Quotations activity using statements by key personnel about events in the topic, Iran 1953-1989.

Source-based activity on the topic, How important was the oil industry to Iran’s economy, 1945-1989? This resource is part of a unit of work on Iran 1945-1989 for the Higher School Certificate course of the NSW Modern History Syllabus for the Australian Curriculum.

Source-based activity, How did the Pasdaran help establish and maintain Islamic Republic control, 1979-1989? This resource is part of a unit of work on the topic, Iran 1945-1989 for the NSW Modern History Syllabus for the National Curriculum.

Analysis of article by Alan Yuhas, Conquistadors sacrificed and eaten by Aztec-era people, published on The Guardian Australia website. The article examines archaeological evidence of early Spanish colonists being captured, sacrificed and eaten by allies of the Aztecs.

The Judenrat were Jewish Councils, established to maintain order in ghettos and to carry out Nazi policy. Their role is controversial. Whilst they did try (when possible) to protect fellow Jews, they often were merely an instrument of Nazi terror. This source-based activity is designed for students of the NSW K-10 History Syllabus for the Australian Curriculum. Stage 5 Depth Study 6 : The Holocaust

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

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

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

Revision activity for Ruth Park’s novel, Playing Beatie Bow. Students decide if the statements about the text are true or false.

This resource includes a map of central Victoria with the key places discussed in the text. A student activity asks students to write the events that take place in 9 of these locations. The next activity provides passages from the text that describe Baringhup and the influence of the setting on the author.

Romulus, My Father - Activities for Chapters 1-6

Research task on Erich Mielke, head of the East German Stasi. Questions focus on using the information gained through research to make an assessment of his contribution to East German society and impact as head of the Stasi.

3 Cloze activities on Stasiland: Biography Anna Funder Investigative Journalism Theme: Resilience

Excellent ezine article from Discover magazine on the impact of Spanish silver mining and refining on the environment in the early 1500s, as reflected in ice core samples. Great way to cover the Australian Curriculum cross curriculum priority of Sustainability in the topic of Spanish Conquest of the Americas. Highly readable, good photographs and a few activities linked to environmental impact of human activity.

Book review by Janet Maslin from the New York Times and student activities.

Information report assessment task on the novel, Mister Pip. The task is: Select one of these themes from the text: fantasy vs reality, living in a warzone, tradition vs modernity, hybridity, strangers in a strange land, storytelling. How does the text help the reader to understand the theme? Give examples to support your report.

Analysis of scenes from the film version of Mister Pip. Students analyse details of the scenes, notably atmosphere, colour, gestures and poses and camera angles.

Grace represents the tragedy. Her fall from a life of promise to the ravages of major depression foretell the tragedy of the village’s fall from idyllic paradise to being ravaged by the redskin army. This resource includes background notes on Grace, key passages from the text and student activities.

Ezine article from The Monthly entitled ‘From Frogmore, Victoria’ and written by Helen Garner. She describes a visit to the sites in the text, Romulus, My Father with the author and the reactions of Raimond Gaita and herself to each of the sites in the light of the events that took place there. Student activities included.

Activity that requires students to read the character profile and to select which character is being described.