A PowerPoint used to teach a combined class of 11 and 12 Modern History students. It begins with information about significance (one of the historical concepts). The N.A.M.E acronym for determining whether something is significant is explained. Then the Learning Intention and Success Criteria for the lesson are unpacked. The core part of the lesson begins with information about why we reference and what this might look like in an exam vs an assignment. There is a slide explaining how to in text reference (with examples). This is followed by slides about paragraph writing. Students are presented with two acronyms which they can use – extended TEEL and the TEEASC structure from the History Skills website. There is an example paragraph from an essay about the Cold War written by a student. This is followed by information about how to unpack an exam question and what is required of a ‘to what extent’ response. There is also information about how to do a quick plan before writing an essay / paragraph. For the remainder of the lesson students have 3 questions to respond to in paragraph form (about Leopold II and imperialism in the Congo). Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

A PowerPoint designed to last for two lessons. In lesson 1, students learn about a key event (The Berlin Conference) and get to engage with a couple of sources about this event. There is a series of slides which explain how Africa was divvied up to nations including Britain, France, Germany, Belgium and Italy. This is followed by some information on the effects on the people of Africa. The remainder of this lesson is a researching task where students pick a figure from The British Empire to research and create a PPT / Canva poster / Handmade Poster about which they will present to the class in the next lesson. In lesson 2, after students have presented their posters, there is information about each of the following figures (including photos/artworks and videos): Queen Victoria, Prince Albert, David Livingstone (missionary and explorer), Henry Moreton Stanley (explorer), Cecil Rhodes & E.D. MOREL (Edmund Dene Morel). Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with a viewing activity from YouTube (Simple History’s summary of the Russian Revolution.) This is followed by information about the short- and long-term causes of the Russian Revolution. (Linking back to what students have learned about WW1). Students are reminded of the term ideology and are given information about ‘revolutionary ideologies’ and strategies used by revolutionary leaders. There is information about obstacles to the revolution which students need to copy some of onto their worksheets. There are some warnings that the Tsar received about the revolutionary situation which students must read and summarise the key ideas (implicit/explicit meanings) on their worksheet. Following this a summary of each day of the February revolution is provided. Students have to write catchy headlines to summarise each day. Finally there is a visual source for students to practice analysing for homework. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

A PowerPoint used during the assessment phase of the unit. It reviews the requirements for the source analysis and evaluation table for this task (IA2). It also provides students with a list of upcoming checkpoints so they know what they are expected to work on for homework. The lesson begins with a review of how to determine whether a source is trustworthy (reliable). The TADPOLE acronym can be used to help make this assessment. Some preparation tips are provided (as to fit within the word count students should have a plan in place before they begin writing). There are some example source tables for students to learn from. Then, at the end of the 17 slides, there is time for students to begin annotating the sources they have found and make dot points in their planning booklet. They are expected to have 3 tables done before the next lesson. 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.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet with sources about Hitler Youth 1 x Independent Work Booklet with various activities designed to help students practice the evaluation 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. The sequence of the lesson: The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s.

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.**

Includes 6 weeks worth of homework activities including chapter questions, a vocabulary list (and activities) and tips for creative writing. It steps students through an assessment task which requires students to write a short story (a transformation of a section of the novel and a preface justifying their creative decisions). Specific task details are below. Mode/Medium: Imaginative Written short story (fiction). Subject Matter: Throughout time short stories have captured the imaginations of both readers and listeners. A good short story will capture the interest of its audience and hold it to the end. Purpose: To entertain and demonstrate your knowledge of the short story genre. Task: For this task you have a choice: 1. Write an imaginative short story that creates a character or “gives voice” to a silenced or marginalised character in the novel that you have studied in class. 2. Place the character into the novel which you have studied in class. This can be at the beginning, the middle or end of a scene. For example, you might write from the perspective of someone who observed an event, assisted the protagonist or befriended them. Or you may create a new character. E.g. A new best friend for the protagonist. Your teacher will explain what it means to “give voice” to a character in a novel. Your character must interact with the novel’s protagonist. You may change the storyline and plot to accommodate your character if you desire, however, your story must remain true to the themes and setting of the novel. (E.g. you can’t turn it into a comedy or change the country where the novel is set). Requirements: Length is to be 400-500 words plus a 100 word preface explaining how the story is both original and imaginative. You must demonstrate that you have a sound knowledge of short story conventions and adhere to the short story structure. You can make your story both original and imaginative in the following ways: • Creative use of the conventions of a short story, for example a twist at the end. • Create non-stereotyped characters that make unpredictable choices. • Juxtapose related texts. • Promote alternative beliefs and values through your writing.

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.

This lesson was designed for a year 11 class who are required to present an election speech to be on a youth advisory committee for the federal government. This lesson goes through the main aspects required for the introduction, body, and conclusion. It defines thesis statement and gives an example. It includes examples of each part of the speech (given about legalising marijuana for medicinal purposes). It reviews the PEEEL paragraphing acronym and the importance of paraphrasing, summarising and quoting. It ends with some tips for political speeches and some suggested vocabulary.

