The first lesson to introduce students to the ‘Art and Community’ unit. It introduces students to some key terms they need to know for the unit. I use underlining to indicate to students what notes they need to copy from slides. There is information about some types of art (mosaic, sculpture, recycled art, collage, street art and wheat pasting). There is a viewing activity (a news story about street artworks made early on during the COVID 19 Pandemic). This is followed by some information about the upcoming assessment task and dates so students know where they are heading. Students also learn about the purpose of art which they will have to write about in the front section of their inquiry booklet. The lesson ends with an interesting viewing activity of the 100 most creative street artworks. There is also information about bottle cap art as our school decided to do a fun end of term activity where the students made one collective street art for display at the school.

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). This lesson begins with an explanation of what students need to put into their introduction to their multimodal. There is an example that can be read and discussed to see where they are fulfilling criteria 1.1 and 1.2. The next slide contains some sentence starters to get them started. After writing their introduction there are some proofreading and editing steps. This is followed by an explanation of the purpose of a conclusion in a multimodal and the key things the marker would expect to see. There are also some sentence starters to prompt students. After completing the editing steps which follow, I outline some things students need to work on to be ready to present on time (e.g. palm cards). This is followed by a recommended structure for 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. This lesson is designed to teach students visual analysis skills required for their assessment. Students have to identify at least two of these for each of the stimulus pieces provided. There are images provided for each of the terms which provide useful discussion starters. The techniques include: body language / facial expressions, framing, the rule of thirds, lines (straight and curved), colour, layout and size. This is followed by a range of images which students can practice analysing. Depending on the amount of time and their needs / abilities this can be done verbally or in written paragraph form. I do, we do, you do’s can also be analysed.

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. This monograph begins with a poem entitled ‘Gaba Tepe’ by Dr J. Laurence Renioul. (Gaba Tepe, is a headland overlooking the northern Aegean Sea in what is now the Gallipoli Peninsula National Historical Park). The next section is entitled ‘Remember Anzac.’ A year had elapsed since the first ‘School Paper’ about the Anzacs. The article speaks about why the Anzacs should not be forgotten by Australians. It includes quotes from the writing of Australian poet Henry Lawson. This article also includes new information about the experiences of those landing on Gallipoli (including recollections of returning soldiers). It includes artwork depicting men throwing bombs over their trench walls and photographs of the doctors and nurses captioned ‘heroes of the Dardanelles.’ The next section is entitled ‘Anzac day’ which is about the first commemoration of 25th April 1915 Australian troops landed on Gallipoli in Turkey. In Queensland Anzac Day 1916 was organised by the influential Anzac Day Commemoration Committee. They ensured the day revolved entirely around commemoration. The article speaks about the need to provide national protection for the graves of WW1 soldiers as well as “tender care for their living dependants; local honour boards and rolls; national monuments” and a war museum to house “appropriate souvenirs and historic records.” Information is provided about the progress of the war and how the war has blurred boundaries between countries as they have had to work together. There is a poem called ‘Knitting’ by Ella Wheeler Wilcox which reveals the women on the home front’s contribution to the war. This is followed by a section called ‘The Good Samaritan of the Dardanelles (information about Private William Simpson and his Donkey). Next is a section entitled ‘The Australians in France’ taken from London’s Daily Mail. The next section ‘Reville – Carry on!’ about the buglers and the songs they played including ‘Reville,’ the ‘Last Post and the ‘Tattoo.’ It concludes with reflections of how we should think of the war in the years to come and how we should care for our returning soldiers. 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.

A PowerPoint for the first lesson of the term – an introduction to feminism and the4 British suffragettes. It begins with a basic definition of feminism for students to add to their glossary + the class word wall. Students know they need to copy down whatever text is underlined in my slides. It is followed by a clip from Horrible Histories (on ClickView) about the Suffragettes. This is followed by an opportunity to discuss what students already know about this topic. Students are assigned a homework research task – due the following week. There is a clip from the 1964 Mary Poppins film showing Mrs Banks – a 1st wave feminist. The 4 waves of feminism are summarised before zooming in on Britain’s first wave. There is a YouTube video from 1913, when militant suffragette Emily Wilding Davison threw herself under King George V’s racehorse at a major public event. She died of her injuries and became a suffragette martyr. An extract from Mary Wollstonecraft’s influential text A Vindication of the Rights of Woman (1792) is presented and students must summarise the key ideas. Another primary source an extract from The Declaration of the Rights of Woman (1791) is provided for comparison. There is information about the hunger strikes which were used as a form of protest & the force feeding methods used by the authorities. There are excerpts of prisoner testimonies. An image of a primary artefact (a hunger strike medal) is displayed. Information about some of the advances women achieved in the early 20th century is provided including information about when British women achieved the vote. The trailer for the 2015 film Suffragette is shown and a synopsis is provided. This lends itself well to a discussion of the personal implications of joining the movement for women at the time. To conclude the lesson, students are encouraged to reflect on their learning and compile their own definition of first wave feminism – with examples. 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. I 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 - lrigb4. The end of term assessment for this unit was an essay under exam conditions. As the unit was taught in term 4, it was a shorter, 6 week unit.

