The krypteia are believed to be the secret police of the Spartan state. They kept the helots (always the majority of the population) in check through random acts of terror including murder. This source-based homework task is designed to enhance 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 Many societies have secret police in various forms, including security intelligence services. Some are overt and some covert. The more extreme (e.g. Spartan society in the 6th and 5th centuries BCE and Stalinist Russia etc.) used terror as a means of controlling the population. When does their work cross the line of acceptable behaviour? Is there a line? When should good people speak out? What are the consequences of this?

Mongol military success lay with the use of terror, high level of horsemanship, communication and the use of spies and informers. In this set of activities students examine these factors before writing a narrative response, imagining they are a Mongol soldier outside the walls of Samarkand in 1218. The activity is to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a): The Mongol Expansion Great opportunity to explore the use of terror as a weapon in military conflict and social control.

The Companion Cavalry were highly trained Macedonian troops first formed by Alexander the Great's father, Philip II. Despite his military genius, he could not have been successful without them. This source-based homework task supports student understanding of the NSW Ancient History syllabus Higher School certificate course Part III - Personalities in Their Times Option H - Alexander the Great Students analyse a range of primary and secondary, visual and written sources to come to an understanding of the importance of the Companion Cavalry to Alexander's military success. Most successful armies have a core of professional elite soldiers (e.g. the SAS in the Australian army). Students can research how and why these special forces are necessary and the training they undertake.

The power of Spartan kings was balanced by the gerousia - 28 elected older Spartan men who were no longer eligible for military service. This really explains why Spartan society tended to be conservative and reinforced military exploits. This source-based homework task is designed to support 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 Students analyse a range of primary and secondary, visual and written sources to understand why the Spartans allowed elderly former soldiers to rule the state with the king.

What happened in Lakonia before the Spartans arrived? Well, lots really - Neolithic settlement, Mycenaean civilisation, occupation by pre-Dorian tribes. This source-based homework task is designed to support 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 Students analyse a variety of primary and secondary, visual and written source materials to gain knowledge of the early history of Sparta.

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?

Introduced in 1924 following the successful 1915 adoption by the State of Queensland, compulsory voting may not have guaranteed democracy, but it did guarantee that everyone would have the opportunity to cast a vote. Preferential voting made the process of selecting a candidate easier. This source-based homework task assists lucky Year 9/10 students to understand the rationale behind the adoption of compulsory and preferential voting. It is designed for the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 4: Rights & Freedoms and/or Depth Study 6: Decade Study - The Roaring Twenties (and who said civics was boring?)

Commander of the Praetorian Guard, Sejanus embodied Orwell's maxim that absolute power corrupts absolutely. Or does he? Why are modern historian's reviewing the traditional view of Sejanus as an archetypal villain and seeing him as another of Tiberius' victims. This source-based homework task is designed to extend student understanding of the NSW Ancient History syllabus Higher School Certificate course Part IV - Historical Periods Option O - Rome in the Time of the Julio-Claudians CE 14-69 One wonders if Sejanus would feel right at home in 21st century Australian politics! An interesting question for the classroom.

Alexander the Great founded the city of Alexandria - no brainer. But his reasons for doing so are a little more complicated. This source-based homework task is designed to support student learning of the NSW Ancient History syllabus Higher School Certificate course Part III - Personalities & Their Times Option H - Alexander the Great Students analyse a range of primary and secondary, visual and written sources to find the reasons why Alexander founded the city of Alexandria and why he chose it's location.

The evacuation from the Gallipoli peninsula has been described as the most successful part of the Gallipoli campaign. It was an unprecedented success with no loss of life to any army and enabled the Allied and Turkish forces to focus on battles that would actually make a difference. This is a source-based homework task that supports student understanding of the NSW syllabus for the Australian Curriculum Stage 5 Depth Study 3: Australians at War World War I & World War II Students analyse a variety of primary and secondary, visual and written sources to determine whether the 1916 Gallipoli evacuation was a strategic success or the recognition that the whole Gallipoli campaign was a failed military strategy. What all armies learnt from their mistakes would make a logical follow-up classroom activity.

The Commonwealth of Australia Constitution Act, 1900 created a nation. But did it benefit everyone? This is a source-based homework task to support student learning of the NSW syllabus for the Australian Curriculum Stage 5 Depth Study 2: Australia & Asia Topic 2(a): Making a Nation: Australia 1900-1914 Students analyse a range of primary and secondary, visual and written sources to determine the consequences of the Constitution Act for Aboriginal and Torres Strait Islander peoples. The Act excluded ATSI peoples for a number of reasons but this added to their disenfranchisement and marginalisation - a problem yet to be adequately dealt with.

The recognition that it was all over. The Tet Offensive had significant military, economic, social and political consequences for the people of South Vietnam. This source-based homework task supports student understanding of the NSW Modern History syllabus Higher School Certificate course Part IV - International Studies in Peace and Conflict Option C - Conflict in Indochina 1945-1979 Students analyse a variety of primary and secondary, visual and written sources to identify and evaluate the effects of the 1968 Tet Offensive on the people of South Vietnam.

Findaword to accompany the unit on the Mongol Expansion.

How can you do visual literacy in History? This poster and template gives you an example of how a historical document can be deconstructed according to the principles of visual literacy. It is part of a cross-curriculum series that has been successfully used in a New England NSW high school to encourage teachers to use visual literacy to expand student literacy skills.

Alexander victory at Issus was more about good fortune, good luck and being a popular military leader who could talk his men around. This homework task is to support student understanding of the NSW Ancient History syllabus Higher School Certificate course Part III - Personalities in their Times Option H - Alexander the Great Students analyse a variety of primary and secondary, visual and written sources to determine why Alexander the Great was successful at the Battle of Issus in 333 BCE. Bravado and popularity certainly count for a lot!

Over 9 days in late summer each year the Spartans let their hair down to celebrate the Festival of Karneia. Eating and drinking, sporting and music competitions and sacrifices to Apollo all attest to the annual event being a celebration of everything Spartiana. This is a source-based homework task to support 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 Students analyse a variety of primary and secondary, visual, archaeological and written evidence to come to an understanding of what happened at the Festival of Karneia. Eviva!

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.

Not only were the helots slaves, they were subjected to incredible social measures to ensure they stayed that way. This source-based homework task is designed to support student understanding of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Part II: Ancient Societies Option G: Spartan Society to the Battle of Leuctra Students analyse a range of primary and secondary, visual and written sources to make a judgement as to whether the helots were slaves and examine the role they played in supporting the Spartan military state. Great opportunities to discuss the nature and purpose of slavery and discrimination.

Did I hear right? Alexander had a male partner? This source-based homework task is designed to support student understanding of the NSW Ancient History syllabus Higher School certificate course Part III - Personalities in their Times Option H - Alexander the Great Students analyse a range of primary and secondary, visual, archaeological and written sources to decide whether Hephaestion was Alexander the Great's male partner and what his contribution was to Alexander's murderous rampage across Asia. Hephaestion was a general and commander within the Companion cavalry. He was highly educated and a professionally trained military commander. A great opportunity to teach values around gender and sexuality.

Lycurgus of Sparta: legendary lawgiver of Sparta or just legend? This is a source-based homework task to support 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 Students analyse a range of primary and secondary, visual and written sources to determine whether Lycurgus was an actual historical figure or just a legend? What was his contribution to the unique society that was 6th and 5th century BCE Sparta.