A lesson designed to teach students the skills that they need to complete their inquiry booklet. This lesson focuses on teaching students how to evaluate whether a source is reliable and worth quoting in their essay. It also practices the skill of drawing key points from sources like web pages and news articles. A PowerPoint which introduces students to the cognitive verb ‘evaluate’ and gives them an opportunity to practice evaluating sources provided by the teacher. It includes an explanation of the graphic organiser students need to complete in their inquiry booklet. There is an explanation of how to evaluate to meet criteria 2.1 to a C standard and to an A standard. Then they read an article about Social media and try to work out which points are most important. I have modelled answers on the slide as a way of talking through my decision making process. I also have included my answers to the graphic organiser. This is followed by a ‘brain break’ (interesting video) after which students read another article and do the evaluation independently or in pairs. There are additional activities at the end of the slide for if the students progress through this more quickly than expected. A handout which contains the two articles referred to in the PowerPoint. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons.

A PowerPoint for the first lesson of the term. It begins with students completing a KWL chart about the Vietnam War. Students are given a homework task (to create a timeline of key events). The slides go through some of the key features of a timeline to ensure students know what to include. Information is provided about the assessment task and an example Inquiry Question from a past student is provided as an example. This is followed by a mapping activity (to familiarise students with key place names and features e.g. rivers, the demilitarised zone, military bases). After the key term activity students have time to add to the L section of the KWL chart. The lesson concludes with some important dates for the term. A handout for the first lesson of the term. It begins with a mapping activity (an outline of Vietnam at the time and the division between North and South has been provided with the key places covered up with text boxes for the students to label after consulting an Atlas). There are 10 prompts to assist students to complete this. This is followed by a list of key terms on post it notes. Students need to match the terms to definitions in the table below and think of synonyms if they can. **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. **

A PowerPoint designed to be delivered at the end of a term to introduce the next topic (Vietnamese Independence Movement). It outlines the key question and five sub questions, provides brief information about the assessment task & summarises the learning intentions and success criteria for the unit. It also includes information about Cornell note taking (a style that students will use in the next lesson which will be run like a university lecture.) A worksheet designed to be used alongside the documentary Vietnam and the War (2015) – available at https://clickv.ie/w/0iwn. It includes 30 questions which I wrote as I watched the documentary (so they can be answered chronologically). 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.

The beginning of the PowerPoint is a handout of the IA3 task for 11 Modern History (a 1500-2000 word historical essay based on research). It includes a suggested word count breakdown for the various sections of their essay. There is information about what is and is not counted in the total word count. This is followed by an exemplar written by a previous student (not perfect by any means but with a lot of potential). Students are to read the introduction and make note of the strengths, weaknesses and how it could be improved. One lengthy body paragraph is provided which students can evaluate and check against the TEEASC structure. This is followed by a recap of tips for writing a conclusion and the student’s sample conclusion (very brief). A better conclusion from the QCAA is provided as a point of contrast. NB: to avoid plagiarism, printed copies of the exemplar should not be given to students. This is followed by explicit teaching on how to write a hypothesis (something that students must complete for homework and submit as an assessment checkpoint). It explains what a hypothesis is and includes an example from the historyskills.com website and other examples. There is a slide with an example vs non example to provide clarity to students. This is followed by information about how to test their hypothesis and fine-tune their argument. An example graphic organiser is provided to show how you then build from the final hypothesis to write your essay (showing how a writer dot pointed their ideas and evidence to justify each element of their hypothesis). This is followed by an example intro for students to read and identify where the thesis was featured. **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. **

