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.

Visual images are more than just what you see. Visual literacy teaches students to deconstruct an image to find the hidden meanings within the image, such as the complexity of content, meaning, emotional responses and critical responses. This poster takes a comic that aims to teach students about the legal issues around driving and then to deconstructs the meanings behind the comic, the messages it contains and the manner in which the meanings are taught. Making responses to visual images are a great way to develop extended literacy responses, in this case, around issues related to legal studies.

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 This poster and template gives you an example of how a historical document can be deconstructed according to the principles of visual literacy.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.

This lesson material covers factors to consider before using firearms on farms, environmental issues, hazardous behaviours, basic rules of firearm safety and the safe storage of firearms. The resources finishes with scenarios for students to answer about safe use, storage and licensing. The resource can be used to support student learning in topics Workplace Health & Safety on Farms, Farm Tools and Machinery and The Law & Agriculture. It is applicable to the NSW 7-10 Agricultural Technology course but can be adapted for Stage 6 Agricultural Technology and Vocational Education Primary Industries framework - unit of competency on WHS.

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.

Teaching visual literacy is everyone's responsibility! This poster was designed as part of a cross-curriculum promotional campaign to teach staff in all faculties in a New England NSW high school about visual literacy being a component of literacy in every area of the curriculum and to also provide students with an example of how a visual image can be deconstructed to find the hidden messages. this poster is an example of how the techniques of visual literacy can be used in French language classes. It applies an excellent template developed by the English teacher's Association of NSW to a comic.

Unique and well suited to their harsh environment, Mongol clothing at the time of the Mongol Empire in the 13th and 14th centuries was nothing short of unique. This worksheet consists of information, a mix and match of key words and concepts, short answer comprehension questions and drawings to colour. This fits into the NSW syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a): The Mongol Expansion An interesting set of activities on Mongol society.

Crossword & answers on Aztec Society. Supports student understanding of the NSW History syllabus of the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6c: The Spanish conquest of the Americas

This resource includes two pages of visually-appealing source materials on the life of an Aztec woman. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec woman so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec woman so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec warrior. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec warrior so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec warrior so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec slave. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec slave so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec slaveso that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec merchant. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec merchant so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec merchant so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec farmer. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec farmer so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec farmer so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.