Set up like a mind map, this is a visual prompt for students to help them research Gandhi.

A PowerPoint presentation explaining how to reference and a handout for students to glue into their books

A PowerPoint presentation which teaches students how to structure a paragraph using the PEEL acronym. This will be used by students when they write their reviews of the poems they will later read. The PPT includes the words to Kidnappers by Iris Clayton which explores some of the consequences of the stolen generation. Children are asked to write a PEEL paragraph in response to a set question. Depending on the ability level of the class this can be done independently or as a group with the teacher writing their suggestions on the board. This process is repeated for another two poems. I have also provided a handout with the words for each poem and the questions (for students who need hard copies). Additional resource: homework handout - a three level guide (designed to prompt higher order thinking about the topic).

1) A PPT: to facilitate learning about the use of poison gas in WW1 and the gas masks which were provided to soldiers. Some context about the poet (Wilfred Owen). Students read and annotate Dulce et Decorum Est. This is followed by questions about the tone of the poem and its intended reading. Following this, students will identify the poetic devices within the poem and evaluate their effectiveness. This is followed by a series of questions for students to answer in their books (to help them expand their analysis). This is followed by a discussion to compare this text with other WW1 poems we have already explored and a reflection activity (KWL). 2) A handout for students to complete their analysis in (which also includes the details for their homework -- to write a mini essay about Owen’s representation of war in comparison to Seeger’s)

A PowerPoint explaining the assessment task to students and what they are being marked on. This is interlaced with tips and activities for the various criteria. There are tips for writing dialogue (reviewing punctuation rules), past vs present tense, homophones etc. It also includes a list of common errors made by students in the previous year for this task. A planning booklet for students to use to brainstorm their ideas prior to writing their short story (aka imaginative recount). It includes prompts and graphic organisers which students can work through in class and for homework. A series of PowerPoints designed for the drafting phase of the unit. Each begins with a mini lesson with a specific focus (e.g. characterisation, juxtaposition etc.) they then focus on students writing a particular part of the narrative in the lesson (e.g. orientation) with hints, examples and reminders. A graphic organiser for students to write their short story (imaginative recount) into. A draft feedback form which lists common errors that students make. The teacher merely needs to highlight the feedback which applies to the student. This speeds up the drafting workload for the teacher and ensures all students are receiving consistent feedback based on the cognitive verbs prioritised in the unit. 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). A PowerPoint which begins with a review of primary and secondary sources (with examples). This is followed by an explanation of the cognitive verb ‘analyse’ and a process for analysing. I have provided a list of questions which can be used for analysing visual/written sources and some for analysing artefacts. I have used the C.O.M.A acronym for analysing visuals and provided a list of questions you can ask at each stage (with examples from the Frontier Wars). An opportunity to practice this skill is provided (I do / we do depending of ability of your class). There are also tips for comparing two images. The lesson concludes with a TEEL/PEEL paragraph writing activity. A handout explaining the C.O.M.A acronym and other methods you can use for analysing visuals Updated PPT and Worksheet used for a more interactive (collaborative learning) focused class room. 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 lesson aimed to help shape student's understanding the lived experiences of soldiers in Vietnam. It focuses on two key texts: I was only 19 and Homecoming. The PPT includes a video of the song I was only 19 which students will listen to. They will then view key lyrics and talk about the representation of the Vietnam war in this text (including the literary devices used). After this is some information to help students empathise with what this would have been like especially for the conscripts. Some brief info is provided about 'fragging' and how the treatment the Veterans received upon their homecoming severely damaged countless veterans. It briefly looks at lyrics from Khe Sanh which discuss the experiences of a returned soldier. The remainder of the PowerPoint explores the poem Homecoming (which I ran as a separate lesson). 2) a handout with questions about Homecoming. We will then turn our focus to the major poem for this war in our booklet (Homecoming). We will talk about the difference between these representations.

3 Resources 1) A handout with questions for the three poems in the booklet about the atomic bombing (for students to complete as revision 2) A PowerPoint which first explores survivor's recounts of the bombing. This is to help students to understand how witnessing the bombing would influence the worldview of a person and be able to explain how this would insert subjectivity into poems written by survivors. View an excerpt of a documentary on the atomic bomb (which simulates the blast and includes interviews with survivors – one of which is a poet who will be studied in the next lesson. Students will read the poem 'At the makeshift aid station' together stanza by stanza, taking time to address the questions in the prompts down the side. The significance of the reference to the cherry blossoms will be explained so that students can reflect on the effect of this symbolism. It includes some other discussion questions which will help them to think like they need to for their feature article under exam conditions... 3) A PowerPoint which analyses Takashi Tanemori’s Blades of Grass in a Dreamless Field. Information about the author and something which shaped his belief system (the bushido code). What must be understood about the author in order to best interpret the poem. There are questions, discussion points and other annotations alongside each stanza of the poem.

scaffolding

A free lesson on using signposting in your writing. A definition of signposting is provided along with the two ways to achieve this. Some hints for signposting in an introduction and signposting in a body paragraph are provided. Just a quick lesson which can be used as a warm up before tackling unit-specific content.