This lesson utilises an Inquiry Based Learning approach. Previously students have learned how to use BOOLEAN search methods to research historical terms, concepts and issues. The attached handout has a list of topics for students to research – I had a class of 11 so each student had two topics. However, this could be modified so each student only has one topic and they do it in more depth. The graphic organiser was placed on the class one note (an interactive document) so students could all add to it at the same time. Within the 70 minute lesson they needed to find reliable sources to answer their question – keeping the links, summarising the info into dot points and keeping key quotes to utilise as evidence in their TEEL paragraph. Once finished, they needed to write a TEEL paragraph synthesising what they learned from the sources they found. Students can read the paragraphs written by their peers and gain a quick insight into a variety of topics connected to the quest for Vietnam’s Independence. This should allow them to find something that interests them that they may be able to use as inspiration for their essay based on research. 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 PowerPoint presentation and a lesson plan designed for use in a year 11 Modern History class. Within this lesson I revisited the historical concept of ‘empathy’ through the use of passages from a biography about Phan Thi Kim Phuc (who was caught in a NAPALM attack in 1972). By engaging with biographical sources I hoped to contextualize the experiences of those who lived in the past and to also encourage students to consider how historical conditions shaped the perspectives and decision-making of people who lived in Vietnam from 1945-1975. Lastly, I wanted them to be able to evaluate the relevance and reliability of biographical sources as they may come across these in their own research for their historical essay. This PowerPoint includes a warm up (quick quiz) to settle students and to discern their prior knowledge. This is followed by some answer slides which include an explanation of why empathising is an important skill for historians. Afterwards there is a viewing activity to introduce students to the subject for today’s lesson and the infamous photograph taken of her. This video is used to broach a discussion about ‘perspective’ and what factors can shape a person’s perspective. Subsequently, the differences between biography and autobiography are included on a slide side-by-side for comparison. This is useful for determining the level of reliability and usefulness of these two genres. Following this, there are some dot points about the biography ‘The Girl in The Picture’ written by Denise Chong. There is information to establish what life was like for Kim Phuc’s family and how their life was impacted by the Vietnam War. There is an extract about her mother’s encounters with the Viet Cong on her way to and from work. These extracts show how civilians were impacted by the war and include descriptions of the modus operandi of the Viet Cong (a group which students may wish to research for their assessment). After reading the source and asking students what stood out to them from the passage, we talk about whether this source could be utilised in the assessment. Students are asked to consider to what extent is it ‘useful’ and ‘reliable’. To help students learn how to articulate an evaluation, they are introduced to the terms ‘subjective’ and ‘objective.’ They are also provided with some information about the author Denise Chong and her writing process. This can help students make a more educated assessment of the source’s reliability. This is followed by a discussion of how a historian might corroborate the information found in this source. A third extract (showing the photographer’s perspective) is provided as a point of contrast. This passage is useful for discussing writing techniques used as these are a means of evaluating source reliability (e.g. neutral vs persuasive, facts vs opinions).

A brochure template for students to use to create their brochure. It features instructions about what students need to add. A series of example brochures which can be evaluated (pros and cons). The template file requires Microsoft Publisher to open. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint to introduce the students to the unit. It includes an overview of classroom expectations including notetaking and workbook expectations (as it is the first unit for the year). It includes an overview of the topics to be studied this semester, time to go through the Learning Intentions & Success criteria for this unit and to set some personal learning goals for the semester. Following this, the students are shown an engaging video (a Dove commercial) to get them thinking about the influence the media has on our sense of identity. There are some key terms for students to add to their glossary (identity, sex, gender, cisgender & gender identity). There is an explanation of the gender symbols and their roots in Roman mythology. There is a quick quiz to get students to reflect on their own households and the roles performed by the different genders. There is also some screenshots of a 1970s childrens book which shows some of the outdated beliefs about what boys and girls could do for students to discuss. If time permits, there is an interesting foreign Nike advert (with English captions) which can prompt valuable discussions. A template for a title page that students decorate and place at the front of the display folder where they keep their worksheets. A copy of the Learning Intentions & Success Criteria for the term which we unpack in the first lesson and glue at the front of our book to refer to throughout the unit. 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

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint for an assessment literacy lesson where students learn more about their upcoming exam including word limits and the communication skills needed for the exam. Students are given a copy of the ‘I can’ statements which shows what an A, B & C looks like for each of the criteria. This is followed by focused teaching around Criteria 1.1 (how to write thorough definitions). This begins with explaining what a definition is and what makes a good definition. It also unpacks what makes a definition bad. Then a sample definition for ‘Gender Identity’ is provided using the four quadrant method (modelled response). Students are informed they will complete their own definition for ‘domestic’ at the end of the lesson after viewing a range of informative videos about this issue. ‘I can’ statements handout which breaks down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease)

