A worksheet for students to complete when watching the 2009 film Mao’s Last Dancer. It includes contextual information about how ballet became popular in China. A ClickView link to the film is provided (for absent students / at home learning). There are 8 questions for students to respond to during / after watching the film. There is also some information about some areas where the film differs from the actual events. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). The resource includes: The word document referred to above which includes a link to a video looking back on the cultural revolution (made for the 50 year anniversary) and 3 viewing questions. Information about the historical concept of empathy (what it means and how this differs from sympathy.) Looking at a type of source where this skill can be applied: autobiographies. Information about the difference between a biography and an autobiography are provided. A series of extracts from 2 autobiographies are provided. Students are to read both and then choose one to complete a CAMPORUM table about. Typed extracts from two memoirs which students will engage with in the lesson (Mao’s Last Dancer and Wild Swans) A table explaining CAMPORUM with hints of what students should look be looking for when analysing and evaluating the source **Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources. **

In this lesson students will watch the 52-minute documentary entitled ‘Inside Mao’s China’ on YouTube. This worksheet includes a summary of this 2016 documentary and 18 questions for students to answer as they watch. Afterwards there are some activities designed to hone students’ skills. Firstly, they are given a source (quotations from Mao) and students must evaluate its usefulness and justify their answer. (There are hints in the document). Secondly, they are given 2 propaganda posters which they need to thoroughly analyse. Students must complete a table using the PICTURE acronym (explained in document). Finally, they are given two photographs which they must complete a CAMPORUM table for (this is a combination of analysing and evaluating). A homework activity is included (students must create an infographic to demonstrate their learning. (A document explaining infographics is provided for student reference.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). This lesson begins with an exploration of music which became popular during the cultural revolution. (Inquiry based learning approach). There is also information about which kinds of music were censored at this time. This is followed by a viewing activity and information about how Mao instigated the Cultural Revolution. A list of key events (up to Mao’s death) is provided. This is followed by information about the end of the revolution and its lasting significance. The document concludes with some checking for understanding questions. The resource includes: The word document referred to above (which includes key terms to add to the glossary and instructions for all activities in the lesson) A word document version of the webpage MAO-ERA. CHINESE REVOLUTIONARY MUSIC on ‘factsanddetails.com’ (in case the link disappears) Information about some revolutionary songs (for teacher reference) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). The resource includes: The word document referred to above A warm up where students receive the definitions for a range of Features of Evidence (used when analysing). They have to use their prior knowledge to match the definitions to the correct term. A word document version of the History Skills explanation of Explicit vs Implicit meaning (in case the website link goes dead) Questions for students to answer as they read chapter 14 of the 2015 Cambridge Textbook (see note below) An explanation of the COMA acronym which can be used to interrogate visual sources and communicate your findings Please note: your school will need access to the following textbook in order to complete one of the activities - Sowdon, T. (2015). Analysing the Chinese Revolution. [2nd e.d.]. United Kingdom: Cambridge University Press. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). **The resource includes: ** A warm up where students receive the definitions for a range of historical concepts, they have to use their prior knowledge to label them. An article from the New York Times (about the Cultural Revolution). There is a retrieval chart for them to fill in and some questions to answer. Some questions for students to answer as they engage with the 2015 Cambridge textbook (see below).** Please note: your school will need access to the following textbook in order to complete one of the activities - Sowdon, T. (2015). Analysing the Chinese Revolution. [2nd e.d.]. United Kingdom: Cambridge University Press. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A PowerPoint used to teach students about the Great Leap Forward. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this plan. The homework task is for students to research the ‘Four Pests Campaign’ and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A PowerPoint used to teach students about the Hundred Flowers Campaign. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this event. The homework task is for students to research the Anti-Rightist campaign and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