This free lesson was designed to remind students about the requirements of historical essays in preparation for drafting their assessment. It looks at the QCAA’s exemplar essay about the end of the Cold War. It goes through the instrument specific marking guide and what must be done to get top marks for each criteria. Students are then given a handout (included for free in my shop at this link) designed to prompt students to deconstruct the IA3 example from QCAA. After students are given time to work through this independently or in groups, there is a whole class discussion of the answers (allowing teacher to point out what makes the essay a high quality example). This is followed by some advice from historyskills.com about how to write an apt introduction with a recommended structure – B.H.E.S. This is followed by the T.E.E.A.S.C. Structure which they recommend for body paragraphs (as an alternative to TEEL). Finally, we look at recommendations made for writing powerful concluding paragraphs. If you loved the resource and think it’s worth 4 or 5 stars, please leave a review as this will help other people to know that my resources are high-quality. **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 assist students to fill in the first portion of the inquiry booklet. It begins with a pre reflection (which is used to set a base of what students knew prior to their investigation). This is followed by an interesting video about email scammers (a James Veitch TED talk). This transitions to a discussion about the impact of social media on our lives. Students then read an article about the pros and cons of social media. They take the most important points and record them in their Inquiry booklet. They then watch a clip from Weekend Sunrise discussing whether social media has made the world a better place and a Sunrise segment about people with social media addictions. Afterwards, we look at Linked In as a type of social media used by professionals. 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 use in a 70 minute lesson. It begins with a look at Vietnam’s geographic location and the countries which border it. This information is used to explain which countries have tried to invade Vietnam in the past. This lesson explores questions including: What was Vietnam like under French rule? & Why was communism so attractive to Vietnamese Nationalists? A key historical figure (Ho Chi Minh) is introduced to students and his ideological influences are explained. Afterwards a series of sources about Ho Chi Minh are included along with questions which students can either answer in their books or discuss as a class (teacher discretion). There is information about key events before and during WW2. Students are asked to consider why communism may have been appealing to Vietnamese Nationalists. Some key dates from the Timeline in Hoepper et al’s 1996 textbook ‘Inquiry 2’ are displayed and a range of sources are used to elaborate on these talking points. The term Viet Minh is introduced to students. Information about how this group formed, their attire and who they fought against is outlined. Another figure – Emperor Bao Dai is introduced as he is someone who is likely to come up in student research. A key source – Ho Chi Minh’s speech proclaiming independence on September 2nd, 1945 – is provided for students to read along with a series of short response questions. This is followed by a paragraph writing activity which can be done as a ‘we do’ or a ‘you do’ depending on the ability level of the class. The lesson concludes with some information about the aid the USA provided to French to try to help them regain control of Vietnam after the Second World War. The Battle of Dien is briefly touched upon as well as the Geneva Settlement and the subsequent partitioning of Vietnam into two states. At the conclusion of the lesson, successful students will be able to explain the historical concept of anti-colonialism, key individuals and groups involved in the quest for Vietnam’s independence and the factors and events that influenced them. A handout designed to go with this lesson. It includes some information about Ho Chi Minh and a range of sources about him. For instance, The path which led me to Leninism by Ho Chi Minh – a primary source which outlines his reasons for joining the French Communist Party & his speech proclaiming independence on September 2nd, 1945. The handout includes questions but does not provide space for the answers (to save on printing). **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.