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A lesson designed to teach students about groups which have been marginalised in the past (LGBTQIA+) and the importance of inclusivity. It begins with a discussion of whether students have seen television show Queer Eye and why it is important for marginalised groups to have representation in the media. Following this students are introduced to groups outside of the outdated ‘gender binary’ (e.g. androgynous, gender fluid / gender queer, transgender etc.) and to theconcept of gender dysphoria / gender nonconformity. Students are to take notes and engage in discussions of visual stimulus and clips (including some from the reboot of Will and Grace.) This lesson also introduces students to the various types of sexuality (Asexual, bisexual, pansexual, homosexual and heterosexual). Teach students about the importance of respecting people’s preferred pronouns. The second part of the lesson is skills based where students are introduced to one type of question from their upcoming exam.They must make inferences about someone based on their appearance + information about occupation (job) and personal interests. We talk through an ‘I do’ where my answers have been colour coded to show where I have provided evidence / addressed different aspects of the question. Following this, students have to do their own.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint designed to introduce the second focus of the unit - discrimination. The warm up is to copy 3 terms into their glossary (discrimination, gender discrimination and sexist). Then there is a discussion of an interesting moment in the 2021 Australian season of ‘I’m a celebrity get me out of here.’ There is an opinion piece which summarises what happened in the episode and the various reactions to it (from the celebrities and the author herself). There is a retrieval chart for students to use as they read the article to identify the various perspectives (they must identify 3 perspectives). During this activity it is easy to get students to begin using language of comparison. This is followed by a brainstorming activity to see what students know about discrimination and groups which have faced discrimination in the past. This is followed by an explanation about the differences between discrimination and prejudic. Additional discrimination subcategories/types are introduced - individual, institutional, direct and indirect. There is a checking for understanding activity where students are provided with 6 scenarios and must circle which of them are examples of gender discrimination. This is followed by statistics about gender discrimination and issues which have been experienced by women including the earning gap. Following this, students copy notes about Australia’s ‘Sex Discrimination Act’ (1984). This is one of the federal laws students should be able to refer to in their exam. As the exam is a response to stimulus, students are then introduced to ‘infographics’ as there is an infographic in the exam. We spend time talking about how to draw information from visual sources and offer our own interpretation of them. This is followed by brief information about when discrimination can occur in a workplace and a checking for understanding activity where students fill in a graphic organiser about the differences between prejudice and discrimination.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint which continues to explore gender discrimination and laws about discrimination (in Australia. It begins with a discussion about 3 more cognitive verbs students must demonstrate in their exam (decide, recommend and justify). There is a visual of the process for justifying from the QCAA which I use to explain this cognition further (it includes sentence starters). This is followed by an explanation of criteria 2.3 and what students must demonstrate to get an A in this criterion. There are some example questions for students to see what they look like in the exam. This is followed by some new content - Australian workplace rights. We unpack what a right is and look at rights that employees should have at work. We look at the Equal employment opportunity commission, what they do and how they are safeguarded by a number of state and federal anti-discrimination laws. We briefly touch on Federal laws (e.g. Australian Human Rights Commission Act 1986 & Fair Work Act 2009) and Queensland laws re discrimination (e.g. The Sex Discrimination Act & Queensland: Anti-Discrimination Act 1991 (QLD)). We also looked at which of Australia’s National Employment Standards link to these laws. We also look at what the Fair Work Act does to protect parents or those seeking to become parents from adverse action. This includes questions which cannot be asked when interviewing potential employees to prevent biases around hiring (e.g. women around age of having babies).This is followed by advice about what to do if you believe you are being treated unfairly at work. To conclude the lesson, we go through the type of question to expect on exam (a small scenario which they must read and identify at least 2 perspectives from).

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a 90 minute short response examination. A second lesson on Australia’s anti-discrimination laws. The PPT begins with a viewing activity (studentsare to watch a clip and summarise what they have learned about the types of discrimination). Within the lesson students will be: Exploring employer and employee responsibilities (re inclusivity and combatting discrimination) Looking at how workplace dress codes can be sexist (and what employers should do about it) Learning what protections Australian law has in place for parents and would-be parents (and what they should do if they are denied these rights by their workplace) There are additional videos at the back of the PowerPoint for using if the students get through all the content planned for the lesson early.

