Crash Course World History: The Persians and the Greeks gives an overview of the causes of conflict between the Achaemenid Persian Empire and the Greek city states in the 5th century BCE, the results of Greek victory the resulting squabble between the Greek states that was the Peloponnesian War. Presenter, John Green gives an interesting argument that it may have actually been better if the Persians had won the war.

This is a worksheet to accompany the video clip Crash Course World History - The Iranian Revolution. It is designed for the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate course National Studies Option G: Iran 1953-1989 The worksheet also includes answers.

This worksheet leads students to investigate the 1979 Revolution and then write a brief information report. It is designed for the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate course National Studies Option G: Iran 1953-1989

Word search for the unit of work, The Industrial Revolution, using key words and concepts for Stage 5 NSW History K-10 Syllabus for the Australian Curriculum.

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

Sparta was unique in the ancient (and modern) world by having two kings. More than just the head of state, these kings performed significant religious, legal, diplomatic and military roles in Spartan society. This source-based homework task utilises primary and secondary materials. It is designed for students studying for the NSW Ancient History Higher School Certificate credential. The activity fits into: Higher School Certificate course Part II: Ancient Societies Option I: Spartan Society to the Battle of Leuctra 371 BCE

This worksheet accompanies the 2012 BBC documentary resented by Neil Oliver, Vikings Episode 2. The documentary focuses on the pre-Christian period of Viking culture 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 is a source-based set of activities around the topic of Viking trade. Students analyse a variety of documentary and archaeological primary sources to make decisions on where the Vikings traded and the goods they traded. 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 episode of First Australians focuses on understanding the British Colony of Van Diemen's Land/Tasmania through the eyes of Truganninni, a woman of the Oyster Bay Nation and George Augustus Robinson, Chief Protector of the Aborigines. The video looks at the Black War, the Black Line and bounties placed on the heads of Aboriginal peoples, various missions/settlements, the impact of European disease and harsh treatment by European settlers. This film is a great example of Contact History in all its forms. The resource includes a worksheet and answers.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Celtic Society 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: + Julius Caesar explains the powers of the Druids, c.58-50 BCE + Strabo describes the Celts of Belgium and France, c.100 BCE + Polybius describes Celtic warriors at the Battle of Telamon, 225 BCE 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. Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts The outcome being developed is: NSW AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument.

What were the experiences of young people during the Holocaust? This worksheet accompanies the excellent film, I'm Still Here. Real Diaries of Young People Who Lived During the Holocaust. The film is highly recommended high school students.

This resource includes an activity where students are required to sequence events in the pathway of the Australian colonies to Federation and the establishment of the Commonwealth of Australia on January 1, 1901. The second activity is an explanation activity where students use these events to write a scaffolded extended response.

Worksheet to accompany the 23-minute BBC documentary, Youth in Hitler’s Germany. The video is narrated by Henry Metelmann, a former member of the Hitler Youth who describes his reasons for joining, activities whilst a member, his family’s views of Nazism and the Hitler and an incident he witnessed of opposition to the Hitler Youth. This video is available on YouTube.

This resource includes two pages of visually-appealing source materials on the life of an Aztec warrior. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec warrior so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec warrior so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

It's 1211 CE and the Mongol army approaches Wild Fox Ridge on the Great Wall. What happened next was the bloodiest battle of the Middle Ages. This set of tasks is designed to support student learning of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a) The Mongol Expansion This worksheet consists of an outline of the battle, a mix and match activity of key personnel and their role, completing a table with details about why the Mongols won and the Chin lost and writing a paragraph to Conn Iggulden's description of the start of the battle in Lords of the Bow. The activities are high on blood, gore and student engagement.

Three cloze activities on the topic Aboriginal Rights and Freedoms: 1. U.N. Declaration on the Rights of Indigenous Peoples 2. The Aboriginal Protection Board 3. The 2008 Apology to Indigenous People. The activity is to accompany the unit of work on Aboriginal Rights and Freedoms in the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms 1945-present

Acrostic poem and Mix & match activities for the topic The Vikings. 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

The Battle of Passchendaele is one of the episodes in the series Great Battles of the Great War. It is available on Youtube. This film focuses on the strategic importance of Passchendaele, Belgium for the Allied and German armies in 1917, the Allied efforts to take Passchendaele and the German efforts to defend it, the conditions in which soldiers fought and gives an overview of the First, Second and Third Battles of Passchendaele including the British-led Battle of Menin Road, Australian-led First Battle of Passchendaele and Battle of Polygon Wood and the Canadian-led Second Battle of Passchendaele.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic The Holocaust 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: + Mark Jurkowski describes his experiences in Auschwitz, 1940 CE + Chaim Hirszman witnesses Nazis selecting Jews to live or die, 1942 CE + Martin Luther expresses his anti-Semitic views, 1542 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the History K-10 Syllabus for the Australian Curriculum Stage 5 Depth Study 6: The Holocaust The outcome being developed is: NSW HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process.

This worksheet accompanies the documentary, Auschwitz. The Forgotten Evidence. The video was originally shown on the History Channel and is available on You Tube. The video examines the question about why the Allies did not know about what was happening at Auschwitz and when they did, why they did not bomb the facility. The interviews with Holocaust survivors are powerful.