The lesson begins with an overview of the Learning Intentions and Success Criteria. This is followed by a competitive Google challenge where two teams must race to Google the dates for key events displayed on the board. Students have to then record their homework (a research task) in their diaries. A recap of what we have previously learned is provided. This is followed by a 22 minute YouTube viewing activity (Mao Zedong: The Chairman of Communist China).There are some notes about Mao’s ideologies for students to record in their books. There is also information about the conflicts which arose between Mao and the CCP’s Russian-oriented Central Committee (The Politburo). There is a 4 minute video about The Long March. A visual map of the routes they took, along with information about the weather and conditions, is provided. Historical interpretations of this march are displayed for students to read and discuss. This is followed by information about The Second Sino-Japanese War (1937–1945) and how this eventually led to the CCP achieving victory and the establishment of the People’s Republic of China (PRC) on 1 October 1949. The lesson ends with an examination of Mao’s first Five Year Plan. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed to provide students with an understanding of events between the Warlord era (1916) to the establishment of the Chinese Communist Party. The lesson includes definitions for terms including Kuomintang/Guomindang, Communism (which students need to add to their glossary) Information is provided about the diverse nature of warlords. The impact of the Treaty of Versailles meeting in 1919 (and the decision not to return the Shandong province to China) is briefly mentioned. This leads to an exploration of the May Fourth Movement, the New Culture Movement and the Guomindang (Nationalist party). Sun Yat-Sen’s 3 guiding ideological principles are shown. Information is provided about how he was inspired by the 1917 Marxist revolution in Russia. Information about how Marx’s theory had to be modified to fit China’s situation (is provided). This is followed by details about how the CCP formed (with the help of a Comintern Agent) in 1921. A brief bio of the following figure is provided for students to copy down (Jiang Jieshi/Chiang Kai-Shek). Why the CCP initially allied itself with the Nationalist party and how this relationship became fractured. A brief bio of Mao Zedong / Mao Tse-Tung is introduced. **Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.**

A PowerPoint designed to introduce students to their new topic: China. It begins with some interesting facts about China (with statistics written in 2019 and 2020). This is followed by information about our overarching learning intentions for the unit. A visual timeline of the weeks to complete the task is displayed on the board to emphasise to students why it is important to knuckle down. Then the focus of the lesson begins with an introduction to the historical context of China. Information about how a person’s name is written in sources is provided along with an explanation of the Wade-Giles and Pinyin systems. This is followed by information about what traditional China was like (during the Qing dynasty). There is information about the roles of women and children. An explanation of the prevalent belief system (Confucianism) is provided. A key idea: ‘The Mandate from Heaven’ is explained along with how power could change hands (how dynasties were challenged and overtaken). A summary of each part of the social structure (taken from Inquiry 1 textbook) is displayed to inform students about the relative status of Shenshi, Peasants, Artisans, Workers, Merchants, Traders, Professional Soldiers. Information is provided about their beliefs and foreign policy. The lesson then looks at how the Qing Dynasty was overthrown. Information is provided about The Taiping Rebellion and The Boxer Rebellion. A key figure (Sun Yat-Sen / Sun Yixian) is introduced. This is followed by information about an event: the 1911 Xinhai Revolution. There is a 9 minute YouTube clip for students to watch and then there are some notes for them to copy down (underlined). Finally, summary of events up to the Warlord era (1916-27) are provided.

A unit plan designed for a Modern History unit about China (1931-1976). The specific focus of the content varies from year to year but the assessment is always an Independent Source Investigation. Designed to meet the requirements of the new senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘National experiences in the Modern World.’ This unit plan includes: • a list of Learning Intentions and Success criteria which are given to students at the beginning of the unit • a description of the assessment and grades breakdown • a list of useful resources (including video links) • recommended content to cover if teaching the Cultural Revolution (from QCAA) • recommended content to cover from Cambridge Textbook (focusing on the impact of Mao’s vision on China) • A brief teaching and learning cycle including recommended checkpoints for the year 12’s to use to ensure they have completed their assessment on time

A selection of thirteen sources which I gathered for a practice exam on eugenics in Germany during World War Two. These are a mix of primary and secondary sources. Context statements are provided to assist students with their analysis and evaluation of these sources. Could be used for a practice exam or to practice skills during lessons / for a revision sheet.

