PowerPoint - How to write a short story + extracts from Chapter Four of Black Snake. This lesson begins with a proofreading activity where students need to add the necessary punctuation to an excerpt from the novel. The rules for when to begin a new paragraph in a narrative (short story). The structure of a short story (narrative arc). The PowerPoint then steps through each part of the short story providing examples from other texts. It also includes an exemplar short story (for the upcoming assessment task) retelling the story of when Ned saved the Sheldon Boy from Ned’s perspective. Some of the key language features in the exemplar have been highlighted / colour coded so students can see the range of devices being used throughout. Subsequently it looks at the short piece of fiction at the beginning of chapter four. This passage is written from the perspective of a young girl (whose father, a trooper, was killed by Ned Kelly at Stringybark Creek.) This is followed by questions to check students’ understanding of the plot and how the author constructed a child’s perspective. Study passage - ‘Enemies of Society’ an extract from the beginning of Chapter 4. Some of the key language features have been highlighted in the word document. Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. 1) The lesson PowerPoint Discuss that ‘One Stray Bullet’ is one of the passages that students can choose for their written literary transformation {imaginative recount / short story}. Read this excerpt and make predictions about what the various characters would have done after this event {aka the Fitzpatrick incident}. Discuss the use of foreshadowing in the title. Discussion questions about the various characters’ viewpoints follow. There are also some short response (comprehension / analysis) questions for students to respond to. The remainder of the slides sum up the rest of the events in Chapter 3. There are video clips to cater to visual learners. 2) Handout - ‘One Stray Bullet’ excerpt of Black Snake 3) Week two and three spelling words handout (24 words per week).

I have taken a modelled response for a Frontier Wars short response exam and turned it into a practice exam. The task sheet includes a little more scaffolding than the actual task as it is to build student’s literacy (it includes some Logon literacy linking word suggestions.) Also included is the stimulus sources, a GTMJ (guide to making judgements) and example answers to go through after the exam.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). Two retrieval charts which I place onto a class one note for students to complete in pairs. This is designed to be used at the beginning of the unit to first engage with the perspectives of the colonists and the Indigenous Australians. I have also included a PowerPoint which explains how to sign up to view the State Library of Queensland’s resources.

This lesson was designed for the second phase of the unit where students are preparing to write a persuasive text about Ned Kelly. This lesson focuses on reading the events in Chapter Four of Black Snake, responding to questions and considering whether Ned’s actions make him a hero or a villain (or a victim of circumstances). There is a video excerpt of the shootout at Stringybark Creek (from the Heath Ledger film). There is also a clip from the Victoria Police which is intended as a memorial for the policemen killed in action by the Kelly Gang members. It also includes information about the two letters Ned famously wrote expressing why he turned to a life of crime (The Cameron Letter and the Jerilderie Letter). It concludes with information about how the public opinion of Ned shifted from a negative one to a more positive one after the 1960s. The lesson tries to present all points of view so that students can make up their own minds about Ned Kelly and whether he deserves to be held up as an Aussie icon. Handout - proofreading activity (an excerpt from the novel). Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

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 colonialism and Australia’s Frontier Wars (1788-1930s). This is a PowerPoint which can be used in the the first few lessons of the term. It is part of a Frontier Wars unit which culminates in a 2 hour examination (short response to stimulus). The first part of this lesson explains what history is (followed up with a clip), an overview of the assessment for the year, goal setting, rules and expectations. This is followed by an introduction to The Frontier Wars including terms to be copied into their glossary. Subsequently, contextual information is provided to set the scene: an explanation of what Indigenous life was like pre-contact, how Indigenous people came to be in Australia, the cultural achievements of Indigenous people, their beliefs about the land, language and learning, social organization, the role of elders, weapons, art, face & body painting. Finally, I explain what other groups the first Australians met before Cook, touch on the colonial mentality of the English and the reasons why BRitain wanted to colonise Australia (a place so far away). 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.

A lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 4). Followed by a review of the events in Chapter 4 of Black Snake. It then includes activities based on the opening section of Chapter 5 (including answering comprehension questions.) Students will be successful if they can: Identify the motivation of the narrator at the beginning of chapter 5 and explain the narrator’s viewpoint. Students will review the term modality and consider whether the language used by the writer (narrator) is high / low modality. There is also a creative writing activity for students to complete (an imaginative recount based on an excerpt from this chapter). A copy of the lesson plan Chapter 5 handout - the activities contained in the PowerPoint for distributing to learners. Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. PowerPoint 1 ‘Taking a closer look at One Stray Bullet’ - ** Reviewing what happened in the opening of chapter 3 ‘One Stray Bullet.’ This short piece of fiction told from the perspective of Ned’s sister Kate is one of the passages that students can choose for their written literary transformation {imaginative recount / short story}. The focus of this lesson is exploring characterisation (one of the creative writing techniques the author has used effectively in this extract) in order to prepare learners to develop their characters adequately within a small word limit. It includes a highlighting activity (colour coding the action/dialogue/actions/descriptions of the various characters in the passage.) The lesson also provides further historical context into the Fitzpatrick incident. It also includes scaffolding for if they were to re-write the opening of this narrative from the antagonists (Constable Fitzpatrick’s) perspective. There are 8 sentence starters to aid students to begin writing a practice narrative from Fitzpatrick’s perspective. There is a proofreading checklist for students to use after they have written their orientation. This passage can be used to gauge the students current writing abilities. PowerPoint 2 - Developing setting Assessment expectations – what language features students need to use to get a C, B & A. Reviewing key parts of speech that students need to know and use in their short story assessment (adjectives, adverbs, verbs & abstract nouns). Learning how to establish setting in a narrative. Top writing tips with example sentences. The importance of showing not telling. The importance of avoiding cliches. Planning to write a story from Mrs Kelly’s perspective (based on the events in One Stray Bullet). The lesson concludes with a creative writing activity where students write their own description of The Kelly House imagining that they are Ned’s mother.

A peer review handout for students to use to provide feedback to a peer prior to the draft due date. Excellent for increasing student assessment literacy. NB: to avoid plagiarism the students should bring a printed copy of their essay to class which will be returned to them at the completion of the activity. The handout includes a table with the assessment objectives in the first column & some questions in the middle column which expand on the criteria giving the student prompts for things to comment on if they are missing from their peer’s essay. In the final column they must rate the student for each cognitive verb being assessed (1 – excellent, 2 – satisfactory, 3 – needs attention). There is room for the student to write reasons / suggestions beneath this. At the base of this document is a PMI chart for students to fill in prior to handing the sheet back to their peer. Students then have time to read their feedback and seek clarification from their peer before making modifications to their draft ready to submit to the teacher in the following lesson. A drafting feedback checklist - This checklist was created to aid the teacher to provide consistent feedback to students about their assessment in a timely manner. It has comments for the various parts of the assessment and also includes some proofreading and editing steps. This style of feedback is not indicated on the actual draft itself, but as a separate document, which means that the learner has to locate the issues in their draft for correction. A lifesaver for busy teachers! You can reduce the number of points or use this document as a template to modify to suit your own tasks. 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 comprehensive scaffolding booklet which students are to use to conduct their inquiry prior to writing their essay. Teachers may opt to provide some or all sections of this to students based on their ability. It can also be broken up into handouts and used within specific lessons (chunking) with incremental deadlines to ensure students are on track to have found useful sources and analysed/evaluated these making notes about key features to mention within their essay. The booklet includes: • A brainstorming mind map for students to reflect on what they have learned throughout the term (used to aid them to select a topic to focus on in their essay) • A list of key individuals, groups and events prior to and during the Vietnam War (they must investigate an individual / group) to learn about their social, political or ideological views & their impact on the independence movement • Tips for developing a key inquiry question (including an example for another topic) • Tips for developing apt sub questions which are open and incorporate any of the 7 historical concepts which are prioritised in the Queensland syllabus • A graphic organiser for the student to reflect on their key and sub questions • A retrieval