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 worksheet for students to complete when watching the 2009 film Mao’s Last Dancer. It includes contextual information about how ballet became popular in China. A ClickView link to the film is provided (for absent students / at home learning). There are 8 questions for students to respond to during / after watching the film. There is also some information about some areas where the film differs from the actual events. 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 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.

A PowerPoint used during assessment phase of the unit (when students are completing a historical inquiry). It begins with information about how to do a BOOLEAN search. This is followed by a list of good places to look for sources online as well as a list of sources I don’t want to see. There is a recommended research process with tips and suggested word counts. This is followed by what information student should put into their IA2 source analysis tables (a reminder of the Features of Evidence which should be noted is provided via the CAMPORUM acronym). Finally, there are examples of what goes on the left and right side of the table.

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 German Nationalism between 1914–1945 (World War I begins –World War II ends). This lesson includes: 1 x Worksheet – match the definitions 1 x PowerPoint 1 x Source Booklet – containing 8 sources (a mixture of types) for analysis 1 x Handout containing a graphic organiser for analysing sources 1 x Handout explaining CAMPORUM acronym with tips for what to look for when analysing sources The lesson begins with a matching the definitions warm up (historical concepts and other relevant historical terms). This is followed by a definition of ‘analyse’ and a 9 step process for analysing. A run down of the 7 features of evidence we look for when ‘analysing’ in history (based on those in the QLD syllabus). Students are then introduced to an acronym which will help them to remember what each of these are (CAMPORUM). Students are shown the A standard criteria for analysing and the are unpacked. The year 12 students then begin independently analysing sources in the source booklet and filling in the handout (CAMPORUM tables). The year 11’s then receive focused teaching about the difference between primary and secondary sources, things to keep in mind when discussing the source origins in a written analysis, how the origins of the source may impact its reliability and tips for evaluating the reliability of different source types. There is some information about historical context and why it is crucial to understand the creator’s motive when engaging with a source. This is followed by an explanation of what the sources will look like in the exam (i.e. a context statement, an excerpt from a source and an APA reference). Following this, the gradual release method is used to engage with the first few sources in the booklet. (I have done the first one on the slides to show how to complete the table, we do the second one together, they do the third one in pairs and they do the fourth one independently). The types of sources in the booklet: An extract from Mein Kampf, an extract from a textbook, an extract from the Alpha History website, an extract from The United States Holocaust Memorial Museum website, an infographic, a poem, an artwork and a history magazine. They were chosen to deliver content at the same time as teaching the analysis 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.

An introduction to the topic that students were being assessed on in this particular unit: Eugenics in Nazi Germany. Other relevant terms that were explained in this lesson include euthanasia, hereditary, Aryan, Ubermensch, Untermensch The lesson began by defining eugenics and sources of this ideology. Notes that students were to copy were underlined. Information (historical context) was provided about the places that this happened in the world during the 20th Century. Specific examples of what happened in the USA (Indiana and Chicago) based on information sourced from a reputable journal article. This was followed by some slides looking at how Social Darwinism was used to justify practicing eugenics. From here, I explored what transpired in Germany and how Jewish people became victims. There are slides explaining the Nazi party’s platform and how Jewish people were used as scapegoats to blame for Germany’s manifold problems. A screen shot from a textbook which summarises major anti-Jewish laws that were introduced between 1933-1939. The subsequent slides provided information about specific laws including the 1933 “German Law on Hereditary Disease” and the 1935 “Marriage Health Law.” This is followed by information about 2 key eugenicists / scientists in this era: Dr Ernst Rudin and Dr Josef Mengele. Students will learn about their motives and intentions + their actions (progression from eugenic theory > compulsory sterilization > to the killing of mentally ill patients + experimenting on twins). For homework, students were given a list of scientists from this era. They chose one to research and had to create a poster to communicate their findings to the class.

A PowerPoint designed to teach students how to write an essay under exam conditions in response to historical sources. (In Queensland this is done once a year and students are given half of their sources one week before the exam, the remainder are unseen sources. The question is unseen until the assessment date.) The lesson will help build student assessment literacy as they become familiar with the criteria which they will be assessed with. The lesson begins with tips for how to write a thesis statement (aka historical argument / hypothesis). Students are shown an example introduction (from QCAA’s sample IA1) and they must identify the thesis statement. Students are then shown the example question used by the QCAA. As a class we discuss what we believe the task statement is asking the student to do. We unpack the words ‘to what extent.’ The PPT then goes through each of the criteria one at a time. The syllabus definition is provided along with what is required to get top marks. On the next slides this is followed by a look at a body paragraph which has been written with the criteria in mind (words which demonstrate this skill are highlighted). Sometimes an additional example from the subject report (these have been written by actual students.) This is followed by tips for engaging with sources, preparing for the exam etc. A recommended structure is provided for the introduction, body paragraphs and conclusion is also provided.