A final lesson for use before the practice exam. The focus is on inclusivity and the importance of stopping discrimination and harrassment in our communities. It begins with a warm up (completing a cloze passage about Australia’s Sex Discrimination Act). This is followed by a review of this act and the additions that were made in 2013 making it unlawful to discriminate against a person on the basis of sexual orientation, gender identity and intersex status under federal law. Students have to read an article(LGBT-inclusive education: To teach or not to teach?) and fill in a graphic organiser identifying the different viewpoints within the article. This is followed with a discussion about what is being taught in the Australian curriculum (in particular in terms of the sexual education curriculum). A question is posed: ‘What does LGBTQi±inclusive sexuality education look like?’ Answers from the United Nation are discussed. This is followed by a practice exam-style question. Students have to read the sources and identify the viewpoints within them about inclusive education. They use these to write a TEEL paragraph summarising the key points made in these sources which answers the question: “Why is inclusivity important? Explain what experts recommend should be done to make Australian schools more inclusive of LGBTQIA+ students.” The sources are provided on the subsequent slides. At the end of this lesson, students should be able to: define sex discrimination and provide an example, explain how the Sex Discriminatino Act applies to workplaces and education institutions and list some steps a person can take if they think they are experiencing discrimination.

A template for adding to the collaboration space of the Class Notebook (One Note) at the beginning of a unit on the Russian Revolution. I usually allocate students a couple of words that they must define to contribute to the class glossary. There are some definitions that have been pre added so students can see the level of detail expected from a definition.

Designed as a warm up activity to check for student understanding of key terms that they encounter in an introduction to the Russian Revolution. There are 10 key terms for a match the terms activity (bourgeoisie, proletariat, intelligentsia, okhrana, autocratic, divine right, duma, communism, historians, revolution) A teacher answer to this worksheet is also provided

A lesson designed to teach students about the importance of conducting thorough background research prior to writing their sub questions, valuable online sources they have access to and how to perform a BOOLEAN search. This is followed by advice for forming sub questions (for when they are ready to do that part of their assessment). It begins with a history skills video about conducting background research and a discussion about the importance of coming up with a system that works for them for organising their research. Afterwards, students are introduced to the State Library of Queensland – a useful resource for inquiry tasks and how they can sign up. Screen shots are provided about how to run a search through their online data base. Students are reminded of the types of sources they should be looking for and how to determine if a source is useful. The lesson concludes with advice about creating sub questions, a video with examples and an examination of the sub questions in the QCAA example about Mao Zedong. Following this, students have time to begin conducting their background research.

A PowerPoint teaching students how to write a key component of their assessment – a rationale. It begins by explaining what a rationale is and why we use them in history. There is a video tutorial where another teacher explains the process for writing a rationale about the Frontier Wars during Australian colonial times. This is followed by a discussion of the suggested structure outlined in the video. Afterwards, the QCAA exemplar about Mao Zedong is unpacked and the essential features are noted. Possible sentence starters are provided. The lesson concludes with information about how to write a tentative thesis (which will be outlined in the rationale). There are three bad ones to look at and three good ones. Then students have time to begin drafting their tentative thesis statements.

The PowerPoint begins with a reflection about their rationale and another example for them to look at. This is followed by a reminder of upcoming assessment checkpoints (mini deadlines). Afterwards two prior knowledge checking questions are posed: are all historical sources equally trustworthy? How might the reliability of a historical document be affected by the circumstances under which it was created. This is followed by some writing tips for when writing about sources e.g. better words to use as an alternative for states. This is followed by an explanation of how to complete the source analysis tables for their assessment. It begins with an explanation of the analysing and evaluating criteria. There is a video demonstrating how to do this using the Myall Creek Massacre (Australian Frontier Wars). I provide a suggested word count for students based on the number of sources they have chosen. There is also a website with useful tips about refining your writing to remove unnecessary words. The PowerPoint includes tips for analysing and evaluating sources. This is followed by a breakdown of he criteria for analysing and what each descriptor is about. There are examples of each level of response (for a different topic). Some sentence starters are provided for the students to use and they have time to begin writing this section of their assessment.

A lesson designed to help students reflect on their successes / struggles when writing their source analysis & evaluation dot points within their assessment. There are some reflection questions. This is followed by an example source analysis completed by a past student (a soviet postcard - 1918). Through looking at the example analysis of a visual primary source and its strengths and weaknesses – students can see if they have any of these elements missing from their own analysis. This is followed by the same student’s analysis of a written secondary source.