This lesson (PowerPoint) was designed to have a short explicit teaching episode at the start followed by for students to develop key inquiry question. This lesson was a review of the key skills required for writing a question for their research essay. It begins with a summary of the assessment task. This is followed by looking at an example key question from QCAA for a different topic (The Cold War). Beneath this is some annotations from QCAA explaining how this addresses the ‘Devising and Conducting’ portion of the criteria. There is some advice about writing a key inquiry question and a graphic organiser showing how you could dot point ideas before narrowing this into a question (examples about the American Civil Rights Movement). There are also example questions written to demonstrate / centre on each of the 7 historical concepts. This is followed by an example key question for our topic (Vietnamese Independence Movement). Students must identify whether it is an open or closed question. They are provided with some information about each question type to help them make this decision. Three more questions (of varying degrees of suitability) are provided for students to evaluate against the criteria. Afterwards students have time to write their first draft of their key question (due the following week for feedback). If time permits, there is feedback about the Tet offensive and the famous photograph entitled ‘Saigon Execution’ which they were to research for their homework task. ** 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 - lrigb4. Designed for use in 70 minute lessons. A mini lesson used at the beginning of a computer lesson where students have the opportunity to work on the front section of their Inquiry booklet. For part 1C the students need to fill in a graphic organiser listing three types of art and how they convey a message. The PowerPoint provides some information and examples about some of these: yarn bombing, stencil graffiti, bottle cap art, recycled 2D and 3D art and tape art.

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 (with some back up content in case students finish early). The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint designed to teach students about gender roles (particularly those from past decades) with lots of visual stimulus to aid visual learners. It begins with revision of what the term ‘gender’ means. Afterwards students can copy additional terms into their glossary (gender identity & gender expression). There are visuals on the slide to prompt a discussion about about body language / posture e.g. typically male ways of sitting vs female ways. There are two clips from the 1959 film ‘Some Like it Hot’ (a comedy which features two males hiding from the mafia by dressing as females). These clips show the expectations of women at the time in a humorous way. This is used to segue into learning the terms ‘femininity’ and ‘masculinity’ & the fact that there is no necessary association between being biologically female and being ‘feminine’, or between being biologically male and being ‘masculine’. Revisit the concept of gender roles and that there has been a shift away from the traditional gender roles of previous decades. Students are to brainstorm traditional roles for men and women. This is followed by information about how gender roles are learned. Students are to copy notes about gender socialisation. This is followed by an image of the Disney princesses and other TV programs (e.g. I Love Lucy) which shows how popular culture can impact and reinforce gender roles. Students view some vintage Woman’s Weekly & Housekeeping Monthlymagazine covers from the 1940s and must answer questions about them in their book. There is a viewing activity (the trailer for Mona Lisa smile) and a teacher’s contract from 1923 outlining the expectations of American teachers.There is also a guide for women published in a magazine in 1955 followed by questions to check for understanding.

Resources for 2x 70 minute lessons at the beginning of a unit on Gender and Identity. A worksheet for a documentary viewing lesson. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the documentary so that students know what to listen out for. The documentary Gendered Revolution is available on Click View https://clickv.ie/w/7Xcp. The worksheet includes a range of cognitions. There are several terms for the students to define (based on the explanations provided in the documentary). There are boxes for them to record the viewpoints of different people who are interviewed in the documentary. There are some questions which require the students to form an opinion about what should be done in particular scenarios. There are also some post viewing questions for after watching the documentary. A PowerPoint to use when going through the answers to the worksheet (it displays the questions and sometimes a sentence starter / some screenshots from the documentary to jog students memories.) 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.

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 which begins with a warm up practice exam question where students must make inferences about someone based on a photograph of them and some brief information about their occupation and interests. This is followed by a reflection to see how confident students felt about this task. Afterwards the term ‘stereotype’ is defined along with some information about why people stereotype. Students are to copy the definition of ‘gender stereotypes’ into their glossary. There is a viewing activity that explains this concept further. Looking at some stereotypes e.g. which gender is dressed in pink vs blue. This segues to a discussion about how advertisements target viewers of particular genders. There is a clip for students to view and discuss (Top 10 Unnecessarily Gendered Products). This is followed by some visual literacy activities where students have to analyse a range of advertisements and explain their meaning (as this is a skill they must have for their exam). Some of these advertisements are quite sexual and lend well to discussions about the impact of advertisements on body image. They can also cause society to continue to accept misogynistic views of women. There is also a sample advertisement related question for students to view and another one for them to attempt to answer. If time permits, at the end of the lesson, there is an interesting TED talk to watch.