A selection of thirteen sources which I gathered for a practice exam on eugenics in Germany during World War Two. These are a mix of primary and secondary sources. Context statements are provided to assist students with their analysis and evaluation of these sources. Could be used for a practice exam or to practice skills during lessons / for a revision sheet.

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.

A PowerPoint designed to introduce students to their new topic: China. It begins with some interesting facts about China (with statistics written in 2019 and 2020). This is followed by information about our overarching learning intentions for the unit. A visual timeline of the weeks to complete the task is displayed on the board to emphasise to students why it is important to knuckle down. Then the focus of the lesson begins with an introduction to the historical context of China. Information about how a person’s name is written in sources is provided along with an explanation of the Wade-Giles and Pinyin systems. This is followed by information about what traditional China was like (during the Qing dynasty). There is information about the roles of women and children. An explanation of the prevalent belief system (Confucianism) is provided. A key idea: ‘The Mandate from Heaven’ is explained along with how power could change hands (how dynasties were challenged and overtaken). A summary of each part of the social structure (taken from Inquiry 1 textbook) is displayed to inform students about the relative status of Shenshi, Peasants, Artisans, Workers, Merchants, Traders, Professional Soldiers. Information is provided about their beliefs and foreign policy. The lesson then looks at how the Qing Dynasty was overthrown. Information is provided about The Taiping Rebellion and The Boxer Rebellion. A key figure (Sun Yat-Sen / Sun Yixian) is introduced. This is followed by information about an event: the 1911 Xinhai Revolution. There is a 9 minute YouTube clip for students to watch and then there are some notes for them to copy down (underlined). Finally, summary of events up to the Warlord era (1916-27) are provided.

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.**

A PowerPoint used to teach students about the Hundred Flowers Campaign. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this event. The homework task is for students to research the Anti-Rightist campaign and create a poster to display on our learning wall. 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.

The lesson begins with an overview of the Learning Intentions and Success Criteria. This is followed by a competitive Google challenge where two teams must race to Google the dates for key events displayed on the board. Students have to then record their homework (a research task) in their diaries. A recap of what we have previously learned is provided. This is followed by a 22 minute YouTube viewing activity (Mao Zedong: The Chairman of Communist China).There are some notes about Mao’s ideologies for students to record in their books. There is also information about the conflicts which arose between Mao and the CCP’s Russian-oriented Central Committee (The Politburo). There is a 4 minute video about The Long March. A visual map of the routes they took, along with information about the weather and conditions, is provided. Historical interpretations of this march are displayed for students to read and discuss. This is followed by information about The Second Sino-Japanese War (1937–1945) and how this eventually led to the CCP achieving victory and the establishment of the People’s Republic of China (PRC) on 1 October 1949. The lesson ends with an examination of Mao’s first Five Year Plan. 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 used to teach chapters 6-10 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). This PPT also includes the questions for chapters 11-14 (no answers). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them.

A PowerPoint used to teach chapters 11-15 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). This PPT also includes the questions for chapters 16-17 (no answers). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint used to teach chapters 22-28 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. It also includes a homework / fast finishers activity where students need to find evidence for 2 themes in the novel. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint used to teach chapters 29-35 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A lesson to inform students about what criteria I am looking for in their upcoming essay exam. The task conditions are explained e.g. what students can bring in with them to their exam. An explanation of analytical essays is provided. It includes an explanation of the cognitive verbs: Explain and Analyse. There is also information about what language features they need to use in their essay (e.g. evaluative language, high modality language, specialised language, third person, embedded clauses, synonyms and linking words). Some important punctuation rules are summarised. Some sample questions are available for discussion. The Criteria for the task is unpacked (in student friendly terms). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

This lesson teaches students about the genre conventions of an essay. It begins with a warm up proofreading activity (an extract from p 10 of the novel). This is followed by an explanation of the term ‘Analyse’ with a QCAA poster. Following this there is information about how an essay is structured. The CAT acronym is used to explain the structure of an introduction. There is a table breaking down the structure of a body paragraph (extended TEEEL) and some tips about what should go in their paragraphs (Language features and text structures). Finally, the RAG structure is used for breaking down the elements of a good conclusion. Following this, there is a practice question which I teach with think alouds and co-construction. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.