chart for students to keep their research organised. Students were advised that they needed to “Locate at least 10 historical sources (minimum two books and five primary sources – the rest can be from journal articles / websites / online sources) that present the perspectives of different people in response to your questions.” • Graphic organisers (using T.A.D.P.O.L.E acronym for students to note key details from sources that are worthy of analysis in their essay. I also added a section where they are prompted to reflect on the usefulness and reliability of the source (as students should be evaluating some of the sources within their essay). • Tips for developing a hypothesis (students should do this prior to writing their essay). • Tips for writing the essay including a suggested word count breakdown for each paragraph. There is information about the TEEASC body paragraph structure recommended on the History Skills website (as an alternative to TEEL). 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 be delivered at the end of a term to introduce the next topic (Vietnamese Independence Movement). It is to be run in a quasi-lecture style. Students are given a Cornell notes template to take notes as the lesson proceeds. The lesson begins with three learning goals which helps students know what they need to listen out for as they note take. The lecture includes some information about The Cold War Era before introducing the origins and duration of the Vietnam War. It includes information about America’s involvement in the war. Groups including the Viet Cong and North Vietnamese army are discussed and cartoons and photographic sources are featured. Information about the terrain, climate and wartime experiences of soldiers and civilians are summarised. Clips from the film ‘Good Morning Vietnam’ are used to engage audio-visual learners. Key weapons (agent orange and NAPALM) are explained. As is the Viet Cong Tunnel system and their military tactics. This segues into the reasons for anti-war protest in America and includes information about how photojournalism influenced this movement. Clips from the films ‘Forrest Gump’ and ‘Love and Honour’ are used along with primary sources (photographs). **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 for the first lesson of the term. It begins with students completing a KWL chart about the Vietnam War. Students are given a homework task (to create a timeline of key events). The slides go through some of the key features of a timeline to ensure students know what to include. Information is provided about the assessment task and an example Inquiry Question from a past student is provided as an example. This is followed by a mapping activity (to familiarise students with key place names and features e.g. rivers, the demilitarised zone, military bases). After the key term activity students have time to add to the L section of the KWL chart. The lesson concludes with some important dates for the term. A handout for the first lesson of the term. It begins with a mapping activity (an outline of Vietnam at the time and the division between North and South has been provided with the key places covered up with text boxes for the students to label after consulting an Atlas). There are 10 prompts to assist students to complete this. This is followed by a list of key terms on post it notes. Students need to match the terms to definitions in the table below and think of synonyms if they can. **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 be delivered at the end of a term to introduce the next topic (Vietnamese Independence Movement). It outlines the key question and five sub questions, provides brief information about the assessment task & summarises the learning intentions and success criteria for the unit. It also includes information about Cornell note taking (a style that students will use in the next lesson which will be run like a university lecture.) A worksheet designed to be used alongside the documentary Vietnam and the War (2015) – available at https://clickv.ie/w/0iwn. It includes 30 questions which I wrote as I watched the documentary (so they can be answered chronologically). 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. From earlier terms, the year 11 MHS students are aware of the historical concept of continuity and change. They are aware that, as historians, we need to study what things have changed or continued over time and try to explain the reasons for these. In this lesson, the students receive a handout that poses a key question that they need to investigate and respond to. As a class, we then broke down the key question into sub questions which students could research independently. (I find the use of think aloud activities – talking through my process – helps students to learn historical skill. This lesson gives them the opportunity to practice doing these things which they will do again when they develop their own key question and begin their assessment). Also included on the handout are a list of places where students can begin their research before branching out to their own searches. There is also a retrieval chart which provides a structured way for students to record their research. If you want to save on paper they can draw these in their books or complete them on One Note. Alternatively, a handout with several tables is provided as a separate word document. The final activity (Complete a T.A.D.P.O.L.E. of one of the sources you have chosen to assess its reliability) can be completed in class for fast finishers or for homework. 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.

