A PowerPoint used during the assessment phase of the unit. It reviews the requirements for the CSOE (IA2). The lesson will help students to learn the purpose, structure and language of a Critical Summary. There are a few examples for students to read (in the hope that they identify good phrasing which they could use as sentence starters for their own). Three suggested structures are provided (taken from the History Skills Website). Afterwards, students have time to map out their ideas for their CSOE and begin writing. 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 lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). This lesson begins with an exploration of music which became popular during the cultural revolution. (Inquiry based learning approach). There is also information about which kinds of music were censored at this time. This is followed by a viewing activity and information about how Mao instigated the Cultural Revolution. A list of key events (up to Mao’s death) is provided. This is followed by information about the end of the revolution and its lasting significance. The document concludes with some checking for understanding questions. The resource includes: The word document referred to above (which includes key terms to add to the glossary and instructions for all activities in the lesson) A word document version of the webpage MAO-ERA. CHINESE REVOLUTIONARY MUSIC on ‘factsanddetails.com’ (in case the link disappears) Information about some revolutionary songs (for teacher reference) 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.

In this lesson students will watch the 52-minute documentary entitled ‘Inside Mao’s China’ on YouTube. This worksheet includes a summary of this 2016 documentary and 18 questions for students to answer as they watch. Afterwards there are some activities designed to hone students’ skills. Firstly, they are given a source (quotations from Mao) and students must evaluate its usefulness and justify their answer. (There are hints in the document). Secondly, they are given 2 propaganda posters which they need to thoroughly analyse. Students must complete a table using the PICTURE acronym (explained in document). Finally, they are given two photographs which they must complete a CAMPORUM table for (this is a combination of analysing and evaluating). A homework activity is included (students must create an infographic to demonstrate their learning. (A document explaining infographics is provided for student reference.) 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 lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). The resource includes: The word document referred to above which includes a link to a video looking back on the cultural revolution (made for the 50 year anniversary) and 3 viewing questions. Information about the historical concept of empathy (what it means and how this differs from sympathy.) Looking at a type of source where this skill can be applied: autobiographies. Information about the difference between a biography and an autobiography are provided. A series of extracts from 2 autobiographies are provided. Students are to read both and then choose one to complete a CAMPORUM table about. Typed extracts from two memoirs which students will engage with in the lesson (Mao’s Last Dancer and Wild Swans) A table explaining CAMPORUM with hints of what students should look be looking for when analysing and evaluating the source **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 designed for the assessment handout lesson. It begins with a warm up (Treasure Hunt) where students are given their task sheet and the QCAA exemplar. (There are a list of questions they have to respond to.) Following this, information from the task sheet is shown (i.e. context, task, conditions, checkpoints). I also have a marking summary (how many points they get for each skill). We then look at the ISMG (Instrument Specific Marking Guide) and unpack what each of these mean – using elaborations from the QCAA’s subject reports. Examples of good key and sub questions are included to demonstrate devising and conducting.

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.

PPT 1: Learn how to understand a question (a vital exam skill) and strategies for completing a multiple choice exam. The PowerPoint includes practice multi-choice questions. As a consolidation of learning, there is an activity where students go back through their notes / KWL chart and write some multi-choice questions on the topics covered thus far and then swap with a friend and answer their questions. PPT 2: Explains what a time-line is (and has examples). It proves a list of 7 steps for children to complete to make a timeline. It goes through the must haves. The lesson then moves onto source analysis it includes a google doc with a variety of sources about the atomic bomb dropping on Hiroshima and Nagasaki and a range question types (multiple choice and short response questions). This can be worked through as a class or independently depending on the skill level of the students.

To prepare students for their upcoming assessment (writing a historical essay about an individual / group involved in the independence movement that they have investigated) this lesson focuses on paragraph writing. This resource includes a PowerPoint, a handout of sources about the Viet Cong and a homework sheet about the TET offensive. A handout containing a range of source types including extracts from textbooks, online encyclopaedias, biographies, illustrations and photographs. The PowerPoint begins by introducing students to the question they need to respond to in paragraph form. They learn the meaning of the term ‘modus operandi’ which appears in the question. Students are reminded of the importance of synthesising (one of the criteria in the instrument specific marking guide for this subject). Synthesis is explained and then students have time to engage with the sources on the handout and write their TEEL paragraph. Students have a checklist to use post writing to ensure they have met the communication criteria. Afterwards students are called on to share their answers and feedback is provided from the teacher about their responses in terms of structure, content, synthesis, evidence of analysis/evaluation of sources within their response, word choices etc. Then, if time permits, this is followed by a brief introduction to a key event: The Tet offensive. There are some clips to view to provide students with a better understanding of this event in preparation for their homework task. A homework sheet that requires students to summarise the Tet offensive, look at a famous photograph from the time and research its context & answer some questions about this image. **NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay. **

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

POWERPPOINT: Learning about the key concept socio-cultural context, what it means and how to use it when analysing poems. The difference between worldview and mindset (plus the factors which influence these). Intro to some other key terms you will need to know for this unit. An explanation of critical literacy terms including intended reading, connotation, marginalised, silenced, form, theme, symbol, atmosphere and tone. Afterwards there is a cloze strategy to check whether students havee understood and remembered these terms. Extra resource: The Poetry Booklet used for this unit which includes poems from The British Colonial Expansion period, The Crimean War, World War 1, World War 2 (specifically Hiroshima), The Vietnam War and more contemporary conflicts. Each section includes a brief spiel which provides historical context. For some of the more famous poets, information has been provided about their background. Images and a reference list are included.

