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 lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 5). Followed by a mini lesson on using an apostrophe to make contractions. This includes examples and non examples and a series of activities which progress through the I do, we do, you do phase of the gradual release of responsibility pedagogy. In upcoming lessons, students will write a persuasive essay to convince their readers of their perspective about Ned Kelly’s guilt or innocence. Students will read chapter six of Black Snake and complete activities so that they can use evidence from the novel to develop their argument about whether Ned Kelly was a victim, a villain or a hero. They learn about mood and tone and apply their new knowledge to the fictional passage at the beginning of the chapter. The PowerPoint ends with a summary of the chapter and some questions to be completed for homework. A handout with the activities for Chapter 6 which students will complete throughout the lesson. 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.

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.

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.

A comprehensive scaffolding booklet which students are to use to conduct their inquiry prior to writing their essay. Teachers may opt to provide some or all sections of this to students based on their ability. It can also be broken up into handouts and used within specific lessons (chunking) with incremental deadlines to ensure students are on track to have found useful sources and analysed/evaluated these making notes about key features to mention within their essay. The booklet includes: • A brainstorming mind map for students to reflect on what they have learned throughout the term (used to aid them to select a topic to focus on in their essay) • A list of key individuals, groups and events prior to and during the Vietnam War (they must investigate an individual / group) to learn about their social, political or ideological views & their impact on the independence movement • Tips for developing a key inquiry question (including an example for another topic) • Tips for developing apt sub questions which are open and incorporate any of the 7 historical concepts which are prioritised in the Queensland syllabus • A graphic organiser for the student to reflect on their key and sub questions • A retrieval chart for students to keep their research organised. Students were advised that they needed to “Locate at least 10 historical sources (minimum two books and five primary sources – the rest can be from journal articles / websites / online sources) that present the perspectives of different people in response to your questions.” • Graphic organisers (using T.A.D.P.O.L.E acronym for students to note key details from sources that are worthy of analysis in their essay. I also added a section where they are prompted to reflect on the usefulness and reliability of the source (as students should be evaluating some of the sources within their essay). • Tips for developing a hypothesis (students should do this prior to writing their essay). • Tips for writing the essay including a suggested word count breakdown for each paragraph. There is information about the TEEASC body paragraph structure recommended on the History Skills website (as an alternative to TEEL). 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.

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).

1) PowerPoint - This lesson focuses on teaching students about the context of World War One so that they have some frame of reference for approaching the poems written in this period. Afterwards, it explores how the perceptions of war in poetry changed during this period from patriotic beliefs in its valour to disillusionment as World War One saw a complete change in the way wars were fought and the attitudes towards them. This lesson opens with checking students prior knowledge of WW1. It then explains what the world was like during the 19th Century and the imperialist ideology. The beliefs of Europe’s’ Great Powers, the major causes of WW1, The assassination of Franz Ferdinand: A Shot that Changed the World, societal beliefs about war at the time, exploring propaganda posters from World War One, new technologies used in this war and the outcomes of the war. Things we will learn by the study of poetry from the First World War.

This booklet has been designed as part of a year 8 English unit of work on Parvana (a novel set in Afghanistan during the reign of the Taliban). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create a written literary transformation (a short story from a marginalised character's perspective). Their short story has to focus on a moral issue within the novel. I have referenced the other study guides I drew on when creating this resource.

This is a worksheet to the SBS series First Australians Episode 1: They have come to stay. This resource was made for use in an 11 Modern History classroom in Queensland, Australia. I have also included a scanned copy of my teacher answer sheet. According to SBS, “First Australians chronicles the birth of contemporary Australia as never told before, from the perspective of its first people. First Australians explores what unfolds when the oldest living culture in the world is overrun by the world’s greatest empire.” Episode 1 focuses on Sydney and New South Wales (1788–1824). It includes the first contact, friendships formed between powerful men such as Governor Arthur Phillip and the Aboriginal Bennelong. The smallpox epidemic. The bloodshed and conflicts which arose as settlers spread out across the land.

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

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

The significance of the use of atomic bombs during World War II, The contestability surrounding the use of atomic bombs during World War II, The causes and effects of the use of atomic bombs during World War II. The Beginning of the Nuclear Age, why the atomic bomb was developed, how it was tested, why America decided to use it against Japan, why this decision was contested by some scientists, it looks at the discrimination towards victims of the bombing (and how they came to be known as the hibakusha) and President Truman's justification for what he did. This PPT includes extracts from a documentary which recreates the bombing of Hiroshima (using reenactments) and explains the science behind the bomb. It includes images of the destruction to buildings, medical side effects (e.g. cataracts, scarring, radiation, birth defects etc.) It also includes drawings made by survivors depicting the black rain, bodies in the water etc.

Three resources for a year 8 history unit. 1) A PowerPoint (with videos) explaining feudalism. 2) A scan from a textbook showing a castle set up 3) a typed excerpt from a textbook explaining feudalism

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

A free PowerPoint which I think History teachers will find helpful. If you use it, and like it, please come and give me a positive star rating / review :). Constructive criticism is also appreciated. PowerPoint 1: Causes of World War Two • term overview (what we are learning + how we will be assessed) • key questions for unit (from ACARA) • context (what happened after WW1 that set the stage for WW2) • statistics (number of casualties in WW2) • information about the following: o the treaty of Versailles o Hitler’s rise to power: worldwide economic depression + the effects of the depression on Germany + the fall of Germany’s democratic government o Anti-communism o The basic ideas of the Nazi ideology + The source of Hitler’s power o Other major causes of WW2: Japanese expansionism, appeasement, militarism, the rise of fascism in Italy, nationalism, American isolationism, o Maps: Theatres of War: Where WWII Was Fought o two homework tasks (developing a glossary of terms + reading from a textbook and answering questions)

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 is 6 pages. The PowerPoint is designed for use in a 70 minute history lesson. It begins with a summary of Bloody Sunday before giving a more in depth explanation of the event on the subsequent slides. There are underlined notes for students to copy. There is a photograph of the march and some information about the social and political problems which led the workers to write a petition to Tsar Nicholas II. A translated version of the petition is included along with some checking for understanding questions. The next source for exploration is Father Gapon’s description of what happened as the workers approached the winter palace. Then a visual source (a painting entitled ‘Death in the Snow’ is presented (along with 4 questions). Another political cartoon from a French weekly satirical magazine is also shown. Following this information about other events which impacted Nicholas’s popularity are shown including the war with Japan. Information about political opposition to the Tsar is included. There is an explanation of the various political parties and their aims. The October Manifesto (1905) is also explained. There is additional information about the actions taken to avoid a revolution. For homework students have to create a timeline covering 1905-1916. There are instructions on the slide for this task. 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 worksheet designed for watching episodes 5 and 6 of Madiba (2017). This lesson was used when the year 11’s were on camp as a form of revision for the year 12’s. Episodes available on ClickView. 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 glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. The first section of this monograph is includes information about the Gallipoli landing. Latter sections feature poems and stories. Source name: The School Paper: ANZAC Day 1916 (for classes III and IV) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.