This assignment involves students researching the way medieval women were treated and comparing it to how women are treated in todays society. The assignment looks at women's rights and responsibilities, way they are treated during war and famous women of both eras. Students finalise their findings in a visual diary or an auditory piece showcasing their findings.

Students read a short passage on how man evolved and moved out of Africa. There are three level's of questions, each level more difficult than the last. With each level the amount of information required increases. Students can also highlight where the answer to the information is found.

Students read a passage on Mungo man and Mungo lady. Students then create their own meaning for given words and complete a cloze exercise using the words. Students then answer questions that are either literal, inferential or analytical.

Students read information on Ancient Sumer. They then define given words and complete a cloze exercise to show understanding of the words.

Students match the name of the social class, the people in the social class and a description of what the people do in the social class.

Through this resource students will be investigating a number of different areas in Ancient Greece. Students will complete activities based around key groups in Ancient Greece - contacts and conflicts, daily rituals, beliefs, systems of governments and significant people in Ancient Greece. Students will choose one activity from each of the four areas. Some activities have specified ways that the activity will be presented, while others are open for the students to decide. Within each area there are activities that cater for those students who need modification and those who need extension. The activities are designed for students between the ages of 10 -14.

Students answer set questions to investigate the civilisation - Ancient Sumer. This was used as a modified tasks for 12 - 13-year-olds, but could be used for younger students.

Students read information on Ancient Sumer. Through the reading, students are directed to develop their own meaning of given words. They then complete a cloze exercise using these words to show their understanding of the word.

A timeline is given for the beginning of the world up till Primates leave the trees. Students cut out each time frame and events and match them to the pictures given.

Students read a passage about Ancient India trade. Once they have read the passage, students answer set questions that are literal, inferential and analytical.

As an introductory lesson to studying History, students analyse a "murder" that had been committed on the school grounds over the school holidays. Students after reading and discussing all the "facts", need to ascertain who killed Harold? The original sheet had school leaders as the suspects, which the students enjoyed immensely. Students asked to interview the suspects and the school leaders were open to coming in to give an alias. Before interrogating the school leaders, students generated a list of questions to ask, which were then adjusted according to information that the students heard. After hearing the information and reevaluating the evidence, students were then asked to reassess their original assumption - stating why they had changed their point of view. This was then related to how historians have to change their point of view on an event or period of time according to new evidence that is discovered.

This is part of a 3 part activity sequence on WW2. All three build to an understanding of the Sandakan death marches. Part 3 develops information on Sandakan and the death marches

This is part of a 3 part activity sequence on WW2. All three build to an understanding of the Sandakan death marches. Part 1 develops a basic understanding of WW2.Which countries were involved, when it started and why it started

This is part of a 3 part activity sequence on WW2. All three build to an understanding of the Sandakan death marches. Part 2 develops an understanding of WW2 in Asia. The bombing of Pearl Harbour, Japanese bombing of Darwin and Kokoda

Students answer literal, inferential and analytical questions on a given text. Students could also define highlighted words.