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). A PowerPoint designed to engage students / excite them as they ‘tune in’ to the new unit. It includes: a review of my classroom expectations (as well as the positive and negative consequences). Some interesting facts about Ned Kelly. Some questions about the front and back cover of the novel Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. After getting the students to make predictions about the novel, they complete a K-W-L chart about what they already know about Ned Kelly and what they would like to know. Subsequently we go through what the two assessments for the term will be. We then review some important parts of the novel and how they work (contents, a map of Kelly Country and the Introduction). Some info about the language features in the novel is provided as well as a spelling list of 24 words taken from the novel and ACARA’s English glossary. Students will define these for homework throughout the week. Some extra information is included at the end of the PowerPoint if you happen to finish early. 2)** A handout containing the map, contents, intro and spelling words.**

A PowerPoint which I think History teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Constructive criticism is also appreciated. PowerPoint: World War Two in Europe • homework (mini research task) • Nazification of Germany • What role did President Hindenburg play in Hitler’s rise to power? • A few videos (viewing activities) • View a timeline of the road to WW2 (1933-1939) • Learn how to analyse a political cartoon (by the British cartoonist David Low appeared in the Evening Standard newspaper in July 1936.) • Kristallnacht – ‘night of the broken glass’ o Source analysis: A Letter by a Firefighter – Kristallnacht Germany 1938 • World War II in Europe o Holocaust begins o Ghettos including viewing primary footage in A Film Unfinished (2010) o Concentration & Extermination Camps o Change of Tactics: Einsatzgruppen o The ‘Final Solution’ + Wannsee Conference o SS Tactics: Dehumanisation o Dr. Josef Mengele + Medical Experiments o The Gas Chambers + images o Processing the bodies o Was the Final Solution successful? Holocaust Statistics By Country

A PowerPoint that goes through an acronym which can be used to analyse sources (with specific examples from WW2). This is followed by content knowledge: Japanese Imperialism and the lead-up to Pearl Harbor, The source of US conflict with Japan & Japan's strategy.

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). PowerPointand lesson plan. Settling activity - copy the definition of bias. Explain the cognitive verb ‘evaluate’ and review concept of modality. Look at some conjunctions (linking words) which can be used in evaluating paragraphs. Subsequently, the lesson explores how to know if the source is useful before introducing the concept of corroborating sources (with a history skills video to consolidate this learning). Look at a sample exam question and deconstruct it. Then look at how to determine if a source is relevant (look at an example which focuses on origin, perspective, context, audience and motive). Then introduce the T.A.D.P.O.L.E acronym for a deeper level of source analysis. Afterwards, there are sources (about the Myall Creek massacre) for the students to evaluate (I use Gradual Release - we do then you do). Finally there is a PEEL/TEEL paragraph writing activity. T.A.D.P.O.L.E handout with sources about the Myall Creek Massacre for students to analyse. Example evaluating paragraph about the Hornet bank massacre (with labels to show key features). Homework sheet - Sources about the Hornet bank massacre for students to analyse.(answers are included at the base of the PowerPoint). 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 PPT explaining the Soweto uprising and its aftermath. The last slide contains a homework activity which requires students to research differing interpretations of the Soweto uprising and write a response to questions. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT to help students to learn about key figures including: H. F. (Hendrik Frensch) Voerwoerd, B. J. (Balthazar Johannes) Vorster, Joe Slovo, Ruth First, Oliver Tambo, Walter Sisulu, Albertina Sisulu, Chief Albert Luthulli, Steven Biko, Kalushi Drake Koda, Desmond Tutu etc. It includes images and information from various websites including Encyclopaedia Britannica and South African History Online. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT with a focus on types of secondary sources and their levels of reliability. It begins with a warm up where students list the types of secondary sources they are familiar with. There is a review of the meaning of bias and the distinctions between a balanced source and one which is pro / anti a specific topic. These is also info about how to determine the usefulness and reliability of a source. Students are given a worksheet with most of the information in the O-P-V-L chart pre filled. They copy the information in for the sections which are missing from their handout. The source types included are: biographies, statistics, textbooks, documentaries, journal articles, historical novels, poems, songs and biopics. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which goes through important events between 1984 and 1994. It includes photographs, textbook extracts, research from websites etc. to help students gain an understanding of this era. By the end of the lesson students should be able to answer the following question: What roles did de Klerk and Mandela play in the path to democracy? 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT summing up the key events in the second half of the 1970s. It includes information about the 1976 Internal Security Act, the renewed use of death sentences, the emergence of the Black Consciousness Movement, the trade embargo established by the UN (1977), Botha’s ascension to PM (1978). There is also some information about the beginning of the 1980s including the formation of the United Democratic Front. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet to be used while viewing the Bio pic ‘Long Walk to Freedom.’ It includes during viewing questions and post viewing questions about key people, key events, ideologies/beliefs/motives and some empathy-based questions. There is also a homework activity which requires students to do some further research about Mandela. 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 the Anti-Apartheid movement in South Africa (1948-1994).