A free lesson on using signposting in your writing. A definition of signposting is provided along with the two ways to achieve this. Some hints for signposting in an introduction and signposting in a body paragraph are provided. Just a quick lesson which can be used as a warm up before tackling unit-specific content.

A PowerPoint designed to teach students how to write an essay under exam conditions in response to historical sources. (In Queensland this is done once a year and students are given half of their sources one week before the exam, the remainder are unseen sources. The question is unseen until the assessment date.) The lesson will help build student assessment literacy as they become familiar with the criteria which they will be assessed with. The lesson begins with tips for how to write a thesis statement (aka historical argument / hypothesis). Students are shown an example introduction (from QCAA’s sample IA1) and they must identify the thesis statement. Students are then shown the example question used by the QCAA. As a class we discuss what we believe the task statement is asking the student to do. We unpack the words ‘to what extent.’ The PPT then goes through each of the criteria one at a time. The syllabus definition is provided along with what is required to get top marks. On the next slides this is followed by a look at a body paragraph which has been written with the criteria in mind (words which demonstrate this skill are highlighted). Sometimes an additional example from the subject report (these have been written by actual students.) This is followed by tips for engaging with sources, preparing for the exam etc. A recommended structure is provided for the introduction, body paragraphs and conclusion is also provided.

Resource 1: A PowerPoint which I used to deliver the lesson. It begins with a 5 minute viewing activity about The Lebensborn program. This was followed by some slides about the Lebensborn babies and the concept of ‘positive eugenics.’ Students are then introduced to a source (article) entitled ‘The woman who gave birth for Hitler’ along with some context about the source (for purposes of practicing evaluation). This is followed by a couple of discussion questions. For the second part of the lesson students have a choice between two activities (with the second activity to be completed for homework). Resource 2: A Worksheet for students to complete while engaging with a journal article entitled 'HOW ETHICS FAILED - THE ROLE OF PSYCHIATRISTS AND PHYSICIANS IN NAZI PROGRAMS FROM EXCLUSION TO EXTERMINATION, 1933-1945.’ The journal was accessed through the State Library of Queensland online catelogue (membership is free).

An introduction to the topic that students were being assessed on in this particular unit: Eugenics in Nazi Germany. Other relevant terms that were explained in this lesson include euthanasia, hereditary, Aryan, Ubermensch, Untermensch The lesson began by defining eugenics and sources of this ideology. Notes that students were to copy were underlined. Information (historical context) was provided about the places that this happened in the world during the 20th Century. Specific examples of what happened in the USA (Indiana and Chicago) based on information sourced from a reputable journal article. This was followed by some slides looking at how Social Darwinism was used to justify practicing eugenics. From here, I explored what transpired in Germany and how Jewish people became victims. There are slides explaining the Nazi party’s platform and how Jewish people were used as scapegoats to blame for Germany’s manifold problems. A screen shot from a textbook which summarises major anti-Jewish laws that were introduced between 1933-1939. The subsequent slides provided information about specific laws including the 1933 “German Law on Hereditary Disease” and the 1935 “Marriage Health Law.” This is followed by information about 2 key eugenicists / scientists in this era: Dr Ernst Rudin and Dr Josef Mengele. Students will learn about their motives and intentions + their actions (progression from eugenic theory > compulsory sterilization > to the killing of mentally ill patients + experimenting on twins). For homework, students were given a list of scientists from this era. They chose one to research and had to create a poster to communicate their findings to the class.