To prepare students for their upcoming assessment (writing a historical essay about an individual / group involved in the independence movement that they have investigated) this lesson focuses on paragraph writing. This resource includes a PowerPoint, a handout of sources about the Viet Cong and a homework sheet about the TET offensive. A handout containing a range of source types including extracts from textbooks, online encyclopaedias, biographies, illustrations and photographs. The PowerPoint begins by introducing students to the question they need to respond to in paragraph form. They learn the meaning of the term ‘modus operandi’ which appears in the question. Students are reminded of the importance of synthesising (one of the criteria in the instrument specific marking guide for this subject). Synthesis is explained and then students have time to engage with the sources on the handout and write their TEEL paragraph. Students have a checklist to use post writing to ensure they have met the communication criteria. Afterwards students are called on to share their answers and feedback is provided from the teacher about their responses in terms of structure, content, synthesis, evidence of analysis/evaluation of sources within their response, word choices etc. Then, if time permits, this is followed by a brief introduction to a key event: The Tet offensive. There are some clips to view to provide students with a better understanding of this event in preparation for their homework task. A homework sheet that requires students to summarise the Tet offensive, look at a famous photograph from the time and research its context & answer some questions about this image. **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 is a set of resources for a student centred lesson which utilises a cooperative learning strategy known as ‘Jigsaw.’ The “Jigsaw Method” is a teaching strategy of organizing student group work that helps students collaborate and rely on one another. This teaching strategy is effective as it gives students a greater sense of individual responsibility. It works well in modern history as it teaches students to read sources, locate information relevant to their question and write a synthesised summary combining ideas from multiple sources and perspectives. A 87 handout full of sources about a range of different topics including: Viet Cong, peasant experiences in the Vietnam War, the Australian presence in Vietnam, Colonialism in Vietnam, The My Lai massacre and Ideologies, causes and effects. Each ‘expert’ group only needs one copy of the sources for their topic. This forces students to engage with the materials and take their own notes so that they can teach their peers about the topic. (However, depending on your group sizes you may choose to provide two copies). This is also a great resource for uploading in full to One Drive / Class Notebook for students to use as inspiration when selecting their topic to investigate for their research essay. A PowerPoint designed for running the lesson so you can see how the groups were set up for a small class size (10 students). There is also information behind the reference slide about the Jigsaw strategy for teachers who are interested in learning further about this pedagogy. In essence, Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a topic. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members. With this strategy, each student in the “home” group serves as a piece of the topic’s puzzle and when they work together as a whole, they create the complete jigsaw puzzle. The fact that they have the opportunity to listen to the perspectives of others enhances the quality of their education. Through this activity they will become better at paying attention to their peers, reflecting on what they have learned and asking good questions **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 glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. The first section of this monograph is includes information about the Gallipoli landing. Latter sections feature poems and stories. Source name: The School Paper: ANZAC Day 1916 (for classes III and IV) 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 glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. first section of this monograph is includes information about Australian soldiers being trained in Egypt and about the decision to land at Gallipoli. Next is a poem entitled ‘The Sailing of the Long Ships.’ This is followed by information under the heading ‘The Months of Battle’ about the solders experiences in Gallipoli. Images are provided of some men of the Australian 10th Light Horse in the trenches. Another poem ‘The Grey Mother’ (by Lauchlan Maclean Watt) is featured. The ‘grey mother’ is a metaphor for Great Britain and her children are the colonies and dependencies of the British empire. This is followed by a section called ‘The Return’ about evacuating the ANZACs. It includes details about the numbers that had to be evacuated, the military strategy used to plan this evacuation with as little loss of life as possible. It was implemented under the cover of nightfall. A description of what remains there today (1916) – empty trenches, a hulk or two on the beach, shattered piers – is provided along with a belief that the spirit of the Anzacs will live on in this place. Statistics of the numbers lost in the war are provided. Along with a statement about the significance of the Anzacs: “The word has already passed the nation’s lips to the nation’s heart, and the world will not willingly forget it.” A poem called ‘Pro Patria’ (latin for to die for one’s country) written by O.S is featured. This is followed by information about ‘The Victoria Cross’ and its recipients. Source name: The School Paper: ANZAC Day 1916 (for classes V and VI) 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 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.