This worksheet accompanies the 2012 BBC documentary resented by Neil Oliver, Vikings Episode 1. The documentary focuses on building an understanding of the proto-Viking peoples of Scandinavia through an examination of archaeological evidence. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

This worksheet accompanies the 2012 feature film Argo (Rated M). It is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Unit of work on the Spanish Conquest of the Americas. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts Option 3: Spanish Conquest of the Americas Bundle includes: + Powerpoint - Aztec Society + Aztec Society Powerpoint activity + Do you want to be an Aztec farmer? + Do you want to be an Aztec merchant? + Do you want to be an Aztec slave? + Do you want to be an Aztec warrior? + Do you want to be an Aztec woman? + 3 Cloze activities + Acrostic poem and Mix and match + Sequence the events + Crack the Code revision activity + Word Search + Guns, Germs and Steel worksheet for video + Conquistadors: Episode 1 - The Fall of the Aztecs worksheet for video + Conquistadors: Episode 2 - The Conquest of the Incas + Terms and concepts + Research: Hernán Cortés + Ezine article, Peruvian Ice Caps Preserve a Legacy of Conquest + Information report + The Great Inca rebellion worksheet for video + Mapping History: The Conquistadors in Central America + Crossword + Armor and weapons of a conquistador + Crossword + Deconstructing a visual image - The Arrival or Conquest of Hernan Cortez in Veracruz + Ezine article: Conquistadors sacrificed and eaten by Aztec-era people + Video: Conquistadors Episode 3: The Search for El Dorado + Worksheet for video: Conquistadors Episode 3: The Search for El Dorado + Newspaper article: Spain fights to dispel legend of Inquisition and imperial atrocities + Video: Conquistadors Episode 4: All the World is Human + Worksheet for video: Conquistadors Episode 4: All the World is Human

Ayatollah Khomeini returned to Iran on February 1, 1979 to widespread popular support. He has immediate problems to deal with: establishment of an effective government and bureaucracy, taking control of the military, arresting and putting on trial members of the Shah's administration, establishment of the Pasdaran (Revolutionary Guard) and dealing with unrest amongst the people including ethnic minorities. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

The Shah's 1963 White Revolution introduced a wide range of political reforms including changes to land ownership and agriculture, female suffrage, changes to education and health programs, factories and the Iranian economy. There were spectacular successes, notably education. However, there were also significant failures including the depopulation of poorer rural peoples and their subsequent move to city slums. This source-based task is deigned for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School certificate course National Studies Option H: Iran 1953 - 1989

The reason most often given for the student occupation of the embassy was that the United States was allowing the Shah to enter the USA, rather than returning him to "face justice" in Iran. But there were other reasons: poor management of the issues by President Jimmy Carter, a history of Iranian resentment against American interference in Iran, (truthful) claims that the embassy was being used for espionage, Ayatollah Khomeini approving the occupation for his own political purposes and the students being radicalised by religious leaders. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher school Certificate course National Studies Option H: Iran 1953-1989

Word search on topic The Vikings using key words and concepts. Designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Set of activities using key terms and concepts from the topic The Vikings. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past.

The causes of the Iran-Iraq Way, 1980-88 included: religious and ethnic differences, Iraqi desire to acquire the oilfields of Khuzestan, an ongoing dispute over control of the Shatt al-Arab waterway, other border disputes, Saddam Hussein's leadership of Iraq and his desire to expand Iraq and show strong leadership and Iraqi fears that the 1979 Revolution on Iraq may spark political unrest amongst the Shia in Iraq. This source-based activity is designed for students of the NSW Modern history Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Worksheet to accompany the BBC documentary, The Vikings. Who Were They? The documentary covers life in Scandinavia from 700 CE, longships and their importance in raiding, the attacks on Lindisfarne and Paris, Erik the Red and Leif Eriksson and the settlements in Iceland, Greenland and Newfoundland, the adoption of Christianity, the life of Harold Hardrada, the Battle of Stamford Bridge and briefly, what happened to the Vikings. The documentary repeats itself after 40 minutes so I would end it at that point. This worksheet is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Spartan society to the Battle of Leuctra 371 BCE and activities based on the source including who wrote the source, what we know about the writer, how their presence at the historical incidents impacts their writing, whether the information is reliable and the purpose of the writing. The 3 sources are: + Xenophon outlines the powers of the Spartan kings, c.370 BCE + Xenophon describes how Spartans educate girls, c.370 BCE + Pausanias visits the Acropolis of Sparta, c.170 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the Ancient History Syllabus for the Australian Curriculum Stage 6 Higher School Certificate course Ancient Societies Option G: Spartan society to the Battle of Leuctra 371 BCE The outcome being developed is: AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument

The August 1978 fire in the Rex Cinema, Abadan is viewed by historians as one of the key incidents in changing public support from the Shah to Ayatollah Khomeini. In fact, Khomeini himself blamed SAVAK and the Shah's administration for responsibility for the fire. The affair resulted in the execution of the local police chief, Captain Taheri. The truth, however, was quite different. The whole tragic affair became a "political football" and it was the Ayatollah who scored the goal. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

One defendant was a runaway American slave. Another an Italian rebel. Another an Irish republican. Another a newspaper reporter who, while investigating a story was converted to the cause. The 1854 Eureka Rebellion was more than just a protest against high government taxes and police brutality. It was ultimately about justice for the poor and outcasts from society and suffrage for all men, regardless of their socio-economic status. This worksheet accompanies the Australian Broadcasting Corporation series Australia on Trial, episode on the Eureka 13. It is designed for students of the NSW History K-10 Syllabus. Stage 3 The Australian Colonies

Unit of work for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 4: The Western and Islamic World The Vikings It includes: + Who were skalds? Source-based activity + Why did the Vikings settle Iceland? Source-based activity + Who were jarls? Source-based activity + What weapons were used by the Vikings? + The Vikings. Who were they? documentary worksheet + Crash Course World History the Mongols worksheet + Thralls. Slaves to the Vikings Poweroint presentation + Viking Houses Powerpoint presentation + Viking Ships Powerpoint presentation + Key words and concepts activities + 4 cloze activities + Viking jigsaws + The Vikings Word Search + Acrostic poem and Mix and match + Sequence the events + Worksheet to video BBC Vikings (2012) Episode 1 + Worksheet to video BBC Vikings (2012) Episode 2 + Crack the Code + Walk in his/her shoes - Empathetic activity

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Iran 1953-1989 and activities based on the source including who wrote the source, what we know about the writer, how their presence at the historical incidents impacts their writing, whether the information is reliable and the purpose of the writing. The 3 sources are: + Shaikh Mohammed Soltan Va’ez calls upon Iranians to modernize & to overthrow the monarchy, 1907 CE + Donald Wilber justifies U.S. involvement in the coup to overthrow Prime Minister Mossadeq, 1953 CE + Oriana Fallaci interviews Ayatollah Khomeini, 1979 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum Stage 6 Higher School Certificate course National Studies Option H: Iran 1953-1989 The outcome being developed is: MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument

By the time of the Iranian Revolution in 1979 relations with the Shah was at a high but public relations with the Iranian people was at a low. Iranians were upset at the civil and legal rights of US citizens in Iran, the domination of American culture, US involvement in the 1953 overthrow of the popular Prime minister, Mohammed Mosaddeq, ongoing US involvement in Iranian domestic affairs and US support for the unpopular Shah. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

The 1979 Iranian Revolution was the result of economic, socio, political and religious reasons with both the Shah and Ayatollah Khomeini being large factors in the demonstrations of 1978-9 that led to the overthrow of Shah Mohommed Reza Pahlavi. This source-based task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Word search on topic Iran 1953-1989. Designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Set of activities using key terms and concepts from the topic Iran 1953-1989. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

In 1953 the Iranian government of Shah Mohammed Reza Pahlavi commenced a suppression of Tudeh, the Communist Party of Iran. There were political and personal reasons why the Shah did this, but it needs to be viewed in the context of the Cold War. The suppression was excessive and included many and extensive human rights abuses. The response of the United States was to support the Shah. This decision did not bode well in the eyes of the Iranian people. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989