A graphic organiser (worksheet) for students to fill in while watching the documentary ‘HITLER’S WORLD: THE POST WAR PLAN: NAZIFICATION’ (2017) available on ClickView at https://online.clickview.com.au/libraries/series/9204332/hitler-s-world-the-post-war-plan The documentary originally aired on SBS and funs for 45 minutes. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the graphic organiser prior to playing the documentary so that students know what to listen out for. I then facilitate a class discussion to go through the answers once we have finished watching the documentary. I have also included notes taken by a student as a sample response.

A PowerPoint which I think History teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Constructive criticism is also appreciated. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). A 95 slide PowerPoint which can be used in various ways including: Delivered in lecture style during an introduction to the subject day (2 hour block) Delivered over a couple of lessons during the unit Sent to students for them to read during at home (COVID) learning along with a worksheet which specifies what information students need to look for The PowerPoint includes: An introduction to important terms (race and racism). Information about different types of racism. Information about how Nazi racism degenerated into genocide. Information about the Nazification of Germany (by 1934). A review of what Hitler wanted. Methods Hitler used to pursue his aims. How the Schutzstaffel (SS) was used as a tool of Nazi terror. How propaganda was used to reinforce the appeal of Nazism. Methods Goebbels used to spread propaganda. Examples of anti-Semitic propaganda. Warning signs before the Holocaust (classification, vilification, symbolisation, discrimination and polarisation). Information about the establishment of ghettos. Defining dehumanisation and looking at how this was achieved. How Jews were treated under Nazism. A timeline of anti-Semitic laws and policies (1933-1939). An important event: Kristallnacht. Engaging with sources about Kristallnacht. The lead up to the Holocaust (different phases). The Wannsee conference where ‘the final solution’ was developed. The outcomes of the conference. The tactics the Nazis used to get the Jews to leave the Ghettos. Information about the concentration and extermination camps. Images of the entrance to Auschwitz, the Boxcars, an image of Auschwitz taken from the air, an image of a wooden barrack in Auschwitz Birkenau, a image of the Auschwitz gas chambers, images of sonderkommando processing the bodies into the crematorium etc. which help students to understand the parts of the camp and the level of destruction. The legacy of the Holocaust and the Nuremberg war crimes trials. The development of the United Nations. Different historical perspectives (Orthodox, Revisionist, Intentionalist, Functionalist).

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x PowerPoint 1 x Booklet containing sources and activities which help students to practice synthesising and forming historical arguments based on information from sources 1x synthesis poster that I made on the Canva website Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The sequence of this lesson: This lesson followed on from a lesson about evaluating sources. It begins with some advice about evaluating taken from the QCAA’s 2021 Modern History subject report. This is followed by a warm up where students are shown 5 example exam questions and they have to explain what they believe the question is asking them to do. This is followed by viewing a visual source and students have to suggest what the explicit and implicit meanings are. This is followed by another visual source where they have to suggest the intended reading and the ideologies showcased by the source. Following this, the learning intentions and success criteria are unpacked before turning our attention to the core skill for the lesson: synthesis. It begins by defining this term and looking at some words which may appear in a question which would hint that you are being asked to synthesise. This is followed by a 6 step process that students can use when synthesising. This is followed by an example student response to IA1 (essay under exam conditions) taken from the QCAA’s 2021 Modern History Subject Report. After reading this exemplar the class discusses the merits of this work. Following this, the year 12s begin working through the synthesising work booklet while I take the year 11’s through some more explicit teaching. It begins with what questions to ask yourself when interrogating sources. This is followed by tips of how to introduce the authors of sources (as this helps the reader know how credible the points are). There are tips for how to talk about two sources simultaneously. We then unpack how synthesising is assessed in the QLD Modern History criteria (guide to making judgements). The importance of creating a sophisticated historical argument is emphasised. This is followed by an example historical argument for a different topic. This is followed by instruction on how to create a purposeful topic sentence for each body paragraph. Next information about what should be featured in supporting sentences and the final linking sentence is provided. Then year 11’s begin working on the independent work booklet while I go through the answers with the year 12s. Students complete any unfinished portions of the booklet for homework.