the Cultural Revolution (from QCAA) • recommended content to cover from Cambridge Textbook (focusing on the impact of Mao’s vision on China) • A brief teaching and learning cycle including recommended checkpoints for the year 12’s to use to ensure they have completed their assessment on time

A lesson designed to provide students with an understanding of events between the Warlord era (1916) to the establishment of the Chinese Communist Party. The lesson includes definitions for terms including Kuomintang/Guomindang, Communism (which students need to add to their glossary) Information is provided about the diverse nature of warlords. The impact of the Treaty of Versailles meeting in 1919 (and the decision not to return the Shandong province to China) is briefly mentioned. This leads to an exploration of the May Fourth Movement, the New Culture Movement and the Guomindang (Nationalist party). Sun Yat-Sen’s 3 guiding ideological principles are shown. Information is provided about how he was inspired by the 1917 Marxist revolution in Russia. Information about how Marx’s theory had to be modified to fit China’s situation (is provided). This is followed by details about how the CCP formed (with the help of a Comintern Agent) in 1921. A brief bio of the following figure is provided for students to copy down (Jiang Jieshi/Chiang Kai-Shek). Why the CCP initially allied itself with the Nationalist party and how this relationship became fractured. A brief bio of Mao Zedong / Mao Tse-Tung is introduced. **Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.**

A PowerPoint used to teach students about the Hundred Flowers Campaign. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this event. The homework task is for students to research the Anti-Rightist campaign and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

The lesson begins with an overview of the Learning Intentions and Success Criteria. This is followed by a competitive Google challenge where two teams must race to Google the dates for key events displayed on the board. Students have to then record their homework (a research task) in their diaries. A recap of what we have previously learned is provided. This is followed by a 22 minute YouTube viewing activity (Mao Zedong: The Chairman of Communist China).There are some notes about Mao’s ideologies for students to record in their books. There is also information about the conflicts which arose between Mao and the CCP’s Russian-oriented Central Committee (The Politburo). There is a 4 minute video about The Long March. A visual map of the routes they took, along with information about the weather and conditions, is provided. Historical interpretations of this march are displayed for students to read and discuss. This is followed by information about The Second Sino-Japanese War (1937–1945) and how this eventually led to the CCP achieving victory and the establishment of the People’s Republic of China (PRC) on 1 October 1949. The lesson ends with an examination of Mao’s first Five Year Plan. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

The home front: Australian commitment to war This powerpoint is designed to teach students about The Australian Government’s reasons for joining the war. Changes to the running of the nation during the war including the use of WARTIME GOVERNMENT CONTROLS such as internment, censorship, conscription, rationing and propaganda. These terms are defined, the PowerPoints also include images of propaganda posters used to explain these to civilians and persuade them to do their part for the war. The PPT also includes sources scanned from various textbooks and comprehension questions. It also includes information about the bombing of Darwin during the war & the Japanese submarine attacks on Sydney. Interspersed throughout the lesson are 'checking for understanding' questions to help students to revise the key lesson concepts.

Perfect resources for a protest poetry unit. These poems show wars from a range of viewpoints. There are poems about World War 1 and 2, poems for use in ANZAC day ceremonies, one Vietnam war poem. The World War 1 poems include a link to an ABC national radio programme where celebrities have been recorded reading these poems.

Women’s work: the changing roles of women in Australia during world war two Key topics: Women’s auxiliaries, Female rates of pay, Pressures on women, the Australian women’s land army and the effects of allowing women to work during the war. There are scanned sources from various textbooks about the land army with questions for students to respond to. One of these sources shows the types of employment available to men and women during the war. Another shows the average wages for an Australian male and female during the war. This campaign was instituted across the allied countries including the USA. The latter sections of the PowerPoint look at one of the most iconic women’s work propaganda campaigns which was launched in America after Pearl Harbor (Rosie the riveter). It explains what a riveter was and looks at two famous propaganda posters which represent 'Rosie.' This PowerPoint also includes a link to a homework document which includes source analysis questions to prepare students for a short response exam. It is also a great way of revising concepts taught in the lesson.

1) An image of the STEP UP acronym (used for analysing poems) 2) A booklet of poems from the Industrial Revolution which could be used in English or History (source analysis).

This is a history style lesson designed to help children understand the Stolen Generations before the next lesson where they will view poems about this issue and have to analyse them. It introduces students to the assimilation policy, includes images of newspaper advertisements at the time (selling half-caste children) and looks at the beliefs held at the time about this issue. It includes clips from the film Rabbit Proof Fence along with questions to help check for understanding and to develop empathy. Following this, information is provided about what the institutions were like as well as historical sources (testimonies of stolen children remembering the day they were taken). Finally, it looks at the effects and consequences of the stolen generation with information taken from the Creative Spirits website. Additional resources: A handout with the questions for the Rabbit Proof Fence viewing activity. A homework handout (mind mapping the effects of the stolen generation.)

A PowerPoint which includes a list of questions for students to ask themselves every time they analyse a poem. The poems to be explored show people’s feelings and emotions about war and the toll it takes on human lives. While some poems talk about bravery, patriotism and pride, this collection challenges this perspective. Both poems contest the notion of war showing it as a senseless waste of young lives. Students read one poem and there are set of writing activities and questions for them to respond to. They then listen to the song 'And the band played Waltzing Matilda' as they read along on their sheet (also provided). Afterwards, there are 11 activities for the children to complete.