They were the perfect accommodations for Mongols! Easily assembled, disassembled and transported. They were warm in the cold winters, yet cool in the sweltering summers in central Asia. This lesson focuses upon developing vocabulary to draw a mind-map on yurts (gers). This worksheet is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6a: The Mongol Expansion

This Powerpoint covers: forms of repression, fear and suppression, Gestapo, Sturmabteilung (SA), Schutzstaffel (SS), the roles of Himmler and Heydrich, the counter-intelligence service, the roles of police and the courts in enforcing repression, the management of concentration camps and the role of the Einsatzgruppen. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

3 Cloze activities on the topic The Celts. The activities are: + Celtic Origins + Celtic Art + The Vix Burial 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

3 Cloze activities on the topic Iran 1953-1989. The activities are: + Ruhollah Khomeini + The White Revolution + The 1953 Coup D’état Designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Prime Minister Mohammed Mosaddeq received approval from the majlis (parliament) to nationalize the Iranian oil industry after Iranian governments to that point had failed to re-negotiate an equitable revenue sharing agreement with British and U.S. oil companies. The decision meant that the considerable revenue now went to the Iranian government and could be spent on local social and economic programs rather than going to the British government and privately owned oil companies. But it was a decision that Britain and the U.S.A. would not take lying down. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Unit of work on Alexander the Great. Designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Personalities in Their Times Option G: Greece - Alexander the Great This bund includes: + Metalanguage mix and match Examine the evidence: Why was Cleitus murdered? Examine the evidence: Why did Alexander invade the Persian Empire? + Examine the evidence: Why did Alexander found the city of Alexandria? Examine the evidence: Why did the Macedonians win the Battle of Chaeronea? Ezine article: Alexander the not so Great Newspaper article: Tomb of Philip II is Found in Northern Greece Ezine article: Alexander’s Nearest and Dearest Video: Ultimate Battles. Gaugamela Worksheet for video: Ultimate Battles. Gaugamela Video: Epic History. The 9 Lives of Alexander the Great Worksheet for video: The 9 Lives of Alexander the Great Video: Epic History. Alexander the Great Part 1 Worksheet for video: Epic History. Alexander the Great Part 1 Video: Epic History. Alexander the Great Part 2 Worksheet for video: Epic History. Alexander the Great Part 2 Video: Epic History. Alexander the Great Part 3 Worksheet for video: Epic History. Alexander the Great Part 3 Video: Epic History. Alexander the Great Part 4 Worksheet for video: Epic History. Alexander the Great Part 4 Word search 4 Cloze activities Persuasive writing assessment task Sequence the events True or false? The Macedonian Empire Mapping Activity

4 Cloze activities on the topic The Vikings. The activities are: + Who were the Vikings? + Viking Religion + Shipbuilding and Navigation + Food and banquets Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: the Western & Islamic Worlds The Vikings

For a self-declared neutral nation Iran certainly had an interesting history during World War II: occupation by Britain and the Soviet Union, the Shah forced to abdicate and sent into exile, interventions in political and economic affairs by Germany and the USA, forced to sign a Treaty of Alliance with the Allies and a range of social and economic problems that needed to be dealt with by the new monarch, Mohammed Shah. This task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Preliminary course National Studies Option H: Iran 1953-1989

The causes of the Iran-Iraq Way, 1980-88 included: religious and ethnic differences, Iraqi desire to acquire the oilfields of Khuzestan, an ongoing dispute over control of the Shatt al-Arab waterway, other border disputes, Saddam Hussein's leadership of Iraq and his desire to expand Iraq and show strong leadership and Iraqi fears that the 1979 Revolution on Iraq may spark political unrest amongst the Shia in Iraq. This source-based activity is designed for students of the NSW Modern history Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Set of activities using key terms and concepts from the topic The Vikings. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Spartan society to the Battle of Leuctra 371 BCE 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: + Xenophon outlines the powers of the Spartan kings, c.370 BCE + Xenophon describes how Spartans educate girls, c.370 BCE + Pausanias visits the Acropolis of Sparta, c.170 CE 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 Stage 6 Higher School Certificate course Ancient Societies Option G: Spartan society to the Battle of Leuctra 371 BCE The outcome being developed is: AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument

The reason most often given for the student occupation of the embassy was that the United States was allowing the Shah to enter the USA, rather than returning him to "face justice" in Iran. But there were other reasons: poor management of the issues by President Jimmy Carter, a history of Iranian resentment against American interference in Iran, (truthful) claims that the embassy was being used for espionage, Ayatollah Khomeini approving the occupation for his own political purposes and the students being radicalised by religious leaders. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher school Certificate course National Studies Option H: Iran 1953-1989

Word search on topic The Vikings using key words and concepts. Designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Cloze activities on the topic The Holocaust. The activities are: + Wannsee Conference + Theresienstadt Ghetto + Kristallnacht + Rescue of Danish Jews Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

4 Cloze activities on the topic Australian Involvement in World War 1. The activities are: + Overview of Australian involvement in World War 1 + The first conscription referendum + The charge at Beersheba + Aboriginal servicemen in World War 1 Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War 1

In 1953 the Iranian government of Shah Mohammed Reza Pahlavi commenced a suppression of Tudeh, the Communist Party of Iran. There were political and personal reasons why the Shah did this, but it needs to be viewed in the context of the Cold War. The suppression was excessive and included many and extensive human rights abuses. The response of the United States was to support the Shah. This decision did not bode well in the eyes of the Iranian people. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Kristallnacht was a clear message to German Jews that they were not safe and that the authorities would not support them against acts of violence. Many attempted to emigrate and seek refuge with non-Jewish friends. Some German non-Jews supported their Jewish neighbours by protesting about events. They suffered retribution by the state. Most non-Jews responded in silence, either because they were not personally affected by events or they tacitly agreed with the pogrom against the Jews. Some gained personally by looting Jewish goods. This source-based task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Set of activities using key terms and concepts from the topic Iran 1953-1989. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

Ayatollah Khomeini returned to Iran on February 1, 1979 to widespread popular support. He has immediate problems to deal with: establishment of an effective government and bureaucracy, taking control of the military, arresting and putting on trial members of the Shah's administration, establishment of the Pasdaran (Revolutionary Guard) and dealing with unrest amongst the people including ethnic minorities. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

The Shah's 1963 White Revolution introduced a wide range of political reforms including changes to land ownership and agriculture, female suffrage, changes to education and health programs, factories and the Iranian economy. There were spectacular successes, notably education. However, there were also significant failures including the depopulation of poorer rural peoples and their subsequent move to city slums. This source-based task is deigned for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School certificate course National Studies Option H: Iran 1953 - 1989